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- Hult, Åsa, et al.
(författare)
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Att fuska och plagiera : Ett sätt att leva eller ett sätt att överleva?
- 2003
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I bakgrundsbeskrivningen visas att en majoritet av amerikanska stu-denter själva uppger att de har fuskat någon gång, men att det inte finns säkra belägg för att säga att fusk procentuellt sett har ökat. Ar-tiklar antyder att fusk i form av plagiat troligen har blivit vanligare. Fusket verkar ha tagit sig delvis nya former och därför finns det an-ledning att försöka kartlägga och beskriva detta och att se vad som görs för att förhindra eller minimera fusk i allmänhet och plagiering i synnerhet. Det sägs ju att tillfället gör tjuven och därför finns det all anledning att se på vilka sätt den högre utbildningen genom exempel-vis pedagogiska former och examinationsformer ställer tillfällen ”till förfogande”. En rapport om fusk och plagiat inom den högre utbild-ningen kan lätt bli normativ och full med pekpinnar. Meningen är inte den utan snarareatt förstå vad som skeratt försöka besvara frågan om fusk och plagiat har ökatatt studera om fusk och plagiat har tagit sig nya formeratt se om vi i utbildningen behöver tänka och agera på annat sätt.
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| 4. |
- Abrandt Dahlgren, Madeleine, 1956-, et al.
(författare)
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The transition from higher education to worklife : The outcomes of a PBL programme and a conventional programme
- 2005
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Ingår i: PBL in Context. Bridging Work and Education,2005. - Tampere : Tampere University Press. ; , s. 23-
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Konferensbidrag (refereegranskat)abstract
- PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.
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| 6. |
- Allvin, Renée, 1956-, et al.
(författare)
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Confident but not theoretically grounded : experienced simulation educators’ perceptions of their own professional development
- 2017
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Ingår i: Advances in Medical Education and Practice. - Macclesfield : DOVE Medical Press Ltd.. - 1179-7258. ; :8, s. 99-108
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Tidskriftsartikel (refereegranskat)abstract
- Background: Medical simulation enables the design of learning activities for competency areas (eg, communication and leadership) identi ed as crucial for future health care professionals. Simulation educators and medical teachers follow different career paths, and their education backgrounds and teaching contexts may be very different in a simulation setting. Although they have a key role in facilitating learning, information on the continuing professional development (pedagogical development) of simulation educators is not available in the literature. Objectives: To explore changes in experienced simulation educators’ perceptions of their own teaching skills, practices, and understanding of teaching over time.Methods: A qualitative exploratory study. Fourteen experienced simulation educators partici- pated in individual open-ended interviews focusing on their development as simulation educators. Data were analyzed using an inductive thematic analysis. Results: Marked educator development was discerned over time, expressed mainly in an altered way of thinking and acting. Five themes were identi ed: shifting focus, from following to utilizing a structure, setting goals, application of technology, and alignment with profession. Being con dent in the role as an instructor seemed to constitute a foundation for the instructor’s pedagogical development.Conclusion: Experienced simulation educators’ pedagogical development was based on self- con dence in the educator role, and not on a deeper theoretical understanding of teaching and learning. This is the rst clue to gain increased understanding regarding educational level and possible education needs among simulation educators, and it might generate several lines of research for further studies.
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| 8. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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Conceptions of learning among teachers and students in higher education. A Swedish-Polish comparative study
- 2005
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Ingår i: Anthology of Social and Behavioural Sciences. - Linköping : Linköpings universitet. - 9185457736 - 8389786583 ; , s. 89-115
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The article presents conceptions of learning among students and teachers at two European universities, in Linköping (Sweden) and Gdansk (Poland). The research was conducted along the principles of phenomenography by two teams working simultaneously on their respective samples. The strategy of sampling and interviewing, as well as the rules of interpretation, were discussed and kept as similar as possible by both teams. In some cases a procedure of cross-interpretation was applied, another tested i.e. the categories identified by one team as possibly applicable to their own empirical material. The analysis of the Swedish material yielded three different categories describing the conceptions of learning among teachers and students: Learning as change, as completion, and as contextualisation. There is a potential conflict between teachers’ and students’ perspectives in that the students emphasise the relevance for the coming profession, while teachers hold a more academic conception of the nature of learning and the driving forces for learning. In the Polish sample, four categories of learning were discerned: learning as an instrument, as change, as acquisition of knowledge, and as a natural (biological) disposition. In the Polish material a clear distinction between two different milieus for learning, those of institutions and of “real life situations’, has been spotted as critical to the understanding of the nature of learning.The comparative analysis of the outcome of the phenomenographic analyses aims at identifying hypothetical factors of cultural difference that could have influenced both outcome spaces. However, this part merely sketches the issue. The present report is part of a broader project aiming at analysing the conceptions of learning, knowledge, teaching and assessment, and a more complete comparative analysis will only be possible after all the parts are presented.
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| 9. |
- Dahlgren, Lars-Ove, 1946-, et al.
(författare)
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Final Report
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)
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