| 1. |
- Kesak, Hennie, et al.
(author)
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Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
- 2023
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In: Intercultural Education. - : Taylor & Francis Group. - 1467-5986 .- 1469-8439. ; 34:2, s. 180-198
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Conference paper (peer-reviewed)abstract
- The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
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| 2. |
- Cronhjort, Mikael, et al.
(author)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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In: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Conference paper (peer-reviewed)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 3. |
- Serholt, Sofia, 1986, et al.
(author)
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Teachers’ Views on the Use of Empathic Robotic Tutors in the Classroom
- 2014
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In: 23rd IEEE International Symposium on Robot and Human Interactive Communication, Edinburgh, Scotland. - : IEEE.
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Conference paper (peer-reviewed)abstract
- In this paper, we describe the results of an interview study conducted across several European countries on teachers' views on the use of empathic robotic tutors in the classroom. The main goals of the study were to elicit teachers' thoughts on the integration of the robotic tutors in the daily school practice, understanding the main roles that these robots could play and gather teachers' main concerns about this type of technology. Teachers' concerns were much related to the fairness of access to the technology, robustness of the robot in students' hands and disruption of other classroom activities. They saw a role for the tutor in acting as an engaging tool for all, preferably in groups, and gathering information about students' learning progress without taking over the teachers' responsibility for the actual assessment. The implications of these results are discussed in relation to teacher acceptance of ubiquitous technologies in general and robots in particular.
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| 4. |
- Dymitrow, Mirek, et al.
(author)
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Nutrition, health and climate: What have we learned so far?
- 2019
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In: Conference on Food Science and Nutrition: “Forum for food science and nutrition for a better tomorrow”, 25–26 February 2019, Rome, Italy.
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Conference paper (peer-reviewed)abstract
- Food and meals are central elements in our lives: a source of pleasure, a social activity and a bearer of culture. Our eating habits are also very important to health, which implies that the organization and content of meals is a prerequisite for well-being and learning. Schools, in particular, have unique opportunities to promote healthy lifestyles, help develop good eating habits and raise environmental and climate awareness among children and youths by embedding food in a wider context. Unsurprisingly, there is also an increasing interest in school meals and food-related education among researchers, many of whom agree that the quality of school meals can be seen as one of the most accurate indicators of the cities’ sustainability potential. Systematic quality work, however, requires shared targets and ambitions, regular quality checks and discussions on development and improvement. In that vein, the City of Gothenburg has launched the project Urban Rural Gothenburg, which assembles, develops, tests and implements new solutions for the city’s public kitchens. This involves climate-smart and environmentally sound perspectives and programs regarding meal planning, food procurement, food preparation and food-related teaching and learning. One important approach deals with the normalization of increased vegetarian consumption and greater awareness of food’s origins and travel from farm to table. Another approach deals with conscious choices of raw materials that are beneficial for both the environment and health. A third notable approach focuses on new ways of handling food waste to reduce climate impact. In line with the third Sustainable Development Goal, this presentation captures and reaffirms the fundamental assumptions and methods involved in Gothenburg’s work with food sustainability in public kitchens, with an emphasis on health and climate as cross-cutting issues that matter to us all.
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| 5. |
- Eriksson, Martin, 1970, et al.
(author)
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The SDG Impact Assessment Tool – a free online tool for self-assessments of impacts on Agenda 2030
- 2019
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In: Proceedings from International Conference on Sustaianable Development.
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Conference paper (other academic/artistic)abstract
- This paper presents the SDG Impact Assessment Tool, an online resource for self- assessments of impacts on the Sustainable Development Goals (SDGs). In addition, it presents a brief example of an SDG Impact Assessment and some existing and potential applications of the tool. The United Nations (UN) 2030 Agenda and the SDGs are a resolution for attaining sustainable development throughout the world, but also represent a framework towards which the sustainability of almost any activity can be evaluated. Although quantitative methods are indeed pivotal for achieving sustainable development, they are often limited to specific scientific fields and cannot encompass all aspects of all SDGs, including normative societal values. A qualitative and reflective approach, however, is not reserved for scientists in specific fields but can be used by anyone. Using such an approach in the tool presented here represent a good starting point for companies or other organizations that want to learn about the SDGs and minimize their negative impacts. The tool employs a self-assessment of impacts on each of the 17 SDGs, in terms of Direct positive, Indirect positive, No impact, Indirect negative, Direct negative or More knowledge needed, and outputs a graphical visualization of the results. The tool also encourages users to formulate a strategy on how to mitigate negative impacts, increase positive impacts and fill potential knowledge gaps, which can be a starting point for a more comprehensive sustainability strategy for companies or other organizations.
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| 6. |
- Lindstrand, Fredrik
(author)
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Grasping action in multimodal transformative processes
- 2018
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In: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
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Conference paper (peer-reviewed)abstract
- Grasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.
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| 7. |
- Sonesson, Kerstin, et al.
(author)
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Challenges and Learning Outcomes in a Mutual Municipal Partnership on Education for Sustainable Development from Southern African/North European Perspectives
- 2021
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In: Book of Abstract: Vitalizing partnerships - Moving forward to a sustainable future. - : Sanord.
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Conference paper (peer-reviewed)abstract
- Two cities, Swakopmund and Malmö, in Namibia and Sweden have developed a strong mutual partnership on sustainable development. The collaboration started within The Municipal Partnership Programme at the Swedish International Centre for Local Democracy (ICLD), working with poverty reduction through local democracy development funded by SIDA. The municipal partnership aims to increase civil influence by strengthening local and regional political governance organization within certain core areas, e.g. equity/inclusion, transparency, possibility to demand accountability and/or citizen participation. During 2012-2014 the two cities collaborated on two projects; Education for Sustainable Development (ESD) and Eco Tourism. The aim of this study is to deepen the understanding of processes and learning outcomes of SDG 17 in a mutual municipal partnership in the ESD-project focusing experiences on challenges and solutions. Eight project team member i.e. municipal officials, teachers, museum- and marine pedagogues, as well as three senior municipal officials in the Project Steering Committee were interviewed using semi-structured questions in the second year of the ESD-project. A phenomenographic approach was applied to analyse the transcriptions of nearly six hours recorded interview material. The findings show the experience of various challenges the respondents faced, how the challenges were solved and the benefits of the learning outcomes. This were discussed also in longer terms to shed light on what South and North can learn from one another by being in a mutual partnership, focusing how work processes contribute to develop democratic governance locally in the municipalities.
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| 8. |
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| 9. |
- Kanebrant, Erik, et al.
(author)
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T-MASTER -- A tool for assessing students' reading abilities
- 2015
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In: <em>Proceedings of the 7th International Conference on Computer Supported Education (CSEDU 2015),</em> Lisbon, Portugal. - : SciTePress. - 9789897581083 - 9789897581076 ; , s. 220-227
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Conference paper (peer-reviewed)abstract
- We present T-MASTER, a tool for assessing students’ reading skills on a variety of dimensions. T-MASTER uses sophisticated measures for assessing a student’s reading comprehension and vocabulary understanding. Texts are selected based on their difficulty using novel readability measures and tests are created based on the texts. The results are analyzed in T-MASTER, and the numerical results are mapped to textual descriptions that describe the student’s reading abilities on the dimensions being analysed. These results are presented to the teacher in a form that is easily comprehensible, and lends itself to inspection of each individual student’s results.
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| 10. |
- Dymitrow, Mirek, et al.
(author)
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Geography’s three problems seen through the prism of one educational challenge
- 2022
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In: Multiple Nordic Geographies. - Joensuu, Finland : University of Eastern Finland. - 9789526145853 ; , s. 134-134
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Conference paper (peer-reviewed)abstract
- As the modern society becomes larger and increasingly diverse, its problems become more elusive and solutions far-fetched. This puts pressure on relevant education. Geographical knowledge, whose raison d’être has always been to deal with complexity, should therefore be in high demand, but isn’t. In this presentation we want to investigate why this is the case, by outlining three major problems geography education faces today and what potential solutions there might be. #1) Geography as a societal need: Geography’s traditional status as a synthesizing science is not well translated to the “sustainability mindset” that currently saturates educational curricula. This leads to decreasing numbers of geography students who seek out explicitly “sustainability-oriented” courses, which are often taught by teachers without a solid synthesizing background. Simultaneously, geography’s potential is reduced at pre-university levels where it is still associated with a stereotype (mostly cartography and ‘pub quiz’ knowledge). #2) Geography as an identity: Being “a specialist on being a generalist” is a frustrating motto for many geography students, who are inculcated that expertise is usually vertical. Inability to capitalize on horizontal expertise causes a personal crisis that impedes learning and embracing geography as a professional identity. #3 Geography as a competence: Being a holistic “for real” cannot be reduced to knowing a multitude of facts but requires foremost an understanding of how differences in opinion (underlying diametrically different sustainability strategies and solutions) arise. This requires a broad epistemological base. However, philosophy of science is not taught at pre-graduate level, while new students are becoming increasingly opinionated on contested topics. Departing from teaching experience at 4 Nordic universities, we suggest adding a “sensitizing phase” to the most critical stages of geography’s first-year education. A sensitizing phase is a targeted and deepened/extended course introduction, designed to a) focus on the strengths of geography and its boundaries to other realms of knowledge; b) providing continuous moral support to students to instill geography’s identity; c) teaching techniques how to handle complexity (knowledge reduction, extrapolation, epistemological breadth). We conclude that this approach allays confusion, primes the students towards the relevance of geography knowledge, and inculcates them into a spirit of life-long learning.
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