| 1. |
- Lilja Andersson, Petra, et al.
(författare)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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Ingår i: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 2. |
- Sernhede, Ove, 1951, et al.
(författare)
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Mellan resignation och framtidstro : livsvillkor och lärande hos förortens unga
- 2024
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Mellan resignation & framtidstro är en motberättelse mot den stereotypa bilden av ortens unga och mot de politiskt uppmålade visionerna om en mer jämlik stad genom omvandlingar av det urbana rummet och kortsiktiga insatser i skolor. Boken är ett kollektivt resultat av tre forskningsprojekt som alla kretsar kring begränsningar och möjligheter i unga människors livsvillkor och lärande i några av Göteborgs mest stigmatiserade stadsdelar.
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| 3. |
- Öman, Anne, 1965, et al.
(författare)
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Design and redesign of a multimodal classroom task : implications for teaching and learning
- 2015
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Ingår i: Journal of Information Technology Education. - Santa Rosa, CA : Informing Science Institute. - 1547-9714 .- 1539-3585. ; 14:1, s. 139-159
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Tidskriftsartikel (refereegranskat)abstract
- Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
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| 4. |
- Kullberg, Angelika, 1969, et al.
(författare)
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Teaching one thing at a time or several things together? : Teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science
- 2016
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Ingår i: Teachers and Teaching. - Abingdon : Routledge. - 1354-0602 .- 1470-1278. ; 22:6
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Tidskriftsartikel (refereegranskat)abstract
- Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept or principle in question, apparently to highlight its essential meaning. All the teachers participated in three modified lesson studies with three cycles in four different groups during three semesters. The modified lesson studies were built on a theoretical idea supported by a large number of recent studies. The theory states that new meanings (of concepts and principles, for instance) are learned through engaging with instances of contrasting concepts and principles. The core idea is that new meanings derive from differences, not from sameness. After the three modified lesson studies, the teachers were asked to once again teach the same topic as in the recorded lessons before the lesson studies. The new lessons were also recorded and the analysis showed that there was one thing in common in all cases: all of the 10 teachers dealt with the relevant concepts and principles in relation to each other (i.e. simultaneously) and not one at a time. By thus bringing out the differences between them, their meaning was made possible to grasp for the students. The study lends support to the conjecture that the modified lesson study is a powerful tool for enabling teachers to structure the content of their teaching in accordance with a principle that is more powerful in making learning possible, even if this contradicts their taken-for-granted practice.
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| 5. |
- Sandberg, Mikael, 1956-
(författare)
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Soft Power, World System Dynamics, and Democratization : A Bass Model of Democracy Diffusion 1800–2000
- 2011
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Ingår i: JASSS. - Surrey : JASSS. - 1460-7425. ; 14:(1) 4
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Tidskriftsartikel (refereegranskat)abstract
- Political scientists seldom translate system terminology into systems analysis. This article uses Polity IV data to probe system dynamics for studies of the global diffusion of democracy from 1800 to 2000. By analogy with the Bass model of diffusion of innovations (1969), as translated into system dynamics by Sterman (2000), the dynamic explanation proposed focuses on transitions to democracy, soft power, and communication rates on a global level. The analysis suggests that the transition from democratic experiences (“the soft power of democracy”) can be estimated from the systems dynamics simulation of an extended Bass model. Soft power, fueled by the growth in communications worldwide, is today the major force behind the diffusion of democracy. Our findings indicate the applicability of system dynamics simulation tools for the analysis of political change over time in the world system of polities.
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| 6. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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An Exploratory Case Study on Student Teachers’ Experiences of Using the AR App Seek by iNaturalist When Learning About Plants
- 2023
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Ingår i: Learning and Collaboration Technologies. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783031345500 - 9783031345494 ; , s. 33-52
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Konferensbidrag (refereegranskat)abstract
- In this case study we explore the use of Augmented Reality (AR) as a pedagogical tool to promote student teachers learning about plants in a biology course module within teacher education. Traditionally, when studying plants in science education, flora books are used. However, digital technology has contributed to new ways of exploring plants, and AR is suggested as an important tool. This requires teacher educators who are familiar with AR and the pedagogical implications of using AR when teaching about plants. Therefore, the aim of this study is to investigate student teachers’ experiences of using the AR app Seek by iNaturalist during an excursion to identify and learn about plants, as well as discuss the pedagogical implications of integrating the app into a biology course module. The student teachers took part in the excursion using the app to practice plant identification. Afterwards, semi-structured interviews were conducted with three student teachers. A thematic analysis approach was used to explore the student teachers’ experiences when using Seek. The findings indicate that Seek increases student teachers’ awareness of plants, which promotes their interest and engagement in plants. The easy accessibility in their phone makes them use Seek in their spare time. The increased interest and easy access support learning. By knowing the name of plants, the student teachers establish relationships with plants, which increases awareness of the importance of caring for nature. Hence, Seek could be seen as a pedagogical tool that promotes student teachers’ learning and interest about plants. © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
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| 7. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
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Making room for the transformation of literacy instruction in the digital classroom
- 2016
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Ingår i: Journal of Early Childhood Literacy. - Newbury Park : SAGE Publications. - 1468-7984 .- 1741-2919. ; 17:2, s. 221-253
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Tidskriftsartikel (refereegranskat)abstract
- Education is in the process of transforming traditional print-based instruction intodigital formats. This multi-case study sheds light on the challenge of coping with theold and new in literacy teaching in the context of technology-mediated instruction inthe early years of schooling (7–8 years old children). By investigating the relationbetween literacy and digital technology in diverse pedagogical contexts we capturethe complexity in the educational transformation that needs to be acknowledged.Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible ininstruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support childrenfrom various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation betweentechnology and literacy with an understanding that the epistemological focus and contextof practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide room for action for the teachers and address issues of purpose, pedagogy and organisation around technology.
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| 8. |
- Sjödén, Björn, 1977-, et al.
(författare)
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Can a Teachable Agent Influence How Students Respond to Competition in an Educational Game?
- 2017
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Ingår i: Artificial Intelligence in Education. - Cham : Springer. - 0302-9743 .- 1611-3349. - 9783319614243 - 9783319614250 ; , s. 347-358
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Konferensbidrag (refereegranskat)abstract
- Learning in educational games is often associated with some form of competition. We investigated how students responded to winning or losing in an educational math game, with respect to playing with or without a Teachable Agent (TA). Students could choose between game modes in which the TA took a more passive or active role, or let the TA play a game entirely on its own. Based on the data logs from 3983 games played by 163 students (age 10–11), we analyzed data on students’ persistence, challenge-seeking and performance during gameplay. Results indicated that students showed greater persistence when playing together with the TA, by more often repeating a lost game with the TA, than a lost game after playing alone. Students’ challenge-seeking, by increasing the difficulty level, was greater following a win than following a loss, especially after the TA won on its own. Students’ gameplay performance was unaffected by their TA winning or losing but was, unexpectedly, slightly worse following a win by the student alone. We conclude that engaging a TA can make students respond more productively to both winning and losing, depending on the particular role the TA takes in the game. These results may inform more specific hypotheses as to the differential effects of competing and collaborating in novel, AI-supported social constellations, such as with TAs, on students’ motivation and ego-involvement in educational games. © Springer International Publishing AG 2017.
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| 9. |
- Tärning, Betty, et al.
(författare)
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Young children's experience and preference of feedback - Sense and sensibility
- 2018
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Ingår i: Interaction Design and Architecture(s). - Rome : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :37, s. 206-230
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Tidskriftsartikel (refereegranskat)abstract
- This study explored the effects of adding visual continuous feedback in the form of feedback bars to a teachable-agent based learning game in mathematics. Forty-five (45) children, 8- to 12-years-old, from three Swedish school classes used the game during four math lessons. The focus was on how feedback to the students regarding their teachable agents learning progression - and different detailedness of such feedback - affects how the students (in a teacher role) experience the learning game. The results suggest that students were positive towards receiving immediate and continuous feedback, but their preferences with respect to the detailedness of the feedback differed according to their age. We found a divergence as to the preferred number of bars, where the 3 rd and 5 th graders preferred 1 or 3 bars but where the 2 nd graders preferred the more detailed version (6 bars) despite their lack of understanding of what the different bars represented.
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| 10. |
- Jonasson, Kalle
(författare)
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Unpacking competition: On the possibilities of a minor sport
- 2014
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Ingår i: Emotion Space and Society. - Amsterdam : Elsevier BV. - 1755-4586 .- 1878-0040. ; 12, s. 4-10
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Tidskriftsartikel (refereegranskat)abstract
- In this article, I conceptualize defensive playing in table tennis by analyzing it from the viewpoint of affective philosophy (Deleuze and Guattari, 1986, 1987). The spatial and emotional aspects of the atmosphere of such play are investigated through an autoethnography of company table tennis. By using my ownbody as an "instrument of research" (Longhurst et al., 2008), I practically evoke and feed on the tension between modern competitive sport and "sport for all" (Eichberg, 2010). It is suggested that the defensive stance in table tennis might be seen as a trajectory toward a "minor sport" (Deleuze and Guattari, 1986, 1987), i.e. as a mild resistance to the competitive ethos of sport. (C) 2013 Elsevier Ltd. All rights reserved.
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