| 1. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
-
Applying Community of Inquiry in designing higher education lifelong learning courses : The case of the BUFFL-project
- 2024. - 1
-
In: The design of digital learning environments. - New York : Routledge. - 9781003246206 ; , s. 193-214
-
Book chapter (peer-reviewed)abstract
- Designing courses that support collaboration and individual development is a crucial feature of higher education lifelong learning. This chapter reports a model for course design developed in a project with participants from banks, insurance companies, and one governmental insurance agency. The model aims to go beyond individual competencies by focusing also on organizational development with collaborative features inspired by the Community of Inquiry theoretical framework. Based on the network mode, the course design emphasizes collaborative inquiries between participants that link theoretical ideas to authentic organizational problems. Of particular interest is that the model helps lifelong learners to focus on personal meaning and collaborative application of acquired knowledge for the benefit of their organizations.
|
|
| 2. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
-
Bringing work to school : Transforming higher education through a lifelong and work-integrated learning approach
- 2023
-
In: ICERI2023 Proceedings. - Sevilla, Spain : The International Academy of Technology, Education and Development. - 9788409559428 ; , s. 1543-1550
-
Conference paper (peer-reviewed)abstract
- Supplying work-life with a well-educated workforce is important for higher education. This task links to societal challenges such as digitalisation, globalisation, and regulation changes. Nevertheless, even if higher education institutions must educate to avoid competence shortages and match-making problems in work-life, such institutions must collaborate with employers. Higher education institutions and employers can meet up to this challenge by developing work-integrated learning programmes collaboratively. Work-integrated learning approaches integrate theoretical knowledge in the workplace by embracing pedagogical methods and strategies based on a specially designed curriculum. The current study discusses and analyses try-outs of a lifelong and work-integrated learning approach in a Business Administration program. The first stage of the project included developing and designing a preliminary framework, including content and activities and pedagogic principles to be applied in a lifelong and work-integrated learning approach. The preliminary framework embraced the following activities: 1) Exchanges of experiences and knowledge between the university and collaborating organisations, 2) Guest lectures from collaborating organisations, 3) Integration of authentic assignments in terms of a Bring-Your-Own-Data from collaboration organisations, 4) Dissertation work at collaborating organisations, 5) Creating hourly paid posts to combine studies and work, and 6) Mentorship to create opportunities for students to get access to work-life settings during their studies. The second stage included the implementation of the preliminary framework. The third stage evaluated the approach to suggest alterations of the preliminary framework. The paper reports and discusses early preliminary results from the try-outs.
|
|
| 3. |
|
|
| 4. |
- Jandrić, Petar, et al.
(author)
-
Teaching in the Age of Covid-19
- 2020
-
In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
-
Journal article (other academic/artistic)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
|
|
| 5. |
- Jandrić, Petar, et al.
(author)
-
Teaching in the Age of Covid-19 : The New Normal
- 2022
-
In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
-
Journal article (peer-reviewed)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
|
|
| 6. |
|
|
| 7. |
- Cleveland-Innes, Martha, et al.
(author)
-
Higher education for lifelong learning : Shaping the new global social contract for education
- 2023
-
Conference paper (peer-reviewed)abstract
- The call for a higher education that embraces lifelong learning began in the 1970s, continued to escalate, and has never been louder. From extensive review, this new approach requires a delivery system that is accessible and meaningful to adults of all ages and from diverse backgrounds. Now embedded in the United Nations Sustainable Development Goals, a new social contract for education could be the keystone in our quest to create and sustain “a world of peace, dignity and prosperity on a healthy planet” (Guterres, 2020).This new social contract encourages us to analyse and embrace the results of the Covid-19 pandemic. This event left over 24 million diverse learners at significant risk of developmental loss. These learners from all age groups, including millions of children, may carry a deficit that will increase the demand for education across the lifespan. The same pandemic also left a legacy for digital learning that will shape education forms into the distant future. We add to these two key influences on higher education UNESCO’s recent suggestion that we need “a sector-wide, lifelong learning approach towards the future development of higher education” (International Commission on the Futures of Education, 2021, p. 102). Our research rests in the current higher education but draws on expert opinion about the necessary transformation needed for lifelong learning. An expanded Delphi method gathered data from prominent scholars and practitioners from around the world. This data driven exercise was guided by the question: What are the critical aspects of higher education transformation needed for lifelong learning in a digital era?The paper outlines the data gathering and analysis processes, which include Grounded Theory steps of open, axial, and confirmatory coding. For those with demonstrated knowledge about technology-enabled lifelong learning, there is an interrelated taxonomy of structures and processes that must be addressed in policy creation and reform of higher education. We argue that these seven identified elements need integrated repurposing to achieve lifelong learning outcomes: ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial resources’, ‘Quality assurance, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion.’ In addition, we identify government policy examples from Sweden and Canada that support these change requirements in alignment with SDGs. António Guterres (2020) https://www.un.org/press/en/2020/sgsm20003.doc.htmInternational Commission on the Futures of Education (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
|
|
| 8. |
- Humble, Niklas
(author)
-
Programming in grade 7-9 : Action possibilities and constraints from the perspective of mathematics and technology teachers
- 2023
-
Doctoral thesis (other academic/artistic)abstract
- The idea of using programming in fields outside of computer science is not new, but it has received renewed attention with the global trend of integrating programming in school curricula. In the Swedish context, mathematics and technology teachers for grades 7-9 have been significantly affected by the integration of programming. Previous research has highlighted the opportunities and challenges presented by this integration and shown that programming is a relevant skill for students to acquire, but it also shows that teachers often lack knowledge, skill and guidance for this integration. The knowledge object of the thesis is to develop knowledge about teachers’ perceived affordances (action possibilities) and constraints in using programming in grade 7-9 mathematics and technology. The thesis includes five papers and uses a qualitative approach to identify action possibilities and constraints of using programming in grade 7-9 mathematics and technology. These action possibilities and constraints relate to three aspects of teaching and learning: subject content, motivation and engagement, and digital competence. Together, the findings provide a conceptual model for what programming can be used for in grade 7-9 mathematics and technology. This conceptual model, which incorporates action possibilities and constraints of programming related to the three aspects of teaching and learning mentioned above, represents the contribution of the thesis. The thesis provides new insights into the understanding of teachers’ use and perceptions of programming for teaching and learning in grade 7-9 mathematics and technology (the study object). The thesis also has practical implications for the future design of professional development courses on programming for teachers and how programming should be used and integrated in an educational context.
|
|
| 9. |
- Håkansson Lindqvist, Marcia, et al.
(author)
-
Higher education transformation towards lifelong learning in a digital era : a scoping literature review
- 2024
-
In: International Journal of Lifelong Education. - London : Routledge. - 0260-1370 .- 1464-519X. ; , s. 24-38
-
Journal article (peer-reviewed)abstract
- In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key themes of lifelong learning emerge from higher education literature? This study was carried out as a scoping literature review to map literature in the field. Findings from a thematic analysis pointed out seven main themes or perspectives: The Policy perspective, The Value perspective, The Employability perspective, The Reform perspective, The Collaborative perspective, The Student perspective and The Workplace learning and Professional development perspectives. Five publications of the 26 selected publications from the literature search will be further used and analysed as part of a Delphi study. This Delphi study will involve a group of leading researchers in the field of lifelong learning as an expert panel to further explore and expand the key themes of lifelong learning in higher education and digital trends in higher education reforms.
|
|
| 10. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
-
Lifelong learning and the transformation of higher education : A preliminary framework built on networked learning experts’ perceptions
- 2022
-
In: Networked Learning 2022. - Aalborg. - 9788797409909 ; , s. 292-296
-
Conference paper (peer-reviewed)abstract
- Societal development in the 21st century has had an impact on competencies needed in working life. Such development includes a continuous professional development, and a lifelong learning process where higher education institutions are an essential partner. Contemporary lifelong learning has multiple purposes such as increased employability, organisational development, global competition, and also hopefully involves the aspect of personal development. This paper aims at reporting preliminary results focused on lifelong learning and the current transformation of higher education, posing the following research question: How can a preliminary framework for lifelong learning based on networked learning experts' perceptions of the transformation of higher education be designed? Eight experts from six different global regions, known for their research and publication records in higher education, lifelong and work-integrated learning, were invited to participate in this study, which involved multiple data collection methods. Data analysis involved staged thematic analysis with multiple coders and inter-rater verification and negotiation. The preliminary findings note the current state of the analysis based on the perceptions expressed by these experts in interviews. These findings consist of the following elements: Lifelong learning, Pedagogy, and Technology. These elements are each represented by a circle that intersects with the transformation of higher education and are seen to be surrounded and impacted by three different levels: the individual, organizational and societal levels. These levels interplay with the elements of Lifelong learning, Pedagogy, and Technology as driving forces in the transformation of higher education. How these driving forces will continue to have an impact on higher education, and how higher education steps up to take on these challenges warrant further research.
|
|
