| 1. |
- Hudson, Brian, 1951-, et al.
(författare)
-
Orchestrating interdependence in an international online learning community
- 2006
-
Ingår i: British Journal of Educational Technology. - Oxford : Blackwell Publishing. - 0007-1013 .- 1467-8535. ; 37:5, s. 733-748
-
Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on research into the student experience as participants in the development of an international online community. The background context for this is an international master's programme and the specific context for the research is a module on Digital Media Applications (DMA), which are outlined. The programme design emphasises peer and formative assessment practices and the pedagogical approach aims to foster group collaboration in international teams. Following an overview of the research methods adopted, a number of emergent themes from the data analysis of student diaries are discussed, including issues of language, culture and identity. In conclusion, we offer some reflections on these issues and discuss the underpinning assumptions (in relation to assessment practices in particular) that have given direction to our subsequent ongoing research and development.
|
|
| 2. |
- Hudson, Brian, 1951-, et al.
(författare)
-
Supporting learners in an international online learning community : on the role of personal and professional development planning
- 2005
-
Ingår i: eLearning in Higher Education. - Linz : Trauner Verlag. - 3854878346 ; , s. 11-30
-
Bokkapitel (populärvet., debatt m.m.)abstract
- The background context for this paper is the development of the international MSc e-Learning Multimedia and Consultancy. The MSc is a collaborative programme between Hogeschool van Arnhem en Nijmegen (HAN University) in the Netherlands and Sheffield Hallam University in the UK. The programme as a whole is framed within a virtual learning environment and involves a “blended approach” through international studies, local studies and independent study. A major focus of our attention in the early stages of development of this project has been on the promotion of formative peer assessment as a means of supporting learners in online learning communities. Subsequently as a result of student and tutor feedback, a framework for facilitating the process of formative self assessment has become the priority of our current development. This is based on the introduction of a personal and professional development planning process across the programme, in order to support this through a process of systematic reflection, evaluation and action planning. This has also become the focus of attention in terms of our ongoing action research and provides the focal point for this paper.
|
|
| 3. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
-
Podcasting in School
- 2008
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Podcasting is a new phenomenon in Swedish schools. This pa- per describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and iPods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the tech- nical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.
|
|
| 4. |
- Bergqvist, Tomas, 1962-, et al.
(författare)
-
Podcasting in school
- 2009
-
Ingår i: Sixth Research Seminar of the Swedish Society for Research in Mathematics Education (MADIF 6). - In press.
-
Konferensbidrag (refereegranskat)abstract
- Podcasting is a new phenomenon in Swedish schools. This paper describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and ipods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school-year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the technical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.
|
|
| 5. |
- Björkman, Anne, 1981, et al.
(författare)
-
Plant functional trait change across a warming tundra biome
- 2018
-
Ingår i: Nature. - : Springer Science and Business Media LLC. - 0028-0836 .- 1476-4687. ; 562:7725, s. 57-62
-
Tidskriftsartikel (refereegranskat)abstract
- The tundra is warming more rapidly than any other biome on Earth, and the potential ramifications are far-reaching because of global feedback effects between vegetation and climate. A better understanding of how environmental factors shape plant structure and function is crucial for predicting the consequences of environmental change for ecosystem functioning. Here we explore the biome-wide relationships between temperature, moisture and seven key plant functional traits both across space and over three decades of warming at 117 tundra locations. Spatial temperature–trait relationships were generally strong but soil moisture had a marked influence on the strength and direction of these relationships, highlighting the potentially important influence of changes in water availability on future trait shifts in tundra plant communities. Community height increased with warming across all sites over the past three decades, but other traits lagged far behind predicted rates of change. Our findings highlight the challenge of using space-for-time substitution to predict the functional consequences of future warming and suggest that functions that are tied closely to plant height will experience the most rapid change. They also reveal the strength with which environmental factors shape biotic communities at the coldest extremes of the planet and will help to improve projections of functional changes in tundra ecosystems with climate warming.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Hudson, Brian, 1951-
(författare)
-
Comparing different traditions of teaching and learning : what can we learn about teaching and learning?
- 2006
-
Ingår i: European Conference on Educational Research. - http://www.eera-ecer.eu/publication-search/ : EERA.
-
Konferensbidrag (refereegranskat)abstract
- This paper explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer tools and ways of thinking that help to recognise and hold the complexity of teaching-studying-learning processes. A key tool for the analysis of the complex relations between teacher, student and content is the Didaktik triad. This provides a relational framework which places the teacher at the heart of teaching-studying-learning processes. Furthermore it provides a means for teachers’ thinking about the most basic how, what and why questions around their work. Another key aspect of such traditions is the emphasis that is placed upon meaning and intentionality from the outset of the process of preparation for teaching. Connections are also made with current thinking in the field of scholarship in teaching and learning. Finally the paper aims to highlights ways in which such tools and ways of thinking can help to inform approaches to development in the didactical, pedagogical and technological uses of information and communications technology (ICT) for learning.
|
|
| 9. |
- Hudson, Brian, 1951-
(författare)
-
Comparing different traditions of teaching and learning : what can we learn about teaching and learning?
- 2007
-
Ingår i: European Educational Research Journal. - http://www.wwwords.co.uk/EERJ/ : Symposium Journals. - 1474-9041. ; 6:2, s. 135-146
-
Tidskriftsartikel (refereegranskat)abstract
- This article explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer tools and ways of thinking that help to recognise and hold the complexity of teaching-studying-learning processes. A key tool for the analysis of the complex relations between teacher, student and content is the Didaktik triad. This provides a relational framework which places teaching and associated design issues at the heart of teaching-studying-learning processes. Furthermore, it provides a means for teachers' thinking about the most basic how, what and why questions around their work. Another key aspect of such traditions is the emphasis that is placed upon meaning and intentionality from the outset of the process of preparation for teaching. Connections are also made with current thinking in the field of scholarship in teaching and learning. Finally, the article aims to highlights ways in which such tools and ways of thinking can help to inform approaches to development in the didactical, pedagogical and technological uses of information and communications technology for student-centred learning.
|
|
| 10. |
- Hudson, Brian, 1951-
(författare)
-
Didactical design research for teaching as a design profession
- 2008
-
Ingår i: Teacher Education Policy in Europe. - Umeå : Umeå University. - 9789172646001 ; , s. 345-365
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This paper builds on earlier work which explored differences between traditions in relation to teaching and learning. It outlines the development of an approach to teaching and the use of Information and Communications Technology (ICT) in particular to support learning based on the notion of Didactical Analysis. Central to this approach is the design of teaching situations, pedagogical activities and learning environments which aim to address the what, why and how of ICT use. The discussion focuses on the nature of design, a history of didactic design, the conception of teaching as a design profession and didactic design for ICT-supported learning. The nature of design research in particular is discussed at a range of levels from the macro to the micro, involving a consideration of its role at the course or curriculum level and in relation to the individual teacher and student. These ideas form the basis of an Integrative Didactical Design (IDD) framework, and examples of the application of this philosophy and approach to the development of ICT for learning are outlined.
|
|
