| 1. |
- Spante, Maria, 1967-, et al.
(författare)
-
Cross-border collaboration in History among Nordic students : a case study about creating innovative ICT-didactic models
- 2013
-
Ingår i: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013. - Naka Ward, Nagoya, Aichi Japan : The International Academic Forum (IAFOR). ; , s. 137-149
-
Konferensbidrag (refereegranskat)abstract
- The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.
|
|
| 2. |
- Hattinger, Monika, 1969-, et al.
(författare)
-
Mediated and Situated Engineering Education
- 2014
-
Ingår i: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014. - Cheasapeake, VA : Association for the Advancement of Computing in Education. ; , s. 810-817
-
Konferensbidrag (refereegranskat)abstract
- This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.
|
|
| 3. |
- Willermark, Sara, 1988-
(författare)
-
Digital Didaktisk Design : Att utveckla undervisning i och för en digitaliserad skola
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.
|
|
| 4. |
|
|
| 5. |
- Hipkiss, Anna Maria, et al.
(författare)
-
Teaching in Flexible Spatial and Digital Conditions
- 2021
-
Ingår i: EARLI 2021. ; , s. 314-314
-
Konferensbidrag (refereegranskat)abstract
- This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school, analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaningmaking and what framing, relations and accessibility can be distinguished by the flexibility of furniture and classroom space. The analyses of a teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (ages 8 to 9) and another teacher team’s thematic work project onCommunication in years 4-7 (ages10 to12) reveal varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content in different school subjects. The young students practice reading comprehension, both of written texts and films, that also serves their knowledge-building about space. The older students display skills relating to different subjects through different technological and digital resources.
|
|
| 6. |
|
|
| 7. |
- Spante, Maria, 1967-
(författare)
-
Break the habit : Using an active learning classroom to promote collective reflection in and on action at the workplace
- 2022
-
Ingår i: ICICTE 2022 Rhodos, Greece July 7 to 9. ; , s. 20-21
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Routine and projects had dominated work models for preschool staff in a Swedish municipality. To break such patterns, a process approach was initiated promoting continuous competencedevelopment. Organizing practices in the initiative focused oncombining language development among the young childrenwith relevant use of digital tools, develop pedagogical modelsfor inclusion of young children at the same time as using digital tools, and furthermore how to develop leadership modelsto enable the staff to integrate and maintain the process approach in everyday practice.After two years of continuous effort, the common experience was positive but when trying to present the experience forstakeholders outside of the organization, such as responsibleschool politicians, there was a frustration linked to the lack of language for the positive experience of professional development and enhanced organizational quality. Activity theory was used as a point of departure for designing anactivity with the aim to collectively moving from the abstractto the concrete in being able to verbalize what the experiencewas manifested by.A writing seminar in an active learning classroom (ALC) wascreated to collectively produce texts for concrete descriptionsand specified explanations of the positive learning experience.The result of the writing seminar suggests that the ALC roomin combination with the interaction within and betweenparticipating groups activated what Engström refers to as Expansive learning, when moving from the abstract notion ofsuccess to the concrete articulation of performed activities.Furthermore, the active learning classroom with several largescreens and walls to write on was seen as an essential toolsupporting the expansive learning in the preschool context whenconceptualizing learning. The study conclude that reflective practice needs to be materialized in concrete activities andwriting seminars in active learning classrooms is suggested as a spearhead model for such activities.
|
|
| 8. |
- Varga, Anita, 1966-, et al.
(författare)
-
Expansive Learning And Transformative Agency For School Professionals
- 2020
-
Ingår i: INTED2020 Proceedings. - Valencia : The International Academy of Technology, Education and Development. - 9788409179398 ; , s. 1419-1428
-
Konferensbidrag (refereegranskat)abstract
- The current study has been formulated in cooperation between researchers and school officers from a rural Swedish municipality, based on their concern that there is a large and growing gender gap in the results, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially the low-achieving boys. The school officers as well as the teachers suggested that the problems are the result of an interplay between norms and conditions in the local society which foster negative attitudes to education generally, and unfavorable but amendable premises for learning that prevail in many schools and classrooms. To generate knowledge of have to change the situation researcher, principals, teachers and other professionals' such as school nurse and union representatives have worked together in finding tools to deal with the gender gap in grades. In this paper we present the result from the first, in a series of five (CL:1-CL:5), activity based formative interventions. The participants' in CL:1 have been school professionals' who works with students in 7-9 grade. The theoretical and methodological framework is Change Laboratory (CL), which is a specific form of activity based formative intervention where actionable knowledge is understood as a collaborative and generative possibility knowledge intertwined with transformative action (Sannino & Engeström 2017). Focus is on the participants expanding learning and the aim to generate and implement new models and instruments for activity. The core ideas of the CL is about professional empowerment and empowering in ways not experienced before and insert hope that change is possible also at the systematic level when working together. Based on the result from CL:1, the aim of this paper is to highlight challenges and opportunities connected to the use of Change Laboratory as a method for work integrated learning.
|
|
| 9. |
- Ali, Rashid, et al.
(författare)
-
Work–integrated informal Learning (WiiL) Adopting Social Networking as Interdisciplinary Learning at Workplace
- 2014
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Work Integrated Learning usually focuses on student's practical knowledge and learning duringthe education, while a student after completing the institutional period is still a student at workplace ass/he never stops learning. Learning within the organization is not only the formal training and educationof the employees, but also an informal process of sharing knowledge. The knowledge is often embedded in organizational activities, practices, and norms, as well as the social ties among the persons.The use of social networking site within the organization enables a new work integrated methodof learning and communication among the colleagues from different disciplines, encouraging both personal and professional informal knowledge sharing inside the organization. Our analysis ofemployee's behavior and acceptance of social networking as an informal way of learning was performed by a descriptive case survey research.The respondents providing the empirical data for survey consisted of 105 out of 180 targeted employees from a private IT organization in Pakistan. The questionnaire results present that the professionals use social networking sites to share their experiences and to build a virtual break in the hierarchical levels of the profession within the organization. Their motivation in using social networking includes sharing personal and professional experiences with co-workers and advancing their career.This paper illustrates the power of social networking as a Work Integrated Informal Learning (WIIL) tool that contributes significantly to increase the gain of interdisciplinary knowledge within the organization
|
|
| 10. |
- Brocker, Kristina, et al.
(författare)
-
Learning at work through role integration in language development and digitalization processes in preschool
- 2020
-
Ingår i: VILÄR. - Trollhättan : Högskolan Väst. - 9789188847867 ; , s. 14-15
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Various models and processes have been called for by the municipalities’ Children and Education Committee to deal with a shortage of educated staff in the school system in a Swedish municipality. The first groups in focus were the preschool staff and the Adult Education's childcare education. Within the preschool, efforts have previously been made in language development and digitalization following curricula. However, differences in practice and competence between the preschools have been shown. A recent survey demonstrated that 90% of 113 staff respondents saw themselves as average users or less of the digital artifacts available and required, for example, surf tablets and software for age adequate multi-modal communication, and administrative systems and shared documents. In parallel, in adult education, the childcare programs' previous workplace learning (WPL) tasks functioned unsatisfactory since learning tasks and work practice has been disintegrated.Therefore, it became essential to combine these activities and develop curricula driven models with viable forms and relevant content for both parties. The intervention study shows how specific roles in preschool began to cooperate within regular working hours and regular activities combined with future childcarers from adult education included in these activities with their internship-specific tasks in line with preschools' ongoing developmental work. At present, 20 language developers have participated in the development process. Furthermore, five digitalization managers at the 14 preschools in the municipality, together with 18 prospective childcarers and 18 supervisors from the municipality's adult education, have participated in the initiative with promising results. The integrated approach, with a specific focus on combining language development with the support of digitalization managers finding relevant software and tools based on enhanced competence among professional roles to judge between available resources and drive learning processes, seems to gain traction but needs further investigations to evaluate for sustainability.
|
|
