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Messina Dahlberg, GiuliaORCID iD iconorcid.org/0000-0003-3674-3765
Publications (8 of 8) Show all publications
Messina Dahlberg, G., Lindblom, J., Montebelli, A. & Billing, E. (2018). Negotiating epistemic spaces for dialogue across disciplines in higher education: The case of the Pepper experiment. In: EARLI, Joint SIG10-21 Conference, 2018, Luxembourg, 2018: . Paper presented at European Association for Research on Learning and Instruction (EARLI), Joint SIG10-21 Conference, 2018, Luxembourg, 30–31 August 2018. Luxembourg
Open this publication in new window or tab >>Negotiating epistemic spaces for dialogue across disciplines in higher education: The case of the Pepper experiment
2018 (English)In: EARLI, Joint SIG10-21 Conference, 2018, Luxembourg, 2018, Luxembourg, 2018Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Luxembourg: , 2018
National Category
Learning Pedagogy Human Aspects of ICT
Research subject
Interaction Lab (ILAB)
Identifiers
urn:nbn:se:his:diva-16120 (URN)
Conference
European Association for Research on Learning and Instruction (EARLI), Joint SIG10-21 Conference, 2018, Luxembourg, 30–31 August 2018
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-03-19Bibliographically approved
Messina Dahlberg, G. (2017). A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education. Educational Technology & Society, 20(2), 238-250
Open this publication in new window or tab >>A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education
2017 (English)In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 20, no 2, p. 238-250Article in journal (Refereed) Published
Abstract [en]

The study presented here is interested in understanding the ways in which social interaction in technology mediated institutional settings is constrained and afforded by what Pennycook defines as "critical moments" in the educational experience. Drawing on Social Learning Analytics and on the concepts of heteroglossia, contingency and chaining, this paper critically discusses a methodology that allows the analysts, and ultimately learners and educators, to follow and visually represent the mobility of the learners-in-concert-with-tools across space, time and language varieties and modalities in technology-mediated communication. The empirical data focused on here is drawn from a large project which includes 40 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university in the videoconferencing platform Adobe Connect. Preliminary findings suggest that the environment, both in terms of what happens inside and outside the virtual learning site, is of primary importance when it comes to the organization of the interaction among individuals in terms of what becomes the participants' focus during the encounters. A visual representation through a multivocal approach of this mobility of learners, topics and tools will, it is suggested, support learners, educators and designers in locating where and when in the interaction "critical moments" have occurred, in order to understand how such shifts in focus support or hinder the learning experience.

Place, publisher, year, edition, pages
International Forum of Educational Technology & Society, 2017
Keywords
Technology-mediated communication, Videoconferencing, Virtual learning sites, Social learning analytics, Critical moments, Dialogue, (Im)mobilities, Ethnography, Multivocal approach
National Category
Media and Communications Educational Sciences Computer and Information Sciences
Identifiers
urn:nbn:se:his:diva-13793 (URN)000400882300020 ()2-s2.0-85018795581 (Scopus ID)
Available from: 2017-06-20 Created: 2017-06-20 Last updated: 2019-11-21Bibliographically approved
Montebelli, A., Billing, E. A., Lindblom, J. & Messina Dahlberg, G. (2017). Reframing HRI Education: A Dialogic Reformulation of HRI Education to Promote Diverse Thinking and Scientific Progress. Journal of Human-Robot Interaction, 6(2), 3-26
Open this publication in new window or tab >>Reframing HRI Education: A Dialogic Reformulation of HRI Education to Promote Diverse Thinking and Scientific Progress
2017 (Swedish)In: Journal of Human-Robot Interaction, E-ISSN 2163-0364, Vol. 6, no 2, p. 3-26Article in journal (Refereed) Published
Abstract [en]

Over the last few years, technological developments in semi-autonomous machines have raised awareness about the strategic importance of human-robot interaction (HRI) and its technical and social implications. At the same time, HRI still lacks an established pedagogic tradition in the coordination of its intrinsically interdisciplinary nature. This scenario presents steep and urgent challenges for HRI education. Our contribution presents a normative interdisciplinary dialogic framework for HRI education, denoted InDia wheel, aimed toward seamless and coherent integration of the variety of disciplines that contribute to HRI. Our framework deemphasizes technical mastery, reducing it to a necessary yet not sufficient condition for HRI design, thus modifying the stereotypical narration of HRI-relevant disciplines and creating favorable conditions for a more diverse participation of students. Prospectively, we argue, the design of an educational 'space of interaction’ that focuses on a variety of voices, without giving supremacy to one over the other, will be key to successful HRI education and practice.

Keywords
human-robot interaction, dialogic interdisciplinary HRI education
National Category
Interaction Technologies
Research subject
Interaction Lab (ILAB); INF302 Autonomous Intelligent Systems
Identifiers
urn:nbn:se:his:diva-14186 (URN)10.5898/JHRI.6.2.Montebelli (DOI)000424170500002 ()
Projects
Action and intention recognition in human interaction with autonomous systems -AIR
Funder
Knowledge Foundation, (SIDUS grant agreement no. 20140220
Available from: 2017-10-02 Created: 2017-10-02 Last updated: 2018-11-16Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2016). Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands. Language Learning & Technology, 20(3), 80-106
Open this publication in new window or tab >>Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
2016 (English)In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 20, no 3, p. 80-106Article in journal (Refereed) Published
Abstract [en]

The study presented in this article explores the ways in which discursive-technologies shape interaction in digitally-mediated educational settings in terms of affordances and constraints for the participants. Our multi-scale sociocultural-dialogical analysis of the interactional order in the online sessions of an Italian for Beginners language course provided by a university in Sweden is illustrated in terms of an Introduction phase, a Language and Grammar phase, a Discussion phase, and a Concluding phase. Dimensions of TimeSpace shape the organization of the lessons where a range of literacy practices can be identified. A second step in the analysis zooms into the Discussion phase. Taking the concepts of epistemic engine and epistemic domains as points of departure, we explain how the written word shapes the interactional order in online settings. This study highlights how different interactional orders allow for the opening up of new socialization spaces, in which students are more likely to be prevented from getting trapped in their own script of task-oriented activities. Here, participants' cultural processes are complexly layered in digitally-mediated encounters, where their focused orientation towards a variety of offline and online oral and written resources is partly curtailed by the digital environment itself.

Place, publisher, year, edition, pages
University of Hawaii * National Foreign Language Resource Center, 2016
Keywords
Online Teaching and Learning, ICT Literacies, Technology-mediated Communication, Virtual Environments, Computer-assisted Language Learning
National Category
Pedagogy
Identifiers
urn:nbn:se:his:diva-13233 (URN)000388443400010 ()2-s2.0-84994589695 (Scopus ID)
Available from: 2016-12-15 Created: 2016-12-15 Last updated: 2019-12-02Bibliographically approved
Messina Dahlberg, G. (2015). Languaging in virtual learning sites: Studies of online encounters in the language-focused classroom. (Doctoral dissertation). Örebro University
Open this publication in new window or tab >>Languaging in virtual learning sites: Studies of online encounters in the language-focused classroom
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Place, publisher, year, edition, pages
Örebro University, 2015. p. 147
Series
Örebro Studies in Education, ISSN 1404-9570 ; 49
National Category
Pedagogy
Identifiers
urn:nbn:se:his:diva-13386 (URN)978-91-7529-076-8 (ISBN)
Opponent
Supervisors
Note

I avhandlingen ingår även 

Messina Dahlberg, G. (n.d.). Learning analytics to visually represent the mobility of learners in the language-focused virtual classroom : a multivocal approach. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-45570

Available from: 2017-11-09 Created: 2017-02-13 Last updated: 2017-11-27Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2015). Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces. In: Edward Dixon and Michael Thomas (Ed.), CALICO: Researching language learner interactions online: From social media to MOOCs. San Marcos,TX: CALICO
Open this publication in new window or tab >>Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces
2015 (English)In: CALICO: Researching language learner interactions online: From social media to MOOCs / [ed] Edward Dixon and Michael Thomas, San Marcos,TX: CALICO , 2015Chapter in book (Refereed)
Place, publisher, year, edition, pages
San Marcos,TX: CALICO, 2015
Series
CALICO's Monograph Book Series
Keywords
Digitally Mediated Communication, digital spaces, TimeSpace, languaging, third space, hybridity
National Category
Pedagogy
Identifiers
urn:nbn:se:his:diva-13385 (URN)978-0-9963165-0-7 (ISBN)
Available from: 2017-02-13 Created: 2017-02-13 Last updated: 2017-11-27Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2015). Understanding glocal learning spaces: An empirical study of languaging and transmigrant positions in the virtual classroom. Learning, Media & Technology, 39(4), 468-487
Open this publication in new window or tab >>Understanding glocal learning spaces: An empirical study of languaging and transmigrant positions in the virtual classroom
2015 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, no 4, p. 468-487Article in journal (Refereed) Published
Place, publisher, year, edition, pages
BioMed Central Ltd., 2015
Keywords
language learning, glocal communities, online synchronous environments, transmodality, translanguaging, higher education
National Category
Pedagogy
Identifiers
urn:nbn:se:his:diva-13383 (URN)10.1080/17439884.2014.931868 (DOI)000343908000005 ()2-s2.0-84908645444 (Scopus ID)
Available from: 2017-02-13 Created: 2017-02-13 Last updated: 2019-11-26Bibliographically approved
Messina Dahlberg, G. & Bagga-Gupta, S. (2013). Communication in the virtual classroom in higher education: Languaging beyond the boundaries of time and space. Learning, Culture and Social Interaction, 2(3), 127-142
Open this publication in new window or tab >>Communication in the virtual classroom in higher education: Languaging beyond the boundaries of time and space
2013 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, no 3, p. 127-142Article in journal (Refereed) Published
Keywords
Language learning, Online synchronous environments, Multilingualism, Identities, Technology mediated social interaction
National Category
Pedagogy
Identifiers
urn:nbn:se:his:diva-13384 (URN)10.1016/j.lcsi.2013.04.003 (DOI)000340858600001 ()2-s2.0-84881367859 (Scopus ID)
Available from: 2017-02-13 Created: 2017-02-13 Last updated: 2017-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3674-3765

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