| 1. |
- From, Jörgen, 1966-, et al.
(författare)
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Fjärrundervisning - en central del i skolans digitalisering
- 2020
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 25:2-3, s. 69-91
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Tidskriftsartikel (refereegranskat)abstract
- I denna artikel analyseras fjärrundervisning i relation till skolans digitalisering, med Nivåer av Lärande som teoretiskt ramverk. Detta görs med utgångspunkt i de försök till digitalisering som sedan 1980-talet pågått i svensk grund- och gymnasieskola, och den brist på pedagogiska objekt i termer av skolans undervisningsuppdrag som kännetecknar dessa försök. Ytterligare en del i föreliggande studie utgör en historisk beskrivning av fjärrundervisningens framväxt i svensk skola, där fjärrundervisning varit ett sätt att hantera skolans behov. Sedan redovisas ett empiriskt case om lärares erfarenheter från, och perspektiv på, egen fjärrundervisning i svensk skola. Detta tydliggör att lärarna använder digital teknik i ett målinriktat pedagogiskt syfte, vilket i detta sammanhang innebär att digital teknik är verktyg för att bedriva fjärrundervisning. Slutligen förs en diskussion kring vad som kännetecknar det pedagogiska objekt och den pedagogiska process som utvecklas och realiseras på olika nivåer i skolorganisationen i samspelet mellan fjärrundervisning och skolans digitalisering. Den slutsats som dras är att skolans digitalisering snarare är en fråga om pedagogik än om teknik.
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| 2. |
- Lindberg, Ola J., 1966-, et al.
(författare)
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Researching school practices with a complementary and symmetrical approach : the case of remote teaching in the rural north of Sweden
- 2020
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Ingår i: Education in the North. - : School of Education at the University of Aberdeen. - 0424-5512 .- 2398-0184. ; 27:2, s. 235-241
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Tidskriftsartikel (refereegranskat)abstract
- This feature describes an ongoing research project on remote teaching in the rural north of Sweden. Remote teaching is a form of teaching in which the teacher and students are separated in space but not in time, and students are accompanied by a designated supervisor at their location. The project is conducted within the framework of the national initiative Development, Learning, Research (DLR) to try out sustainable collaboration models between academia and school practice. At Umeå University, this relation has been described as complementary and symmetrical: complementary in the sense that each part brings unique competencies into the work, and symmetrical in the sense that each part is valued as equal in the work, which allows for a dimension of development work into the research approach. The feature elaborates on opportunities and challenges in conducting complementary and symmetrical research, seeking to promote knowledge built on collaboration between academia and school practice.
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| 3. |
- Behrmann, Gerd, et al.
(författare)
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Developing UPPAAL over 15 years
- 2011
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Ingår i: Software, practice & experience. - : Wiley. - 0038-0644 .- 1097-024X. ; 41:2, s. 133-142
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Behrmann, Gerd, et al.
(författare)
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UPPAAL - Present and Future
- 2001
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Ingår i: Proceedings of the 40th IEEE Conference on Decision and Control.
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Konferensbidrag (refereegranskat)
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| 5. |
- Behrmann Gerd,, et al.
(författare)
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UPPAAL Implementation Secrets
- 2002
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Ingår i: International Symposium on Formal Techniques in Real-Time and Fault Tolerant Systems. ; , s. 3-
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Konferensbidrag (refereegranskat)
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| 6. |
- Berhmann, Gerd, et al.
(författare)
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Developing UPPAAL over 15 years
- 2011
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Ingår i: Software - Practice and Experience. - 0038-0644. ; 41:2, s. 133-142
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Tidskriftsartikel (refereegranskat)abstract
- UPPAAL is a tool suitable for model checking real-time systems described as networks of timed automata communicating by channel synchronizations and extended with integer variables. Its first version was released in 1995 and its development is still very active. It now features an advanced modeling language, a user-friendly graphical interface, and a performant model checker engine. In addition, several flavors of the tool have matured in recent years. In this paper, we present how we managed to maintain the tool during 15 years, its current architecture with its challenges, and we give the future directions of the tool.
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| 7. |
- Berhmann, Gerd, et al.
(författare)
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UPPAAL 4.0
- 2006
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Ingår i: Third International Conference on the Quantitative Evaluation of Systems, QEST 2006. - 0769526659 ; , s. 125-126
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Konferensbidrag (refereegranskat)abstract
- UPPAAL 4.0 is the result of over two and a half years of development and contains many new features, additions to the modeling language, performance improvements, enhancements and polish to the the easy to use graphical user interface, and is accompanied by several open source libraries. The tool and libraries are available free of charge for academic, educational and evaluation purposes from http://www.uppaal.com/. We describe three of the new features: User defined functions, priorities and symmetry reduction.
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| 8. |
- Björk-Åman, Camilla, et al.
(författare)
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Nordic research on special needs education in upper secondary vocational education and training: A review
- 2021
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 11:1, s. 97-123
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to describe and analyse the state of the art of research on special needs education (SNE) in the context of the Nordic countries’ vocational education and training (VET) systems during the period January 2010 to September 2018. Twenty studies remained after the search procedure and thematic analysis, 15 of which deal with the practice level and five with the organisation level. No studies were identified as belonging to the policy level. The following themes were found at the practice level: teachers’ work and role, teaching and learning, student transition and student dropout. Themes identified at the organisation level were changes to vocational policy documents and educational practices, and school organisation and its implementation. Finland dominates in terms of number of studies. Furthermore, the review shows that there were few studies in the area of SNE in VET. The results show that further studies are needed to acquire more knowledge about SNE in vocational education.
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| 9. |
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| 10. |
- Holmgren, Robert, 1958-, et al.
(författare)
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The vocational teacher, an inventor in special needs education : a study on Swedish vocational programmes
- 2024
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Ingår i: Nordic Journal of Vocational Education and Training. - Linköping : Linköping University Electronic Press. - 2242-458X. ; 13:2, s. 100-123
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Tidskriftsartikel (refereegranskat)abstract
- Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development.
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