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Perspektiv på lärplattformar: Hur tekniksyn påverkar användandet av lärplattformar på universitetet
Umeå University, Faculty of Social Sciences, Department of Informatics.
2012 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Information technology inflicts upon us in our everyday life. It is a natural part of our work and of our spare time. The education system is not excluded from this development, IT is becoming an important part of education at all levels. In university, learning platforms is one of these new ways of using IT in education. Learning platforms becomes a valuable tool for teachers and students. Teachers can communicate effectively with students regardless of their physical location. Students, likewise, get access to their education any time, both on-campus and off-campus. Even though learning platforms give many favorable outcomes we must question if we fully understand the impact of technology. The purpose of this study is to explore our relations to technology and how it effects the use of learning platforms. I will identify different technological relations in the use of learning platforms and show how this effects how we think, act and express ourselves about this technology. This knowledge helps us to understand some of the problems related to the use of learning platforms. It also shows how we speak upon the same technology in different manners. Furthermore it questions the common understanding of designer and user, suggesting an understanding were every individual related to the artifact is responsible for how it is expressed and in that sense actually becomes part of its creation.

Place, publisher, year, edition, pages
2012. , 26 p.
Informatik Student Paper Bachelor (INFSPB), SPB 2012.22
Keyword [sv]
informatik, lärplattformar, IKT, STS
National Category
Information Systems, Social aspects
URN: urn:nbn:se:umu:diva-60526OAI: diva2:560780
Social and Behavioural Science, Law
Available from: 2012-10-16 Created: 2012-10-15 Last updated: 2012-10-16Bibliographically approved

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