Solcellsdrivet FTX-system för miljonprogramshus : Tjärna Ängar, Borlänge

Projektet omfattade undersökning och framtagande av ett solcellssystem med förmåga att försörja ett FTX-system i ett flerbostadshus från miljonprogrammet med el. För att kunna bedöma storlek och utformning av komponenter har information tagits genom: Informationssökning via databaser, kurslitteratur och intervjuer Simuleringar av solceller i datorprogrammet PVSYST Modulering av ventilationskanaler i datorprogrammet MagiCAD Syftet var främst att undersöka om det gick att få fram ett teoretiskt fungerande system med avseende på både solceller och ventilation. Beroende på vad resultatet blev skulle även ekonomin i projektet undersökas. Undersökningen visade att det teoretiskt ska gå att installera solceller för elframställning som klarar av att täcka FTX-systemets elbehov på årsbasis. Solcellerna bedöms även producera tillräckligt med el för viss övrig elkrävande utrustning under stora delar av året. Det visade sig även att det skulle gå att få solcellerna ekonomiskt lönsamma om en kalkyltid på 14 år används. Metoden som använts för dessa resultat är noga beskriven och är med små förändringar tillämpbar för ett stort antal byggnader i det svenska byggnadsbeståndet. En viktig slutsats är att om fastighetsägarna kan se 15 år fram i tiden för en investering i solenergi, skulle det innebära inte bara miljömässiga utan även ekonomiska vinster. Det finns redan idag kunnande, teknik och produkter för att utvinna en stor del av fastigheternas elbehov genom solens energi.

Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills

The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]). Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months. Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary. Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.

Design and use of mobile technology in distance language education : Matching learning practices with technologies-in-practice

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, theirtechnology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach. The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration. The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.