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  • 1.
    Messina Dahlberg, Giulia
    University of Skövde, School of Health and Education.
    A Multivocal Approach in the Analysis of Online Dialogue in the Language-focused Classroom in Higher Education2017In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 20, no 2, p. 238-250Article in journal (Refereed)
    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.

  • 2.
    Messina Dahlberg, Giulia
    Örebro University.
    Languaging in virtual learning sites: Studies of online encounters in the language-focused classroom2015Doctoral thesis, comprehensive summary (Other academic)
  • 3.
    Messina Dahlberg, Giulia
    et al.
    Dalarna University, Falun, Sweden.
    Bagga-Gupta, Sangeeta
    Örebro University, Sweden.
    Communication in the virtual classroom in higher education: Languaging beyond the boundaries of time and space2013In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, no 3, p. 127-142Article in journal (Refereed)
  • 4.
    Messina Dahlberg, Giulia
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik / Örebro universitet.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces2015In: 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)
  • 5.
    Messina Dahlberg, Giulia
    et al.
    University of Skövde, School of Health and Education.
    Bagga-Gupta, Sangeeta
    Jönkoping University, Jönkoping, Sweden.
    Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands2016In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 20, no 3, p. 80-106Article in journal (Refereed)
    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.

  • 6.
    Messina Dahlberg, Giulia
    et al.
    School of Languages and Media Studies, Dalarna University, Sweden.
    Bagga-Gupta, Sangeeta
    School of Humanities, Education and Social Science, Örebro University, Sweden.
    Understanding glocal learning spaces: An empirical study of languaging and transmigrant positions in the virtual classroom2015In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, no 4, p. 468-487Article in journal (Refereed)
  • 7.
    Messina Dahlberg, Giulia
    et al.
    University of Gothenburg, Sweden.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Montebelli, Alberto
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Billing, Erik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Negotiating epistemic spaces for dialogue across disciplines in higher education: The case of the Pepper experiment2018In: EARLI, Joint SIG10-21 Conference, 2018, Luxembourg, 2018, Luxembourg, 2018Conference paper (Refereed)
  • 8.
    Montebelli, Alberto
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Billing, Erik A.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Messina Dahlberg, Giulia
    Department of Educational Research and Development, University of Borås.
    Reframing HRI Education: A Dialogic Reformulation of HRI Education to Promote Diverse Thinking and Scientific Progress2017In: Journal of Human-Robot Interaction, E-ISSN 2163-0364, Vol. 6, no 2, p. 3-26Article in journal (Refereed)
    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.

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