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Seminar.net is an open access journal. The articles published in seminar.net are immediately accessible for all, in its full and authentic format. There is no charge for covering expenses for publication. The journal supports a Creative Commons Attribution-license which allows other users to share the work when acknowledging the author and first publication in this journal.

Article list vol 13.-issue 1

Older active users of ICTs make sense of their engagement

Networked e-Learning: The changing facilitator – learner relationship, a facilitators’ perspective; A Phenomenological Investigation

Gamification of Learning and Teaching in Schools – A Critical Stance

Teachers’ Awareness of Guidelines for Quality Assurance when developing MOOCs

Neil Selwyn about seminar.net 2005 - 2015

Monitor 2011 - The digital state of the Norwegian school

Lillian Gran

Department of Education and Social Work
Lillehammer University College
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Review of the national digital survey

A yearly digital survey committed in compulsory school in Norway

Keywords: The Digital condition of the Norwegian compulsory school, motivated students, technology, media, digital natives

Monitor 2011(Egeberg, 2012) is a submission on the fifth quantitative survey of the Norwegian digital health situation completed by Egeberg et al. The survey is a qualified comparison foundation with international surveys on digital competence such as, e.g. PISA. Since 2003, the digital surveys have been completed every other year in Norway to identify indications on schools' digital state. The respondents who were chosen are a selection of school leaders, teachers and student in the 8th and 9th grades and level two in upper secondary school. The submissions research and results are also organized according to these three areas of participants.

Digital Storytelling, Mediatized Stories: Self-Representations in New Media

Knut Lundby (red.)

Publisher: Peter Lang Publishing, New York, 2008.

Reviewed by
Jill Walker Rettberg
Associate Professor of Digital Culture
University of Bergen
http://jilltxt.net

We live in an age in which more and more of us are creating our own "digital stories". In 2008, 18% of Norwegian 16-24 year olds were recorded as being active bloggers over the previous three months (Statistics Norway, "ICT in households", 2^nd quarter 2008) while more than 2/3 of American teenagers have uploaded self-produced material to the Internet, in the form of YouTube videos, photographs, blogs, stories, remixes etc. (Pew Internet). The numbers of these "user-made" cultural productions are growing year by year and spreading from the younger generation to us adults, who are now the group most increasingly represented on Facebook. In blogs and on Facebook the distinction between amateur and professional is largely meaningless.

Story Circle: Digital Storytelling Around the World.

John Hartley and Kelly McWilliam (eds.)

Publisher: Malden, Mass.: Wiley-Blackwell, 2009

Reviewed by
Birte Hatlehol
PhD student in Media Education
Norwegian University of Science and Technology
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The anthology Story Circle is an international study of digital storytelling that discusses the phenomenon in a global context. The book contains 20 articles with contributions from a number of key specialists with wide-ranging experience in the field of DST.

Moving Media Studies - Remediation Revisited

Edited by Heidi Philipsen and Lars Qvortrup

Publisher: Samfundslitteratur Press: Frederiksberg Press, 2007.

Reviewed by
Stephen Dobson
Professor
Lillehammer University College
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Introduction
Two questions can be asked: firstly, not do we need another book on remediation, but why? And secondly, if this is the case, what kind of book should it be? This review spirals around these questions.

Global perspectives on E-learning.

Rhetoric and reality by A. A. Carr-Chellman (Ed.). Thousand Oaks, CA: SAGE, 2005

Reviewed by

Dr. J. Ola Lindberg

Department of Education, Mid Sweden University
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Dr. Anders D. Olofsson
Department of Education, Umeå University
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It seems suitable to begin this review by giving a brief description of the context in which the texts of this book are produced. If it fails to be regarded as a description, then we hope at least it can be regarded as one possible understanding of the context. When contextualizing a book, a good idea seems to be to start with a few words about the editor, Alison A. Carr-Chellman.