| 1. |
- Algers, Anne, 1961, et al.
(författare)
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Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines
- 2020
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Ingår i: Journal of Praxis in Higher Education. - : University of Boras, Faculty of Librarianship, Information, Education and IT. - 2003-3605. ; 2:2, s. 11-34
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Tidskriftsartikel (refereegranskat)abstract
- Since academic teachers belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent societal challenges call for thinking beyond boundaries and re-visiting academic practices. The purpose of this study is to investigate how academic teachers view sharing of knowledge and teaching. The study is based on survey data from eight faculties and interviews of teachers from each of these faculties at the University of Gothenburg. The results show that professional development courses in higher education teaching and learning, as well as open practices, and collaboration between academic disciplines and society are practices, which Galison (1997) termed trading zones. These trading zones are sources of learning to theorize and to facilitate exchange among peers with the potential to develop knowledge, identity and moral commitments necessary to address societal challenges. Further, the results suggest that universities need to scaffold these sharing practices. The findings inform how academic teachers’ practices can be transformed into sharing between and beyond academic disciplines.
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| 2. |
- Bradley, Linda, 1961, et al.
(författare)
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Designing mobile language learning with Arabic speaking migrants
- 2023
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Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1744-5191 .- 1049-4820. ; 31:1, s. 514-526
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Tidskriftsartikel (refereegranskat)abstract
- Learning the language is crucial to be included in a new society. For migrants, the smartphone is a commonly used device for staying connected, which could also be used for language learning purposes. This research concerns mobile literacy with newly arrived Arabic speaking migrants to Sweden and the use of mobile learning as a means for integration. The purpose is to investigate how mobile technology can be designed to support migrants' language learning process. The research concerns technology development where versions of a mobile application (app) are explored from a bottom-up perspective with Arabic speaking migrants. A qualitative method approach is applied, built on design principles focusing on the construction of situated artefacts and evaluation of performance. The results show that intuitive design and engaging content with connections to everyday social situations play important parts in sustaining motivation to engage with an app.
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| 3. |
- Bradley, Linda, 1961, et al.
(författare)
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Higher education pedagogy courses as trading zones
- 2019
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Ingår i: HERDSA 2019 Next Generation, Higher Education: Challenges, Changes and Opportunities.
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Konferensbidrag (refereegranskat)abstract
- Since teachers of higher education belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent development in society such as the importance of digital literacy and open sharing of knowledge calls for re-visiting educational practices among disciplines in higher education. At University of Gothenburg, the Unit for Pedagogical Development and Interactive Learning hosts three six-month-courses in learning and teaching in higher education. The majority of the teachers who attend the courses engage in cross-disciplinary discussions about teaching and learning in higher education for the first time. In the courses, the teachers have the potential to learn from each other by sharing their experiences and developing their teaching practice. The purpose is to investigate how these “trading zones” can open up for critical thinking and new views on knowledge and teaching among the teachers. Further, our research also explores how teachers address digital literacy and openness (open interactions and sharing of knowledge, with peers as well as students). The study is based on 1) a systematic literature review on signature pedagogy in higher education, 2) survey data from teachers at University of Gothenburg from our eight different faculties and 3) complementary interviews with teachers from each faculty. The voluntary interviews are recorded, transcribed and translated from Swedish. We applied a mixed-method approach for data analysis. The results are based on 58 articles and also surveys from 155 higher education teachers (response rate of 33%), together with two interviews per faculty. Outcomes show that ways of teaching are pervasive among disciplines, whereas ways of knowing are connected to values, disciplinary identities and epistemological approaches. In our presentation we will discuss how enhanced digital literacy and increased open sharing can inform how professional development in pedagogies of academic staff can be dealt with in higher education.
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| 4. |
- Olsson, Fredrik, 1979, et al.
(författare)
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Lärande för integration: breddad rekrytering i högre utbildning
- 2020
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Ingår i: NU2020 "Hållbart lärande", Södertörns högskola, 7-9 oktober 2020.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- För migranter är utbildning ett avgörande steg mot arbete och anställning (Strang & Ager 2010). Samtidigt kan det vara en stor utmaning att finna vägar till utbildning och arbetsliv, både för individen och för samhället. Det finns många hinder för den som har kommit till Sverige i vuxen ålder, såsom att ta upp avbrutna studier, validera yrkeserfarenhet, eller börja en ny karriär. Socialt kapital är en central faktor för integration, vilket synliggör behovet av livslångt lärande i formella såväl som informella kontexter (Morrice 2007). Landets lärosäten har ansvar för att underlätta för integration genom att skapa nya vägar till högre utbildning för de som är i behov av ytterligare utbildning eller vill påbörja sina högskolestudier. Sedan propositionen om den öppna högskolan 2001 har lärosätena haft i uppdrag att arbeta för breddad rekrytering genom att stödja mångfalden bland studenterna och minska snedrekryteringen. De senaste åren arbetar också de flesta lärosäten med breddat deltagande, där det betonas att det inte bara handlar om att öppna upp för nya studentgrupper, utan också att få dem att känna sig välkomna och vilja stanna kvar. Vidare formulerade regeringen 2016 ett antal nya uppgifter för högskolesektorn för validering, kompletterande utbildning och snabbspår. Denna presentation är en del av ett forskningsprojekt som har till syfte att undersöka vilka lärandepraktiker som möjliggör utomeuropeiska migranters väg till högre utbildning och integration. Projektet anlägger ett bottom-up perspektiv som utgår från migranternas egna berättelser. På så vis hoppas vi uppnå ökad förståelse för hur integrering går till utifrån ett migrantperspektiv och vilka behov som finns för insatser från berörda aktörer. Vi grundar oss på distinktionen mellan formellt, icke-formellt och informellt lärande, som alla bidrar till individens livslånga lärande (OECD 2010). Vidare spelar digitalt lärande en viktig roll för främjandet av breddad rekrytering av migranter (Kukulska-Hulme & Pegrum 2018). I presentationen tar vi upp resultaten från en pilotstudie där vi har undersökt vilka förväntningar, attityder, erfarenheter och framtidsdrömmar migranter har när det gäller utbildning och karriär. Utifrån UKÄ:s statistik om nationalitet hos utländska förstagångsstudenter har vi genomfört intervjuer med personer som har kommit till Sverige som vuxna från Mellanöstern. Vi kommer att presentera några resultat från studien där vi fokuserar på möjligheten för människor i etableringsfasen att bli medskapare gällande organiseringen av sin egen utbildning. Presentationen riktar sig till alla som arbetar med högre utbildning, men i synnerhet de som arbetar med frågor om breddat deltagande och social inkludering.
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| 5. |
- Algers, Anne, 1961, et al.
(författare)
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A New Format for Learning about Farm Animal Welfare
- 2011
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Ingår i: Journal of Agricultural and Environmental Ethics. - : Springer Science and Business Media LLC. - 1187-7863 .- 1573-322X. ; 24:4, s. 367-379
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Tidskriftsartikel (refereegranskat)abstract
- Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an inventory on “farm animal welfare,” “e-learning,” “learning resources,” and “open educational resources” in three different search engines is presented. A huge amount of information on animal welfare is available on the Internet but many of the providers lock in the knowledge in a traditional course context. Only a few universities develop and disseminate open learning resources within the subject. Higher education institutions are encouraged to develop open educational resources in animal welfare for the benefit of teachers, students, society, and, indirectly, animal welfare.
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| 6. |
- Algers, Anne, 1961, et al.
(författare)
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Animal welfare at slaughter – A social learning process
- 2015
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Ingår i: Hubrecht, R. & Ostovic, M. (Eds.) Proceedings of HSA International Symposium – Recent Advances II, Zagreb, Croatia, 16-17 July, 2015.. ; , s. 22-22
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 7. |
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| 8. |
- Algers, Anne, 1961
(författare)
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Involving the general public in creation and sharing of knowledge about food
- 2017
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Ingår i: CAB Reviews: Perspectives in Agriculture, Veterinary Science, Nutrition and Natural Resources. - 1749-8848. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that since the whole society is dependent on the quality of food, food science and education need a dialogue with the citizens. Trust in food is decreasing, the concerns are increasing and the societal needs of knowledge about food are more extensive than what can be accomplished by traditional learning. However, very few approaches have been applied in food science allowing scientists and citizens to inform each other. This paper begins by introducing the concepts of open educational resources (OERs) and citizen science (CS). Secondly, a review of the literature on the use of these approaches in the field of food science is presented. Finally, a rationale is introduced to apply these approaches in contested and complex food issues. A literature review resulted in 14 articles that outline the potential or practical involvement of citizens in production or sharing of knowledge about food. OER can be used to facilitate interaction between different stakeholders within and beyond academia and to collaboratively create more robust knowledge that is shared openly and builds on reuse of prior knowledge. CS can be used to collect and analyse data by members of the general public, typically as part of a collaborative project with scientists. In seven out of eight intervention studies the citizens were heavily involved. The studies focused on: food security, food labelling, food aesthetics, food quality, food & biodiversity and general food science. The arguments presented by the authors extend beyond established reasoning for these approaches (usually limited to access and monitoring of large data sets). This literature review suggests that the involvement of the citizens in knowledge about food through CS and OER is beneficial for information symmetry, empowerment, trust and relevance. When research has led to contradictory results and ethical concerns, it is argued that the involvement of citizens has great potential, because a plurality of opinions can lead to sustainable solutions. © CAB International 2017.
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| 9. |
- 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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| 10. |
- Algers, Anne, 1961, et al.
(författare)
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Open educational resources in animal welfare
- 2010
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Ingår i: Paper presented at the International conference on animal welfare education: Everyone is responsible., Brussels,1-2 October 2010.. ; , s. 46-53
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Konferensbidrag (refereegranskat)abstract
- Changes in law (1) and pronounced demands of knowledge on Animal Welfare (2) require a change of paradigm in Animal Welfare Education. A new strategy is recommended, based on network learning involving higher education institutions and other organisations in the production and distribution of learning resources that can be shared openly and free of charge on the internet. Although the trend of Open Educational Resources (OER) is very recent, the development of resources is rapid and vibrant (3). The incentives for engaging in the OER trend at the governmental, institutional, and individual level are presented here and quality control and sustainability are discussed. It should be considered that the EU commission takes the lead and allocates resources for the development of a central repository with OER, as well as a quality assurance strategy.
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