| 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. |
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| 6. |
- Al-Sabbagh, Khaled, 1987, et al.
(författare)
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Mobile language learning applications for Arabic speaking migrants - A usability perspective
- 2018
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Ingår i: Language Learning in Higher Education. - : Walter de Gruyter GmbH. - 2191-611X .- 2191-6128. ; 9:1, s. 71-95
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Tidskriftsartikel (refereegranskat)abstract
- Usability testing with mobile applications (apps) plays an important role in determining the ease of use of an app as well as in informing their design and development. The purpose of this research is to investigate the usability of three language learning apps with a sample of Arabic speaking migrants who have recently arrived to Sweden. In addition, We surveyed available apps for the target group on both Android and Apple market stores and used a framework for categorizing language learning apps to guide the design and development of our own app. The outcomes show that in order for users to engage in an app, there are a number of obstacles that need to be overcome to make an app motivating enough to use, such as lack of variation in functionality, instructions and feedback. Our app, Minclusion, was developed from the input obtained from the usability studies.
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| 7. |
- Anderson, Paul, et al.
(författare)
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Peer Reviewing Across the Atlantic Patterns and Trends in L1 and L2 Comments Made in an Asynchronous Online Collaborative Learning Exchange Between Technical Communication Students in Sweden and in the United States
- 2010
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Ingår i: Journal of Business and Technical Communication. - : SAGE Publications. - 1050-6519 .- 1552-4574. ; 24:3, s. 296-322
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Tidskriftsartikel (refereegranskat)abstract
- In a globally networked learning environment (GNLE), 16 students at a university in Sweden and 17 students at a university in the United States exchanged peer-review comments on drafts of assignments they prepared in English for their technical communication classes. The instructors of both sets of students had assigned the same projects and taught their courses in the same way that they had in the previous year, which contrasts with the common practice of having students in partnering courses work on the same assignment or on linked assignments created specifically for the GNLE. The authors coded the students' 816 comments according to their focus and orientation in order to investigate the possible differences between the comments made by the L2 students in Sweden and those made by the L1 (English as a second language) students in the United States, the possible impact of peer reviewing online, and the influence of the instructors' directions on the students' peer-reviewing behavior.
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| 8. |
- Bartram, Lorna, et al.
(författare)
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Mobile learning with Arabic speakers in Sweden
- 2018
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Ingår i: The Gulf Comparative Education Society (GCES Symposium 2018). April 7-9th, Ras Al Khaimah, United Arab Emirates.
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Konferensbidrag (refereegranskat)abstract
- We set out to investigate the pedagogical implications of mobile learning and to develop a language learning application for Arabic-speaking migrants in Sweden, by far the largest language group of newly arrived migrants during the past few years. Through a design-based, bottom-up approach, the smartphone as a learning tool is explored. In our two most recent studies, 26 individuals were surveyed about their mobile literacy and preferences for learning with their smartphone. Qualitative methods, such as focus group interviews, questionnaires, and observations, were used. We developed a model for evaluating app usability, where we iteratively involved users to get feedback on their experience with the app and to generate ideas for development. Results indicate that the pedagogical aspects in existing apps focus on traditional approaches with basic vocabulary training, while more active learning, such as pronunciation and speaking activities are less common. This resulted in the design of our app, displaying pronunciation training activities with phrases connected to situations in everyday life.
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| 9. |
- Berbyuk Lindström, Nataliya, 1978, et al.
(författare)
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Mobile resources for integration: how availability meets the needs of newly arrived Arabic-speaking migrants in Sweden
- 2017
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Ingår i: CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017. - : Voillans France: Research-publishing.net.
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Konferensbidrag (refereegranskat)abstract
- The paper reports on the availability and use of mobile resources by newly arrived Arabic migrants in Sweden, and how the resources meet migrants’ integration needs. Analysis of websites and applications (hereafter apps) in combination with focus group interviews is used. Results show that though a variety of resources are available, translation and vocabulary apps are primarily used. Possible reasons are lack of connection in language training resources to migrants’ immediate needs such as employment and education, accommodation, contact with locals and societal information (Ager & Strang, 2008). Cultural differences might be influential for Arabic-speakers’ low use of chat apps for communication with locals.
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| 10. |
- Berge, Maria, 1979, et al.
(författare)
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Researching teaching and learning in engineering education
- 2011
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Ingår i: Konferens om Undervisning och Lärande 2010, Chalmers lärandecentrum..
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Konferensbidrag (refereegranskat)abstract
- Vad kan ett analytiskt perspektiv på undervisning och lärande tillföra?Detta runda bord syftar till att presentera några exempel på pågående utbildningsvetenskaplig forskning vilken bedrivs inom ramen för Chalmers egen verksamhet. Genom att i korthet presentera de forskningsintressen och forskningsfrågor som vi arbetar med vill vi diskutera vad utbildningsvetenskaplig forskning kan tillföra Chalmers i stort.Projekten som presenteras handlar om grupparbeten i fysik, tillämpningar av webben i språklärande, studenters skrivande inom miljöteknik, samt argumentation inom bioteknik. En av de gemensamma nämnarna för våra projekt är studenters lärande.
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