Stefan Hrastinski
Datos Biográficos
| ID | 6714872 |
|---|---|
| NOMBRE | Stefan Hrastinski |
| NOMBRES | Stefan |
| APELLIDO | Hrastinski |
| FIRMA | HRASTINSKI S |
| AFILIACIONES | KTH Royal Institute of Technology |
| ORCID | 0000-0002-9984-6561 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAS | 24 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Imagining the future of artificial intelligence in education
In this article, we explore how the recently revived approach of social science fiction can be used as a creative and critical method to imagine and discuss the future of artificial intelligence in education (AIED). We review one hundred social science fiction stories written by researchers and analyse how they depict the potential role of AI in teaching and learning. Through a thematic analysis, we identify four main themes and several sub-theme…
Searching for predictors of presence, academic achievement and satisfaction in online adult education
Little attention has been paid to adults pursuing online education at the upper secondary level. The aim of this article is to identify and describe predictors of presence, academic achievement, and satisfaction in online upper secondary education for adults. The study is grounded in the Community of Inquiry (CoI) framework, which is based on three types of presence: teaching presence (TP), social presence (SP), and cognitive presence (CP). A sur…
Reshaping Higher Education Designs and Futures
This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewe…
Beyond the story
Education fiction offers unique opportunities to creatively explore education futures, yet approaches for analysing such works remain limited. This paper proposes three interpretive lenses for analysing education fiction: alternative educational imaginaries, narrative and rhetorical mechanics, and critical value for educational scholarship and practice. Each lens is posed alongside guiding questions to support deeper and reflective reading. Apply…
Fiction as a method to imagine higher education futures
Who creates the future of higher education? Should we wait for the future to come to us, or should we be part of creating it? This article describes fiction as a method to imagine higher education futures. It discusses the plurality of education fiction and acknowledges its potential to be speculative yet informed. Examples of how students and academics write fiction to imagine higher education futures are provided to illustrate the approach. In …
Fiction in research
The aim of this article is to introduce and provide an overview of fiction as a research method with examples from education. Although there are similarities with narrative research, particularly narrative construction , fiction allows for more speculation and imagination. Two types of fiction are discussed: informed fiction and speculative fiction . Informed fiction uses data to inform and inspire fictional works, while speculative fiction encou…
Venturing into the Unknown
Exploring teachers' (future) digital assessment practices in higher education
Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work firs…
Imagining Education Futures
Characteristics of Education Fiction
Education fiction can reveal unexpected insights and spark imagination (Suoranta et al. 2022 ). There is ‘merit in working out key issues, ideas and concerns through writing, reading and thinking “out loud” in ways that are explicitly speculative and fictional’ (Selwyn et al. 2020 : 105), although speculative and fiction approaches can also include other media, such as photographs (Pfohl et al. 2021 ), images (Costello et al. 2020 ), and objects …
Informed design for learning with digital technologies
There are many prescriptive learning design models, which attempt to guide teachers to design for learning by taking advantage of digital technologies. This paper argues that more emphasis could be put on design for learning as an informed practice. Four principles are suggested: Designs for learning should be (1) informed by available, relevant and recent resources, (2) continuously reflected upon and evaluated, (3) iteratively improved, and (4)…
Digital peer feedback on visual ideas
This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual i…
How teacher educators use response systems – an interview study
Teacher educators’ distinct and dual task of educating future teachers includes using digital tools to support students’ ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to …
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state
There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full progra…
Dissolving the Dichotomies Between Online and Campus-Based Teaching
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Online question and answer sessions
Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry…
Informing designs for learning when shifting to digital
This paper is a response and considers practical and design implications of the article, The process of designing for learning: understanding university teachers’ design work by Bennett et al. (Educ Technol Res Dev 65:125–145, 2017). Bennett et al. guide us in better understanding teachers’ design practices and in discussions on how such practices could be improved. A key contribution of the article is presenting a descriptive model of the design…
What Do We Mean by Blended Learning
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning an…
Exploring the relationship between the use of an interactive video website and organizational learning
In this paper, we explore the impact of the use of an interactive video website, comprising videos promoting a company’s core values, on organizational learning. More specifically, we studied how the use of a video website affected the awareness of a company’s core values and whether or not this would also influence the behaviour of the employees. Two web surveys were designed for the study. The first survey was conducted prior to introducing the…
Blogs and blogging
Adopting an interdisciplinary scope, this paper presents a review of research on blogs and blogging within the social sciences and the humanities. It maps out what kind of research has been completed, how it has been performed and what gaps that might need to be filled in this relatively new area of research. More specifically, the paper will analyze all articles on blogs and blogging published until 2009 and indexed by the ISI Web of Knowledge
Encouraging participation in an intra-organizational online idea community
Online communities have flourished in organizations in recent years, but large numbers of them fail. A deeper understanding of how participation can be promoted in online idea communities (OIC) is essential, because the most common reason of failure is low levels of participation. In this paper, we investigated how participation could be encouraged in an intra–organizational OIC. Our case organization was Sollentuna municipality in Sweden. They d…
What Do We Mean by Blended Learning
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning an…
Venturing into the Unknown
Blogs and blogging
Adopting an interdisciplinary scope, this paper presents a review of research on blogs and blogging within the social sciences and the humanities. It maps out what kind of research has been completed, how it has been performed and what gaps that might need to be filled in this relatively new area of research. More specifically, the paper will analyze all articles on blogs and blogging published until 2009 and indexed by the ISI Web of Knowledge
Encouraging participation in an intra-organizational online idea community
Online communities have flourished in organizations in recent years, but large numbers of them fail. A deeper understanding of how participation can be promoted in online idea communities (OIC) is essential, because the most common reason of failure is low levels of participation. In this paper, we investigated how participation could be encouraged in an intra–organizational OIC. Our case organization was Sollentuna municipality in Sweden. They d…
Exploring the relationship between the use of an interactive video website and organizational learning
In this paper, we explore the impact of the use of an interactive video website, comprising videos promoting a company’s core values, on organizational learning. More specifically, we studied how the use of a video website affected the awareness of a company’s core values and whether or not this would also influence the behaviour of the employees. Two web surveys were designed for the study. The first survey was conducted prior to introducing the…
What Do We Mean by Blended Learning
The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning an…
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Online question and answer sessions
Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry…
Informing designs for learning when shifting to digital
This paper is a response and considers practical and design implications of the article, The process of designing for learning: understanding university teachers’ design work by Bennett et al. (Educ Technol Res Dev 65:125–145, 2017). Bennett et al. guide us in better understanding teachers’ design practices and in discussions on how such practices could be improved. A key contribution of the article is presenting a descriptive model of the design…
Dissolving the Dichotomies Between Online and Campus-Based Teaching
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Imagining Education Futures
Characteristics of Education Fiction
Education fiction can reveal unexpected insights and spark imagination (Suoranta et al. 2022 ). There is ‘merit in working out key issues, ideas and concerns through writing, reading and thinking “out loud” in ways that are explicitly speculative and fictional’ (Selwyn et al. 2020 : 105), although speculative and fiction approaches can also include other media, such as photographs (Pfohl et al. 2021 ), images (Costello et al. 2020 ), and objects …
Informed design for learning with digital technologies
There are many prescriptive learning design models, which attempt to guide teachers to design for learning by taking advantage of digital technologies. This paper argues that more emphasis could be put on design for learning as an informed practice. Four principles are suggested: Designs for learning should be (1) informed by available, relevant and recent resources, (2) continuously reflected upon and evaluated, (3) iteratively improved, and (4)…
Digital peer feedback on visual ideas
This article focuses on developing the idea process in visual art education by using digital peer feedback. In the school subject visual art, the visual idea process, e.g. when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual i…
How teacher educators use response systems – an interview study
Teacher educators’ distinct and dual task of educating future teachers includes using digital tools to support students’ ongoing learning while exemplifying appropriate teaching strategies where the use of digital tools, such as response systems (RSs), are commonly occurring. RSs have been used in higher education for a long time, and many studies discuss how larger student groups answering multiple-choice questions during lectures contribute to …
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state
There is a paucity of longitudinal studies in online learning across courses or throughout programs. Our study intends to add to this emerging body of research by analyzing the longitudinal trajectories of interaction between student engagement and achievement over a full four-year program. We use learning analytics and life-course methods to study how achievement and engagement are intertwined and how such relationship evolves over a full progra…
Exploring teachers' (future) digital assessment practices in higher education
Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work firs…
Reshaping Higher Education Designs and Futures
This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewe…
Beyond the story
Education fiction offers unique opportunities to creatively explore education futures, yet approaches for analysing such works remain limited. This paper proposes three interpretive lenses for analysing education fiction: alternative educational imaginaries, narrative and rhetorical mechanics, and critical value for educational scholarship and practice. Each lens is posed alongside guiding questions to support deeper and reflective reading. Apply…
Fiction as a method to imagine higher education futures
Who creates the future of higher education? Should we wait for the future to come to us, or should we be part of creating it? This article describes fiction as a method to imagine higher education futures. It discusses the plurality of education fiction and acknowledges its potential to be speculative yet informed. Examples of how students and academics write fiction to imagine higher education futures are provided to illustrate the approach. In …
Fiction in research
The aim of this article is to introduce and provide an overview of fiction as a research method with examples from education. Although there are similarities with narrative research, particularly narrative construction , fiction allows for more speculation and imagination. Two types of fiction are discussed: informed fiction and speculative fiction . Informed fiction uses data to inform and inspire fictional works, while speculative fiction encou…
Venturing into the Unknown
Imagining the future of artificial intelligence in education
In this article, we explore how the recently revived approach of social science fiction can be used as a creative and critical method to imagine and discuss the future of artificial intelligence in education (AIED). We review one hundred social science fiction stories written by researchers and analyse how they depict the potential role of AI in teaching and learning. Through a thematic analysis, we identify four main themes and several sub-theme…
Searching for predictors of presence, academic achievement and satisfaction in online adult education
Little attention has been paid to adults pursuing online education at the upper secondary level. The aim of this article is to identify and describe predictors of presence, academic achievement, and satisfaction in online upper secondary education for adults. The study is grounded in the Community of Inquiry (CoI) framework, which is based on three types of presence: teaching presence (TP), social presence (SP), and cognitive presence (CP). A sur…
Computer Science (15 obras) · Psychology (14 obras) · Mathematics education (11 obras) · Sociology (9 obras) · Online and Blended Learning (8 obras) · Pedagogy (7 obras) · Digital Education and Society (6 obras) · Innovative Teaching and Learning Methods (5 obras) · Multimedia (5 obras) · Educational technology (4 obras)