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Handbook of Research
on Digital Information
Technologies:
Innovations, Methods, and
Ethical Issues

Thomas Hansson
University of Southern Denmark / Blekinge Institute of Technology, Sweden

InformatIon scIence reference

Hershey • New York
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Handbook of research on digital information technologies : innovations, methods, and ethical issues / Thomas Hansson, editor.

p. cm.

Summary: "This book provides a collection of successful designs, defined as communicative relation-building solutions, for individuals
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1. Communication and technology. 2. Educational technology. 3. Information technology. I. Hansson, Thomas.

P96.T42H364 2008

303.48'33--dc22

2007043952

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Editorial Advisory Board

Phyllis Adcock Kenneth Lim

University of Nebraska at Omaha, USA Nanyang Technological University, Singapore

Peter Dunn Sharon Merritt

University of Westminster, UK Santa Clara University, USA

Loba van Heugten Vassiliki Mitropoulou

LBi Ltd – London, UK Aristostle University of Thessaloniki, Greece

Pertti Kansanen Julian Rodriguez Pardo

Helsinki University, Finland University of Extremadura, Spain

Rafn Kjartansson David Silverberg

University of Akureyri, Iceland Ashland University, USA

Tom C. Vogt
University of Augsburg, Germany
List of Contributors

Åkerfeldt, Anna / Stockholm Institute of Education, Sweden ........................................................... 353

Alexandersson, Mikael / University of Gothenburg, Sweden ........................................................... 246
Azad, K. M. Abdul / Northern Illinois University, USA ....................................................................... 1
Baek, E-O / California State University, San Bernardino, USA ........................................................ 230
Bagley, Carl / University Durham, UK ................................................................................................ 14
Bartlett-Bragg, Anne / University of Technology, Sydney, Australia ............................................... 160
Basque, Josianne / Télé-université, Canada ..................................................................................... 176
Bo-Kristensen, Mads / Resource Center for Integration–Vejle, Denmark ......................................... 27
Bosio, Albino Claudio / Università Cattolica del Sacro Cuore di Milano, Italy .............................. 191
Bria, Marc / Universitat Autònoma de Barcelona, Spain .................................................................. 117
Brigth, Damien / University of Southern Denmark, Denmark ......................................................... 412
Collis, Betty / University of Twente, The Netherlands ....................................................................... 303
Contamines, Julien / Télé-université, Canada .................................................................................. 176
Crespo, Isabel / Universitat Autònoma de Barcelona, Spain ............................................................ 117
Dao, Kim Chi / Télé-université, Canada ........................................................................................... 176
Devlin-Scherer, Roberta / Seton Hall University, USA .................................................................... 146
Dixon, Kathyrn / Curtin University of Technology, Australia .......................................................... 212
Dixon, Robert / Curtin University of Technology, Australia ............................................................. 212
Eklöf, Anders / Kristianstad University, Sweden .............................................................................. 474
Fitzgerald, Robert / University of Canberra, Australia .................................................................... 340
Gersbo-Møller, Christopher / University of Southern Denmark, Denmark ..................................... 412
Graffigna, Guendaline / Università Cattolica del Sacro Cuore di Milano, Italy ............................. 191
Hansson, Thomas / Blekinge Institute of Technology, Sweden ......................................................... 367
Hansson, Tim / Merc IT ApS, Denmark ............................................................................................. 412
Herner-Patnode, Leah / Ohio State University, Lima, USA ............................................................. 230
Hiltunen, Leena / University of Jyväskylä, Finland ............................................................................ 37
Holewa, Hamish / International Program of Psycho-Social Health Research,
Central Queensland University, Australia ....................................................................................... 56
Ivarsson, Jonas / University of Gothenburg, Sweden .......................................................................... 67
Jefferies, Pat / University of Bedfordshire, UK ................................................................................. 431
Kärkkäinen, Tommi / University of Jyväskylä, Finland ..................................................................... 37
Karlsson, Göran / IT University of Gothenburg, Sweden .................................................................. 67
Kitchenham, Andrew / University of Northern British Columbia, Canada ....................................... 82
Kukulska-Hulme, Agnes / The Open University, UK ....................................................................... 387
Kuleshov, Gennadiy / TUI University, USA ...................................................................................... 102
Kupferberg, Irit / Levinsky College of Education, Israel ................................................................. 398
Lalueza, José Luis / Universitat Autònoma de Barcelona, Spain ..................................................... 117
Lantz-Andersson, Annika / University of Gothenburg, Sweden ...................................................... 246
Lee, Hea-Jin / Ohio State University, Lima, USA .............................................................................. 230
Lemmergaard, Jeanette / University of Southern Denmark, Denmark............................................ 412
Limberg, Louise / University of Gothenburg, Sweden ...................................................................... 246
Lindberg, J. Ola / Mid Sweden University, Sweden .......................................................................... 498
Lotherington, Heather / York University, Toronto, Canada ............................................................. 261
Loucky, John Paul / Seinan Jo Gakuin University, Japan ................................................................ 281
Lozza, Edoardo / Università Cattolica del Sacro Cuore di Milano, Italy......................................... 191
Mäkinen, Olli / University of Vaasa, Finland.................................................................................... 457
Margaryan, Anoush / Glasgow Caledonian University, UK ............................................................ 303
McClelland, Bob / Liverpool John Moores University, UK .............................................................. 320
McRobb, Steve / De Montfort University, UK................................................................................... 431
Meyer, Bente / Scool of Education, University of Aarhus, Denmark .................................................. 27
Morgan, Konrad / Northern Alberta Institute of Technology, Canada ............................................. 447
Morgan, Madeleine / Northern Alberta Institute of Technology, Canada ........................................ 447
Moyle, Kathryn / University of Canberra, Australia ........................................................................ 340
Nilsson, Lars-Erik / Kristianstad University, Sweden ...................................................................... 474
Nilsson, Monica E. / Bleckinge Institute of Technology, Sweden ...................................................... 131
Olofsson, Anders / Umeå University, Sweden ................................................................................... 498
Ottoson, Torgny / Kristianstad University, Sweden .......................................................................... 474
Sardone, Nancy / Seton Hall University, USA................................................................................... 146
Selander, Staffan / Stockholm Institute of Education, Sweden .......................................................... 353
Stahl, Bernd Carsten / De Montfort University, UK ........................................................................ 431
Traxler, John / University of Wolverhampton, UK ............................................................................ 514
Table of Contents

Foreword ............................................................................................................................................. xx

Preface ............................................................................................................................................... xxii

Section I
Innovations

Chapter I
The Modular Design of an Internet-Based Laboratory ........................................................................... 1
Abdul K. M. Azad, Northern Illinois University, USA

Chapter II
Exploring Multimedia Performance in Educational Research.............................................................. 14
Carl Bagley, University Durham, UK

Chapter III
Transformations of the Language Laboratory ...................................................................................... 27
Mads Bo-Kristensen, Resource Centre for Integration–Vejle, Denmark
Bente Meyer, School of Education, Univeristy of Aarhus, Denmark

Chapter IV
A Topic-Case Driven Methodology for Web Course Design................................................................ 37
Leena Hiltunen, University of Jyväskylä, Finland
Tommi Kärkkäinen, University of Jyväskylä, Finland

Chapter V
New Paradigms: A Collaborative Web Based Research Tool ............................................................... 56
Hamish Holewa, International Program of Psycho-Social Health Research,
Central Queensland University, Australia

Chapter VI
Animations in Science Education ......................................................................................................... 67
Göran Karlsson, IT University of Gothenburg, Sweden
Jonas Ivarsson, University of Gothenburg, Sweden
Chapter VII
One-to-One Computing and Teacher Transformation ......................................................................... 82
Andrew Kitchenham, University of Northern British Columbia, Canada

Chapter VIII
Web Enhanced vs. Traditional Approach for a Science Course.......................................................... 102
Gennadiy Kuleshov, TUI University, USA

Chapter IX
Microcultures, Local Communities, and Virtual Networks ............................................................... 117
José Luis Lalueza, Universitat Autònoma de Barcelona, Spain
Isabel Crespo, Universitat Autònoma de Barcelona, Spain
Marc Bria, Universitat Autònoma de Barcelona, Spain

Chapter X
Digital Storytelling as a Tool in Edcuation ........................................................................................ 131
Monica E. Nilsson, Bleckinge Institute of Technology, Sweden

Chapter XI
Multi-User Virtual Learning Environments in Education .................................................................. 146
Nancy Sardone, Seton Hall University, USA
Roberta Devlin-Scherer, Seton Hall University, USA

Section II
Methods

Chapter XII
Pedagogical Practice for Learning with Social Software .................................................................. 160
Anne Bartlett-Bragg, University of Technology, Sydney, Australia

Chapter XIII
Authentic E-Learning in a Virtual Scientific Conference .................................................................. 176
Josianne Basque, Télé-université, Canada
Kim Chi Dao, Télé-université, Canada
Julien Contamines, Télé-université, Canada

Chapter XIV
Toward Theory and Technique for Online Focus Groups .................................................................. 191
Albino Claudio Bosio, Università Cattolica del Sacro Cuore di Milano, Italy
Guendaline Graffigna, Università Cattolica del Sacro Cuore di Milano, Italy
Edoardo Lozza, Università Cattolica del Sacro Cuore di Milano, Italy
Chapter XV
Online Pedagogical Effectiveness in Adult Contexts ......................................................................... 212
Robert Dixon, Curtin University of Technology, Australia
Kathyrn Dixon, Curtin University of Technology, Australia

Chapter XVI
Reflective E-Learning Pedagogy ....................................................................................................... 230
Leah Herner-Patnode, Ohio State University, Lima, USA
Hea-Jin Lee, Ohio State University, Lima, USA
E-O Baek, California State University, San Bernardino, USA

Chapter XVII
To be Lost and to be a Loser Through the Web .................................................................................. 246
Louise Limberg, University of Gothenburg, Sweden
Mikael Alexandersson, University of Gothenburg, Sweden
Annika Lantz-Andersson, University of Gothenburg, Sweden

Chapter XVIII
Digital Epistemologies and Classroom Multiliteracies....................................................................... 261
Heather Lotherington, York University, Toronto, Canada

Chapter XIX
Improving Online Readability and Information Literacy ................................................................... 281
John Paul Loucky, Seinan Jo Gakuin University, Japan

Chapter XX
Technology-Enhanced Learning in the Corporate Context................................................................. 303
Anoush Margaryan, Glasgow Caledonian University, UK
Betty Collis, University of Twente, The Netherlands

Chapter XXI
Using Virtual Learning Environments to Present Different Learning Blends .................................... 320
Robert J. McClelland, Liverpool John Moores University, UK

Chapter XXII
Education Research with Electronic Focus Groups ............................................................................ 340
Kathryn Moyle, University of Canberra, Australia
Robert Fitzgerald, University of Canberra, Australia

Chapter XXIII
Learning and Meaning-Making in the Virtual Space .......................................................................... 353
Staffan Selander, Stockholm Institute of Education, Sweden
Anna Åkerfeldt, Stockholm Institute of Education, Sweden
 Section III
Ethical Issues

Chapter XXIV
Communication and Relation Building in Social Systems ................................................................. 367
Thomas Hansson, Blekinge Institute of Technology, Sweden

Chapter XXV
Human Factors and Innovation with Mobile Devices ........................................................................ 387
Agnes Kukulska-Hulme, The Open University, UK

Chapter XXVI
Self-Construction in Computer Mediated Discourse .......................................................................... 398
Irit Kupferberg, Levinsky College of Education, Israel

Chapter XXVII
Design and Implementation of Trust Enabling Functions .................................................................. 412
Jeanette Lemmergaard, University of Southern Denmark, Denmark
Damien Brigth, University of Southern Denmark, Denmark
Christopher Gersbo-Møller, University of Southern Denmark, Denmark
Tim Hansson, University of Southern Denmark, Denmark

Chapter XXVIII
Lost in the Funhouse, is Anyone in Control?...................................................................................... 431
Pat Jefferies, University of Bedfordshire, UK
Steve McRobb, De Montfort University, UK
Bernd Carsten Stahl, De Montfort University, UK

Chapter XXIX
Ethical Issues in Digital Information Technology .............................................................................. 447
Konrad Morgan, Northern Alberta Institute of Technology, Canada
Madeleine Morgan, Northern Alberta Institute of Technology, Canada

Chapter XXX
Philosophy of Web-Based Mediation ................................................................................................. 457
Olli Mäkinen, University of Vaasa, Finland

Chapter XXXI
Unstructured Information as a Socio-Technical Dilemma.................................................................. 474
Lars-Erik Nilsson, Kristianstad University, Sweden
Anders Eklöf, Kristianstad University, Sweden
Torgny Ottoson, Kristianstad University, Sweden
Chapter XXXII
An Ethical Perspective on ICT in the Context of the Other................................................................ 498
J. Ola Lindberg, Mid Sweden University, Sweden
Anders Olofsson, Umeå University, Sweden

Chapter XXXIII
Mobile Learning in a Social, Ethical, and Legal Environment........................................................... 514
John Traxler, University of Wolverhampton, UK

About the Contributors ................................................................................................................... 527

Index ................................................................................................................................................ 538

Detailed Table of Contents

Foreword ............................................................................................................................................. xx

Preface ............................................................................................................................................... xxii

Section I
Innovations

Chapter I
The Modular Design of an Internet-Based Laboratory ........................................................................... 1
Abdul K. M. Azad, Northern Illinois University, USA

This chapter describes a software facility being remotely controlled over the Internet and thus enabling
the students to get access to full laboratory equipment any time from any location. The students utilize
the facility extensively and learn efficiently. The laboratory allows an administrator to monitor the use
of the facility.

Chapter II
Exploring Multimedia Performance in Educational Research.............................................................. 14
Carl Bagley, University Durham, UK

This chapter presents an experimental design for involving audiences in multimedia happenings. The
chapter describes an innovative design for producing qualitative data. The results emerge from a UK
government project on social exclusion. The text explores the (re)telling of a tale through the lens of
bounded and unbounded (re)presentational forms. Critically-informed debate around the legitimacy
of inter-textual multimedia forms is a productive way of representing and re-evaluating what and how
people learn.

Chapter III
Transformations of the Language Laboratory ...................................................................................... 27
Mads Bo-Kristensen, Resource Centre for Integration–Vejle, Denmark
Bente Meyer, School of Education, Univeristy of Aarhus, Denmark

This chapter provides a historical perspective on how digital technologies have helped develop a number
of solutions for intensive foreign language learning. Principles of computer assisted language learning
(CALL) plus remediation rather than technological control, ensures the emergence of dialogical relation-
ships, a crucial contributor to language learning. The technology allows intelligent language labs to be
established in private contexts as well as in public spaces.

Chapter IV
A Topic-Case Driven Methodology for Web Course Design................................................................ 37
Leena Hiltunen, University of Jyväskylä, Finland
Tommi Kärkkäinen, University of Jyväskylä, Finland

This chapter describes a content-based development method for designing and implementing online
web courses. Instructors, students of computer science, teacher education, and university educators
from different educational fields have participated in an experimental design. The result is a Web course
repository with re-usable learning objects plus pedagogical and technical solutions readily available for
the next university course.

Chapter V
New Paradigms: A Collaborative Web Based Research Tool ............................................................... 56
Hamish Holewa, International Program of Psycho-Social Health Research,
Central Queensland University, Australia

This chapter contains a description of challenges associated with the management of an international
research program. A Web-based collaborative management tool is built around the idea of a centralized
resource for distribution and access of information. The integration of responsive IT processes has
increased automation in information search and the quality of research efficiency. Responsive IT processes
have removed redundancies and increased automation and research efficiency.

Chapter VI
Animations in Science Education ......................................................................................................... 67
Göran Karlsson, IT University of Gothenburg, Sweden
Jonas Ivarsson, University of Gothenburg, Sweden

This chapter outlines animations in science education, displaying complex carbon cycle processes.
They have created a learning environment in which 3-D computer animations depict processes in the
biochemical cycle. The students’ reasoning runs the risk of focusing the attention on misleading aspects,
isolated reasoning, or varying understandings of what resources to use in performing a task. Interactivity
is suggested as a valid way of safeguarding against willful conceptualizations.

Chapter VII
One-to-One Computing and Teacher Transformation ......................................................................... 82
Andrew Kitchenham, University of Northern British Columbia, Canada

This chapter focuses on transformative learning elements in situations where learners use their own
computers. Laptop technology and 1:1 computing are related to issues of infusion that transforms teach-
ers and their worldviews. An increasing number of students use laptops and we acknowledge that the
technology is here to stay. Different kinds of reflection and transformative learning form the theoretical
body of this chapter.
Chapter VIII
Web Enhanced vs. Traditional Approach for a Science Course.......................................................... 102
Gennadiy Kuleshov, TUI University, USA

This chapter introduces a computer-aided system for teaching undergraduate science courses and provid-
ing an adequate laboratory experience. The system contains learning management system: computerized
course curriculum adjustment; virtual labs, and animated illustrations; a threaded discussion board;
computerized test; student feedback, summarization and analysis. A checklist for the science teacher is
included.

Chapter IX
Microcultures, Local Communities, and Virtual Networks ............................................................... 117
José Luis Lalueza, Universitat Autònoma de Barcelona, Spain
Isabel Crespo, Universitat Autònoma de Barcelona, Spain
Marc Bria, Universitat Autònoma de Barcelona, Spain

This chapter presents the foundations of an intercultural project by portraying a local learning commu-
nity based on an interactive, constructive, and collaborative Fifth Dimension model. Through dialogical
exchanges, local ICT learning communities generate neo-cultures in which citizens, students, research-
ers, and technologists grow. Participation in shared activities gave rise to a network of meanings that
crystallize into a common micro-culture.

Chapter X
Digital Storytelling as a Tool in Edcuation ........................................................................................ 131
Monica E. Nilsson, Bleckinge Institute of Technology, Sweden

This chapter compares digital storytelling with traditions in the oral and written mode. Digital storytell-
ing is a productive activity as it facilitates learning, personal growth, and societal development. Digital
storytelling promotes critical thinking and carries a potential to support the students development of
new thoughts, ideas, and knowledge about the world.

Chapter XI
Multi-User Virtual Learning Environments in Education .................................................................. 146
Nancy Sardone, Seton Hall University, USA
Roberta Devlin-Scherer, Seton Hall University, USA

This chapter gives an account of how such collective settings carries a potential to reach all levels of
teachers and students in an appealing way. Collaborative educational games challenge beginning teacher
reactions to using them for middle school students. The authors provide some faculty perspectives about
these newer forms of educational technology.
 Section II
Methods

Chapter XII
Pedagogical Practice for Learning with Social Software .................................................................. 160
Anne Bartlett-Bragg, University of Technology, Sydney, Australia

This chapter proposes a method for applying social software in informal learning environments as
a way of creating collective learning networks, that is, situated adult learning contexts where online
communication and information exchanges empower the learners. The chapter provides pathways for
facilitating informal learning strategies. Examples illustrate areas where educators need to be aware of
inhibitors and facilitators of learning.

Chapter XIII
Authentic E-Learning in a Virtual Scientific Conference .................................................................. 176
Josianne Basque, Télé-université, Canada
Kim Chi Dao, Télé-université, Canada
Julien Contamines, Télé-université, Canada

This chapter illustrates a method for providing authentic e-learning in a virtual scientific conference. The
authors present an e-learning scenario designed to promote learning in a distance university course. In
this online course, a simulation of a scientific conference is used as the main pedagogical strategy. The
chapter describes the learning scenario, depicts the learning environment and the students’ feedback.
The main characteristics of this e-learning situation are based on literature pertaining to the design of
authentic learning environments.

Chapter XIV
Toward Theory and Technique for Online Focus Groups .................................................................. 191
Albino Claudio Bosio, Università Cattolica del Sacro Cuore di Milano, Italy
Guendaline Graffigna, Università Cattolica del Sacro Cuore di Milano, Italy
Edoardo Lozza, Università Cattolica del Sacro Cuore di Milano, Italy

This chapter explores ways of moving toward theory and technique for online focus groups. The authors
display results of research where face to face discussion groups are compared to online focus groups
negotiating health-related topics like HIV/AIDS, smoking, and drinking. The fact that the research setting
influences the findings is taken as a basis for forming a theory of online focus group techniques suited
to the study of specific aims and topics.
Chapter XV
Online Pedagogical Effectiveness in Adult Contexts ......................................................................... 212
Robert Dixon, Curtin University of Technology, Australia
Kathyrn Dixon, Curtin University of Technology, Australia

This chapter demonstrates ways of dealing with online pedagogical effectiveness in adult contexts. In
a longitudinal study the authors investigate pedagogical effectiveness. They consider a framework that
integrates the current pedagogies of online, learner-centered environments. Their model re-defines the
roles of teachers, learners, designers, peers, and colleagues. The authors suggest a focus on collaborative
interchangeable roles and collaborative meta-cognitive support.

Chapter XVI
Reflective E-Learning Pedagogy ....................................................................................................... 230
Leah Herner-Patnode, Ohio State University, Lima, USA
Hea-Jin Lee, Ohio State University, Lima, USA
E-O Baek, California State University, San Bernardino, USA

This chapter clarifies the significance of a reflective e-learning pedagogy. The authors discuss the roles
of the instructor and student in e-learning. They describe the key pedagogical approaches that increase
the students’ commitment. The authors stress the importance of reflection. Constructivist and student-
centered pedagogical approaches are suggested as a means to increase students’ ownership and respon-
sibility of the quality of their learning.

Chapter XVII
To be Lost and to be a Loser Through the Web .................................................................................. 246
Louise Limberg, University of Gothenburg, Sweden
Mikael Alexandersson, University of Gothenburg, Sweden
Annika Lantz-Andersson, University of Gothenburg, Sweden

This chapter indicates that the quality of interaction between adults and students is important. Interaction
between pedagogues and students has an impact on learning outcomes. Teachers should negotiate the
intention and the topic of an assignment with their students. Information literacy is a core competence
in education as it covers an ability to use different strategies and sources of information in various
media.

Chapter XVIII
Digital Epistemologies and Classroom Multiliteracies....................................................................... 261
Heather Lotherington, York University, Toronto, Canada

This chapter claims that literacy is a socially and culturally situated practice framed in digitally-medi-
ated, globalized societies. New technologies enable for people to create innovative text genres, thus
opening up new literacies and demanding new pedagogies. The author discusses a Canadian program
of collaborative school-university action research in an urban elementary school.
Chapter XIX
Improving Online Readability and Information Literacy ................................................................... 281
John Paul Loucky, Seinan Jo Gakuin University, Japan

This chapter demonstrates ways of improving online readability and information literacy. The author
surveys current online readability programs, stressing the need for foreign language teachers and students
to access such sites. The stakeholders need to be able to assess the reading level of any text or Web site
and appropriate graded materials, teleconferencing, assessment tools, Web-dictionaries, multimedia
assistance, hypertext environments, and glossing engines. The chapter shows new ways to improve ac-
cessibility, comprehensibility, and readability of online texts.

Chapter XX
Technology-Enhanced Learning in the Corporate Context................................................................. 303
Anoush Margaryan, Glasgow Caledonian University, UK
Betty Collis, University of Twente, The Netherlands

This chapter covers a description of a course designed around a real life work-based problem. It is car-
ried out in authentic steps with a final learning object that is usable in the workplace. A specific course
for Shell EP shows that conceptual ideas related to formal and informal learning can be successfully
realized in practice. Also included is an account of the distributed and situated nature of thinking, rea-
soning, knowledge and experience.

Chapter XXI
Using Virtual Learning Environments to Present Different Learning Blends .................................... 320
Robert J. McClelland, Liverpool John Moores University, UK

This chapter stresses the need for integration of methodological and technological approaches. Examples
of globally competitive environments in Australia and the United Kingdom suggest that a strategically
planned, systematically integrated, and institutionally comprehensive student support infrastructure
provides a model for sustainable distance education.

Chapter XXII
Education Research with Electronic Focus Groups ............................................................................ 340
Kathryn Moyle, University of Canberra, Australia
Robert Fitzgerald, University of Canberra, Australia

This chapter presents education research with electronic focus groups, a field of research that needs
exploring. The need is accentuated by the emergence of electronic and synchronous focus groups on the
one hand and online asynchronous focus groups on the other. The authors say that modern software has
the capacity to scaffold complex thinking and foster collective sense making, thus enabling incorpora-
tion of group interview strategies and generative social processes that are suitable for robust qualitative
research data collection.
Chapter XXIII
Learning and Meaning-Making in the Virtual Space .......................................................................... 353
Staffan Selander, Stockholm Institute of Education, Sweden
Anna Åkerfeldt, Stockholm Institute of Education, Sweden

This chapter increases access to information and new patterns of communication challenges the tradi-
tional forms of interaction which operate through curricular contents and pedagogy. Today the teachers
play the role of individual coaches, and the students form their own learning paths and strategies. The
authors’ perspective on designs for learning captures these attitudinal changes in education.

Section III
Ethical Issues

Chapter XXIV
Communication and Relation Building in Social Systems ................................................................. 367
Thomas Hansson, Blekinge Institute of Technology, Sweden

This chapter suggests a categorization of collective, relational and communicating systems. Concepts
like cybernetic control, systems thinking, contingency, dialogism, autopoietics, didactics, and feedback
demonstrate how control, instruction, and technology contribute to cooperative learning. The argument
is that if ICT users only practiced systems thinking they would become pro active learners who delib-
erately plan for, design, try out, modify, and apply new knowledge.

Chapter XXV
Human Factors and Innovation with Mobile Devices ........................................................................ 387
Agnes Kukulska-Hulme, The Open University, UK

This chapter describes the workings of human factors and innovation with mobile devices, arguing for a
human-centered perspective on mobile technologies. Informal learning goes well with the use of mobile
devices for inter-human communication. Technology-led development is a fact of life, but it is important
that human factors are placed at the center of innovation if the full potential of mobile devices is to be
realized. Usability issues must be taken as a starting point, extending to less predictable and evolving
outcomes of self-controlled human interactions.

Chapter XXVI
Self-Construction in Computer Mediated Discourse .......................................................................... 398
Irit Kupferberg, Levinsky College of Education, Israel

This chapter explores a discursive-interactive theme on self-construction in computer mediated discourse.

The chapter presents a theoretical and methodological framework of a discourse-analytic approach to
the study of self-construction through interaction. The author argues that computer mediated discourse
(CMD) is a suitable approach for studying how the major traces of Self are imprinted in discoursed
language. The approach foregrounds the process of discursive positioning, showing how micro- and
macro-levels of analysis are integrated in the exploration of self-construction.
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