Repositori Obert UdL
The institutional repository collects, manages, disseminates and preserves publications in open access derived from the academic and research activity of the University of Lleida.
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Open Access
An Experience-Centered Framework for Designing Non-Task-Oriented Embodied Interaction Environments
(MDPI, 2018) Malinverni, Laura; Schaper, Marie-Monique
Embodied Interaction faces designers with the challenge of thinking about users and interaction from different viewpoints with respect to traditional technologies. This task is even more complex when designing non-task oriented systems. We propose a framework to guide researchers in thinking and designing non-task-oriented Embodied Interaction Environments or, in other words, embodied experiences that users can enjoy for its own sake and not as means for accomplishing a task or achieving an extrinsic goal. The framework is grounded on experience-centered design approaches and will present four qualities ((1) Spatial, Corporeal and Material Consistency, (2) Contingent Enhancement, (3) Mindful Embodied Engagement and (4) Situated Reflexivity) aimed at providing critical lenses, strategies and techniques to guide the design and research processes. Finally, we will discuss how designers can implement the proposed framework in different stages of the design process and paths for future research.
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Open Access
ARTS. Revista del Cercle de Belles Arts de Lleida. Núm. 57. Lleida, problema i realitat 2024
(Cercle de Belles Arts de Lleida, 2024-03) Aldomà i Buixadé, Ignasi; Arqué Solsona, Anna; Ballester, Magda; Casals Bergés, Quintí; Junta organitzadora de Lo Crit; Jarne, Antonieta; Macià Farré, Marc; Masip Llop, Fina; Mestre, Joan; Morell i Rosell, Ramon; Ledesma, Eva; Pueyo París, Miquel; Tort Bardolet, Josep; Vallverdú, Josep
El número 57 inclou un tema central que pren per títol "LLEIDA, PROBLEMA I REALITAT 2024", coordinat per Quintí Casals, amb els articles següents: “Encara hi som” (Quintí Casals); “Lleida, problema i realitat” (Josep Vallverdú); “El Ponent català entre Madrid i Barcelona” (Ignasi Aldomà); “Lleida en perspectiva” (Miquel Pueyo); “Catalanisme al salvatge Oest: 57 anys de Lleida en el projecte nacional català (1967-2024)” (Marc Macià Farré); “Cultura política i producció cultural com a esquers antifranquistes” (Antonieta Jarne); “La inhibició i el conservadorisme tenen llarga vida a Lleida” (Ramon Morell); “Feminisme i homosexualitat, assignatures pendents de la Transició” (Magda Ballester).
En la secció Divers tenim els següents articles: “Maldant la pedra, Festival d’Intervenció Socioartística en la Pedra” (Fina Masip Llop); “Lleida secreta. Des del patrimoni, amb afecte” (Josep Tort i Bardolet); “Tri·440, una trobada vibrant entre la música i l’esport a Lleida” (Eva Ledesma); “Lo Crit. Fira del Llibre Crític de Ponent” (Junta organitzadora de Lo Crit).
La secció Bits de plom compta amb la col·laboració del col·lectiu Mantinc el català, amb un escrit de la seva portaveu, Anna Arqué i Solsona.
El Focus d'aquest número (i la portada), va a càrrec de la Pepa Valls.
El número acaba amb la secció del Cercle de Belles Arts de Lleida.
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Open Access
Educational Robotics as a boundary object: Towards a research agenda
(Elsevier, 2021) Malinverni, Laura; Valero, Cristina; Schaper, Marie-Monique; Garcia de la Cruz, Isabel
Educational robotics has become each time more present in the educational experiences of children and young people. Nonetheless, often, the way in which robotics is introduced in educational settings has been considered as unnecessarily narrow. The paper aims at widening the scope of Educational Robotics and expanding the pedagogical possibilities of this field. To this end, the paper draws on the outcomes of two case studies carried out with primary and secondary school children aimed at investigating their views about robots. These studies allow framing and identifying five themes we believe are particularly relevant to rethink the pedagogy of Educational Robotics. Using these themes as cornerstones for reflection, we delineate a set of dimensions and paths to move Educational Robotics beyond the focus on technical skills but instead explore its potential as a boundary object to involve children in reflective processes around the ethical, social and cultural implications of emerging intelligent technologies.
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Open Access
A research agenda for computational empowerment for emerging technology education
(Elsevier, 2023) Smith, Rachel Charlotte; Schaper, Marie-Monique; Tamashiro, Mariana Aki; van Mechelen, Maarten; Graves Petersen, Marianne; Sejer Iversen, Ole
The article proposes a research agenda for computational empowerment for emerging technologies in the field of child–computer interaction (CCI) – in artificial intelligence (AI), machine learning (ML), the internet of things (IoT), augmented reality (AR), and virtual reality (VR). This research agenda includes three levels of operation for future studies: (1) participatory practice, capable of engaging teachers and students in co-developing and designing approaches for teaching and learning emerging technologies, (2) educational principles for integrating technological and societal aspects of emerging technologies, and (3) digital tools for engaging students in construction of and critical reflection on emerging technologies. The research agenda was developed from longitudinal studies of the respective emerging technologies in Danish K–12 education, participatory design research with in-service teachers, development of novel tools and technologies, and literature studies of current CCI research. The paper addresses current gaps in the CCI literature and contributes a coherent approach and guiding questions for future CCI research on computational empowerment for emerging technology in education.
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Open Access
Rural Schools in Spain: Strengths and Weakness
(Centro de Estudios sobre la Despoblación y Desarrollo de Áreas Rurales, 2023) Andrés Cabello, Sergio; Garreta i Bochaca, Jordi
Despite advances in research on rural schools, their standing remains subordinate to that of urban schools. Also in Spain, although it has gained presence thanks to the enhancement of the rural environment and the incorporation in the public agenda of the depopulation of rural areas in the interior of the peninsula. This article is based on a survey of 1,730 primary schools in Spain as a whole, of which 9.2 % are rural. The aims of the project included the analysis of the strengths and weaknesses of rural schools
in various areas, the link with the community and the role of the family-school relationship. The results of the study show that some stereotypes about rural schools, in terms of not being modern and lacking innovation and quality, do not currently hold true, and that the family-school relationship is the differentiating factor in relation to the link with the community.