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| 2. |
- Godhe, Anna-Lena, et al.
(författare)
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Creating multimodal texts in language education – an emerging practice at the boundary
- 2012
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Ingår i: Proceedings of ICCE2012.
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Konferensbidrag (refereegranskat)abstract
- In this paper the emerging practice of making multimodal texts within language education is explored, in order to illuminate a boundary in which students negotiate what to include in a digital story produced in an educational setting. The making of multimodal texts originates in contexts outside of education and, accordingly, influences from these practices are incorporated into the activity system of making texts in language education. Through excerpts from interactions between students and their teacher, what is considered to belong, or not belong, in a school context, is illuminated as the negotiations between actors establish what are considered appropriate and meaningful actions. The digital stories created by the students within the activity system of schooling become a hybrid as influences from intersecting activity systems are incorporated into the multimodal texts they create.
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| 3. |
- Algers, Anne, 1961, et al.
(författare)
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Open Educational Resources in Animal Ethics and Food Ethics.
- 2011
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Ingår i: Proceedings of the EADTU Annual Conference: Universities and regional development in an open knowledge society; sharing innovation and knowledge in European universities, Eskisehir, Turkey, 3-4 November, 2011.. - Eskisehir, Turkey, 3-4 November, 2011 : EADTU, Heerlen. - 9789079730094 ; , s. 9-19
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Konferensbidrag (refereegranskat)
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| 4. |
- Lindström, Berner, 1947
(författare)
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Kunskap i en digitaliserad värld
- 2012
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Ingår i: Pedagogiska magasinet. - 1401-3320. ; 3:12, s. 24-29
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Lindström, Berner, 1947, et al.
(författare)
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Kunskapsbildning om IKT och lärande
- 2012
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Ingår i: Framtidens lärande 2012, invited address.. - Nacka Strand, Stockholm.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Masoumi, Davoud, et al.
(författare)
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Quality in E-learning: A Framework for Promoting and Assuring Quality in Virtual Institutions
- 2012
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Ingår i: Journal of Computer Assisted learning (JCAL). - : Wiley. - 1365-2729 .- 0266-4909. ; 28:1, s. 27-41
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Tidskriftsartikel (refereegranskat)abstract
- With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players’ satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions.
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| 7. |
- Player-Koro, Catarina, et al.
(författare)
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Traditional teaching with digital technology.
- 2014
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Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014. - Waynesville : Association for the Advancement of Computing in Education. - 9781939797070 ; , s. 947-951
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Konferensbidrag (refereegranskat)abstract
- This paper is based on data produced in upper secondary school in a municipality that has an on-going effort to provide every teacher and student with a laptop computer, a so called one-to-one project. The results indicate that teachers and students use ICT and that fundamental elements of contemporary teaching and learning have remained largely untouched. Findings like these have over again been described in research as failures. This is often done in relation to a preconvention that ICT-based teaching and learning will inevitable change and innovate education. Our point is that this argumentation is too simplistic and need to be challenged. Change and transformation should be viewed upon as changes that takes place in the frame of traditional schooling and need to be analysed and understood in relation to the complex web of policy demands, different expectations and requirements that teachers must relate and that also constrains what is possible to do.
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| 8. |
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| 9. |
- Algers, Anne, 1961, et al.
(författare)
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Open educational resources in animal welfare.
- 2010
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Ingår i: Proceedings of the international conference on animal welfare education: Everyone is responsible. Brussels, 1-2 October 2010. ISBN: 987-92-79-16225-1.European Union, Brussels. - 9789279162251 ; , s. 46-53
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Konferensbidrag (refereegranskat)
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| 10. |
- Algers, Anne, et al.
(författare)
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Work-based learning through negotiated projects : Exploring learning at the boundary
- 2016
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Ingår i: Higher Education, Skills and Work-based Learning. - 2042-3896 .- 2042-390X. ; 6:1, s. 2-19
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Tidskriftsartikel (refereegranskat)abstract
- PurposeMore collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed and used. This paper aims to explore a work-based learning model, based on systemic negotiations between actors from the three parties: The academy, the industry and the students. The purpose is to investigate how teachers, supervisors and students value negotiated work-based learning as a boundary activity and to enhance the understanding of the learning potential at the boundary.Design/methodology/approachActivity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.FindingsDiversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritize both systems equally but instead they were gradually socialised into the activity system of the industry.Originality/valueWhen work-based learning is framed by a negotiated partnership it can manage and customize inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualized as an open learning practice.
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