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- Jaldemark, Jimmy, 1970-
(författare)
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Participation in a boundless activity : Computer-mediated communication in Swedish higher education
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.
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| 2. |
- Networked Learning Editorial Collective, (NLEC), et al.
(författare)
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Networked Learning in 2021: A Community Definition
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3, s. 326-369
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Tidskriftsartikel (refereegranskat)abstract
- 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. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'.It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment.In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades.Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development.The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors.Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.
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| 3. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19—1 Year Later
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 6. |
- Jaldemark, Jimmy, 1970-, et al.
(författare)
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Att förstå hur man deltar via redskap i en lärgemenskap
- 2005
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Ingår i: Att förstå lärgemenskaper och mötesplatser på nätet. - Lund : Studentlitteratur. - 9144043708 ; , s. 109-147
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Bokkapitel (refereegranskat)abstract
- Syftet med detta kapitel är att fördjupa förståelsen av ett deltagande via redskap i utbildningsrelaterade nätbaserade lärgemenskaper. För att kunna sammanfläta redskap med deltagande, och samtidigt lyfta fram hur innebörden av deltagandet kan tillskrivas ett teoretiskt perspektiv, problematiserar vi behavioristisk, kognitiv och sociokulturell teoribildning. De nämnda perspektiven utgör en tolkningsram för en generell analys och diskussion av användningen av redskap vid deltagande i utbildningsrelaterade nätbaserade lärgemenskaper. I kapitlet illustreras deltagandet via redskapen med hjälp av chatt, e-post och videokonferens. En diskussion förs kring konsekvenserna av att deltaga i en utbildningsplattform där flera redskap ingår. Skillnader mellan perspektiven tydliggörs för deltagandet.
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| 7. |
- Jaldemark, Jimmy, 1970-
(författare)
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Boundless writing : Applying a transactional approach to design of a thesis course in higher education
- 2012
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Ingår i: Informed Design of Educational Technologies in Higher Education. - Hershey, PA : IGI Global. - 9781613500804 ; , s. 135-151
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Bokkapitel (refereegranskat)abstract
- This chapter discusses the application of a transactional approach to educational design. Its purpose is to describe how such an approach could be applied to a thesis course. To fulfill this purpose the chapter unfolds by indicating that the practice of supervision faces challenges from changes in society. Technology-enhanced participation in supervision is one answer to these challenges. Inspired by scholars such as Bakhtin, Dewey, and Vygotsky the applied transactional approach expands on ideas such as dialogues and educational settings. The implementation of these ideas into the educational design intersects within two principles, group-work, and open and public exchanges of information. The transactional approach is then illustrated with the help of a first-year undergraduate thesis course in the discipline of Education.
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| 9. |
- Jaldemark, Jimmy, 1970-
(författare)
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Changes within the practice of higher education : Participating in educational communication through distance settings
- 2008
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Ingår i: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 4:2, s. 173-187
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Tidskriftsartikel (refereegranskat)abstract
- This paper is about changes within the practice of higher education. These changes relates to students and teachers participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different points of intersections. These intersections embrace the tools used in the educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in the participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed during these years. This is visible both in the discourse and in the practice of higher education. Finally, this paper questions that the distinction between distance, face-to-face and online education nowadays is meaningful.
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| 10. |
- Jaldemark, Jimmy, 1970-
(författare)
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Critical Remarks on Conceptualisations of Online Education
- 2011
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Ingår i: UFV Research Review. - 1715-9849. ; 4:1, s. 12-28
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Tidskriftsartikel (refereegranskat)abstract
- This paper deals with the question of how to conceptualise education performed online. To answer this question data from an online course were interpreted through a theoretical frame consisting of interactional and transactional approaches to human action. Consequences for understanding and conceptualising the environment, technology, and communication in education performed online were unfolded. Conceptualisations building on the concept of learning environment were found to be problematic.
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