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Search Results: 1 - 10 of 240 matches for " Dalsgaard "
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Internettet som personaliseret og socialt medie
Christian Dalsgaard
L?ring og Medier , 2010,
Abstract: De nye netbaserede digitale medier, der ofte g r under betegnelsen social software eller Web 2.0, har ndret anvendelsen af internettet, og p f r er anvendelsen af disse medier blevet meget udbredt. F rst og fremmest er e-mail og World Wide Web1 blevet taget bredt i brug og har dermed suppleret den traditionelle "push"-formidling med en "pull"-dimension, der muligg r, at interesserede kan ops ge informationerne, n r og hvor de sker det. Derudover er der de sidste par r fremkommet en r kke netbasrede teknologier, som muligg r social interaktion, aktiv deltagelse og egenproduktion. De mest udbredte teknologier er weblogs, wikier, sociale f lesskaber og sites til deling af digitale materialer (Freedman 2006; O'Reilly 2005; Dalsgaard 2006; Dalsgaard 2007). Disse teknologier har medf rt, at mediernes rolle har ndret sig. Sp rgsm let, som artiklen vil stille er, hvordan internettet kan fungere som vidensmedie. Hvad er potentialerne i internettet til at formidle og konstruere viden, og hvilke karakteristiske egenskaber har internettet som vidensmedie? Artiklen argumenterer for, at nye former for vidensdeling og vidensformidling kan opst gennem personaliserede og sociale medier. M let at identificere en r kke centrale egenskaber ved internettet i egenskab af personaliseret og socialt vidensmedie. Samtidig vil artiklen diskutere, hvordan internettet som vidensmedie muligg r, at uddannelsesinstitutioner og kulturinstitutioner kan udvide deres virke ud over deres fysiske rammer og deres hjemmesider. Artiklen afsluttes med en diskussion, der har til hensigt at pege i retning af, hvordan institutioner kan anvende digitale vidensmedier.
From transmission to dialogue:Personalised and social knowledge media From transmission to dialogue: Personalised and social knowledge media
Christian Dalsgaard
MedieKultur : Journal of Media and Communication Research , 2009,
Abstract: The purpose of the article is to develop an approach to the use of digital media to support learning. Based on socio-cultural theory, the article develops the concept of knowledge media and argues that personalised and social media can support new ways of learning with media. Personalised and social knowledge media take the individual as the starting point and support the activities of individuals rather than transmitting or broadcasting content. The concept of knowledge media is intended to describe individuals' use of media for learning in both formal and informal situations inside and outside of institutions. How can cultural and educational institutions learn from informal learning situations, how can they utilise digital media to move beyond their physical boundaries and websites, and how can they move from transmission and broadcasting to a dialogical approach? Form let med artiklen er at udvikle en tilgang til anvendelse af digitale medier til st tte af l ring. P baggrund af en sociokulturel teori udvikler artiklen et begreb om vidensmedier. Artiklen argumenterer for, at personaliserede og sociale medier kan underst tte nye former for l ring ved hj lp af digitale medier. Personaliserede og sociale vidensmedier er medier, der underst tter individets aktiviteter, og som ikke sigter mod transmission eller broadcasting af indhold. Hensigten med begrebet om vidensmedier er at beskrive individets anvendelse af medier i l ringsaktiviteter i b de formelle og uformelle situationer inden for og uden for institutioner. Gennem en r kke eksempler diskuterer artiklen, hvordan kulturelle institutioner og uddannelsesinstitutioner kan blive inspireret af l ring i uformelle sammenh nge, hvordan institutioner kan udnytte digitale medier til at bev ge sig ud over egne gr nser, og hvordan institutioner kan bev ge sig fra transmission og broadcasting til en dialogisk tilgang.
Mellem det personlige og det faglige - om forskerblogs [Between personal and professional - on research blogs] Mellem det personlige og det faglige - om forskerblogs
Christian Dalsgaard
MedieKultur : Journal of Media and Communication Research , 2011,
Abstract: P baggrund af en empirisk unders gelse af 31 danske forskerblogs foretager artiklen en analyse af personlig publicering p nettet. I artiklen forst s bloggen som en medieform, der er karakteriseret ved personlig publicering gennem daterede indl g, l bende opdatering, omvendt kronologisk r kkef lge og mulighed for at abonnere. Unders gelsen viser, at de danske forskerblogs er karakteriseret ved en seri s, faglig og personlig publiceringsform. Is r indl g, der kombinerer det personlige og det faglige, er karakteristiske for forskerbloggen og skiller den ud fra andre publicerings- og formidlingsformer. Samtidig viser analysen, at forskerne blogger p forskellige m der; fra korte, link-baserede indl g over n rmest journalistiske indl g til l ngere, faglige fremstillinger. De analyserede forskerblogs har en form, der kan supplere den allerede eksisterende kommunikation og udveksling mellem forskere. Based on an empirical study of 31 Danish research blogs, the article provides an analysis of personal publication on the Web. The blog is conceptualised as a media form characterised by personal publication through dated entries, continuous updates, reverse chronological order and the possibility of subscription. The study shows that Danish research blogs are characterised by serious, professional and personal publications. In particular, entries combining personal and professional content characterise the research blog and set it apart from other forms of publication. Further, the study shows that the researchers blog in different ways ranging from short, link-based entries to journalistic entries and to long, academic presentations. The article concludes that communication in research blogs can supplement traditional forms of communication and exchange between researchers.
Pedagogical quality in e-learning - Designing e-learning from a learning theoretical approach
Christian Dalsgaard
E-learning and Education , 2005,
Abstract: The article is concerned with design and use of e-learning technology to develop education qualitatively. The purpose is to develop a framework for a pedagogical evaluation of e-learning technology. The approach is that evaluation and design must be grounded in a learning theoretical approach, and it is argued that it is necessary to make a reflection of technology in relation to activities, learning principles, and a learning theory in order to qualitatively develop education. The article presents three frameworks developed on the basis of cognitivism, radical constructivism and activity theory. Finally, on the basis of the frameworks, the article discusses e-learning technology and, more specifically, design of virtual learning environments and learning objects. It is argued that e-learning technology is not pedagogically neutral, and that it is therefore necessary to focus on design of technology that explicitly supports a certain pedagogical approach. Further, it is argued that design should direct its focus away from organisation of content and towards design of activities.
Personlige l ringsmilj er: Universitetsuddannelse p internettet
Christian Dalsgaard
Dansk Universitetspaedagogisk Tidsskrift , 2011,
Abstract: P baggrund af en sociokulturel tilgang til begrebet personlige l ringsmilj er s tter artiklen fokus p , hvordan internettet kan underst tte universitetsstuderendes aktiviteter med henblik p at bev ge uddannelse ud p nettet og ud over institutionelle rammer. Samtidig indeholder artiklen en kritik af e-l ringssystemers evner til at udnytte internettets potentialer inden for uddannelse.
Implementering af lyd, video og interaktive medier i undervisningen
Mikkel Godsk,Christian Dalsgaard
L?ring og Medier , 2009,
Abstract: Om temaet: Implementering af lyd, video og interaktive medier i undervisningen
Baryon Stopping in Au+Au and p+p collisions at 62 and 200 GeV
Hans Hjersing Dalsgaard
Physics , 2009, DOI: 10.1016/j.nuclphysa.2009.10.008
Abstract: BRAHMS has measured rapidity density distributions of protons and antiprotons in both p+p and Au+Au collisions at 62 GeV and 200 GeV. From these distributions the yields of so-called "net-protons", that is the difference between the proton and antiproton yields, can be determined. The rapidity dependence of the net-proton yields from peripheral Au+Au collisions is found to have a similar behaviour to that found for the p+p results, while a quite different rapidity dependence is found for central Au+Au collisions. The net-proton distributions can be used together with model calculations to find the net-baryon yields as a function of rapidity, thus yielding information on the average rapidity loss of beam particles, the baryon transport properties of the medium, and the amount of "stopping" in these collisions.
Open issues in stellar modelling
J. Christensen-Dalsgaard
Physics , 2009,
Abstract: An important goal of helio- and asteroseismology is to improve the modelling of stellar evolution. Here I provide a brief discussion of some of the uncertain issues in stellar modelling, of possible relevance to asteroseismic inferences.
The Sun as a fundamental calibrator of stellar evolution
J. Christensen-Dalsgaard
Physics , 2009,
Abstract: The Sun is unique amongst stars in having a precisely determined age which does not depend on the modelling of stellar evolution. Furthermore, other global properties of the Sun are known to much higher accuracy than for any other star. Also, helioseismology has provided detailed determination of the solar internal structure and rotation. As a result, the Sun plays a central role in the development and test of stellar modelling. Here I discuss solar modelling and its application to tests of asteroseismic techniques for stellar age determination.
Effects of convection on the mean solar structure
J. Christensen-Dalsgaard
Physics , 1997,
Abstract: The overall framework for the study of solar convection and oscillations is the spherically symmetric component of solar structure. I discuss those properties of the solar interior which depend on convection and other possible hydrodynamical motion and the increasingly detailed information about the structure which is provided by helioseismic data. The most basic dependence of solar models on convection is the calibration to fix the solar radius. The dominant causes for differences in oscillation frequencies between the Sun and solar models seem to be located near the top of the convection zone. However, there is also evidence for possible weak mixing below the convection zone and perhaps in the solar core. The former, at least, might be induced by penetration of convective motion into the stable layers below.
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