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1.
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2.
  • Svane, Torben Ernst, 1953-, et al. (författare)
  • Establishing international co-operation in edutainment software design : Some experiences
  • 2002
  • Ingår i: Frontiers in Education Conference, Conference Proceedings. - New York : IEEE. - 1539-4565. ; 3, s. 5-10
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper addresses two topics that are viewed important to the future of most institutions of higher learning. One is an increased international focus, for extended student enrolment and also for facilitating international experiences to already enrolled students. The second deals with establishing international partnerships, which not only will provide a receiver of exchange students but will also, as in the case presented, provide a partner for educational joint ventures, resulting in the establishment of innovative, new and student-attractive degree programmes. The example given presents curriculum design and work leading to the establishing of an undergraduate degree in edutainment software design at a Swedish and a British university, and an extended outlook, to also incorporate other overseas partners over time, initially from the U.S.A., Australia and New Zealand.
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5.
  • Lundegård, Iann, 1955- (författare)
  • Att tända en eld
  • 2004. - 1
  • Ingår i: Utomhusdidaktik. - Lund : Studentlitteratur. - 9789144024929 ; , s. 81-96
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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6.
  • Lundh Snis, Ulrika, 1970-, et al. (författare)
  • Exploring Tools and Methods for Work-Integrated Learning
  • 2002
  • Ingår i: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. - : Association for the Advancement of Computing in Education (AACE). - 9781880094464 ; , s. 2234-2237
  • Konferensbidrag (refereegranskat)abstract
    • Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.
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7.
  • Utomhusdidaktik
  • 2004. - 1
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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8.
  • West, Tore, 1960-, et al. (författare)
  • Interaktion och kunskapsutveckling : en studie av frivillig musikundervisning
  • 2001
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • In a joint dissertation project, 11 brass instrument and guitar lessons, with 4 teachers and 21 students aged 9-35 years, were videotaped, transcribed and ana­lyzed. Two were group lessons and 9 were private lessons. The object of the pro­ject was to study how music teaching and learning can be under­stood from an institutional perspective by describing, analyzing and in­terpreting musical in­strument lessons. The lessons were viewed as social encounters in which the action of participants creates and re-creates social orders at different institutional levels, by means of communication rou­tines using speech, music and gesture. Data were derived from micro-ethnographic transcriptions of speech, gesture and music of a total of five hours of videotape, supplemented by text analyses of 14 method-books. The transcripts were analyzed as text from the perspective of critical discourse analysis. At the analytical level the study applied the cognitive concepts of experiencing and learning music, as well as those of educational gen­res of speech and music use. The analyzed data were interpreted and discussed from the per­spectives of interaction-theory and institution-theory. The results show how the music during the lessons was broken down into sepa­rate notes, as read from the score. Music was not addressed as phrases, rhythms, or melodies. Expressive qualities of music performance were not ad­dressed. The characteristics of the interaction were found to be asymmetric, with the teacher being the one controlling the definition of the situation. Student at­tempts to take initiative were ignored by teachers. This asymmetric pattern of interaction had negative consequences for students’ as well as teachers’ opportu­nities to learn. The organization of the teaching situation as well as teaching methods is discussed from the perspective of institution-theory. A major conclu­sion is that the way instrument teaching is organized leaves little room for stu­dents and teachers to discuss and reflect on the teaching process. 
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9.
  • West, Tore, 1960- (författare)
  • Learning Through the Arts : En kritisk forsknings- och dokumentationsöversikt
  • 2002
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • I denna översikt görs en kritisk granskning av dokumentationen om skolundervisning där en yrkesverksam konstnär deltar enligt programmet ”Learning Through the Arts” (LTTA). LTTA är utvecklat i Kanada och introduceras nu i Sverige i ett samarbete mellan The Royal Conservatory of Music i Toronto (RCM), Kungl. Musikhögskolan i Stockholm (KMH) och Kista stadsdelsnämnd. 
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  • Resultat 1-10 av 123
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