educ.umu.seFredrik Paulsson
One of the insights from combining pedagogical practice with practice in computer science is the importance of the interplay between pedagogy and technology. Much of my research focus on this interplay, by examining how different approaches to learning can be supported by technology, and how technology and infrastructure can be developed and implemented to best support pedagogical activity. To examine such aspects of Technology Enhanced Learning, IML has established a research area called Learning Technology and Learning Infrastructure. In this work we combine theories and methods from social sciences with theories and methods from computer science, taking on an interdisciplinary approach to research.
Trying to answer questions like: How can we change technology to better support learning? What happens when we allow teachers and learners to control the evolution of learning technology? How can technology be used to enhance and develop pedagogical methods, and vice versa? How do learning change when systems and tools are re-designed? And so on...
I firmly believe that we need to understand and examine technology enhanced learning from both the social science/pedagogical perspectives and from the computer science/technology perspective. Otherwise we will only get half the picture.
Some of the areas of study are:
- System architecture for virtual learning environments (VLE), especially focusing on modularity.
- Digital learning content, especially with focus on modularity
- Learning Object repositories and metadata
- System representation of pedagogical process and design
- Learning Technology Standards (a condition for modularity and interoperability)
- Semantic Web and the learning infrastructure
- Other affiliations
- Member of the Knowledge Management Research group (KMR-group) at KTH
- Member of the Swedish ISO-standardization (JTC-1 SC36) group for learning technology (TK450)
