| 1. |
|
|
| 2. |
|
|
| 3. |
- Bernhardsson, Lennarth, 1954-, et al.
(författare)
-
An Intercultural University with Hubs, Nodes and Feeds
- 2011
-
Ingår i: EDU Learn 2011 Proceedings. - 9788461504411 - 9788461533244 ; , s. 4755-4758
-
Konferensbidrag (refereegranskat)abstract
- Linköping University and University West in Sweden have during the last decades developed intercultural courses together with indigenous groups in the Nordic countries, Latin America and Africa.We have recently developed ideas about how the modern web-based tools could give the possibility to create a sustainable and mutual communication . The ideas are based on the use of technologies in the field of Web 2.0 and refer to tools such as blogs and RSS feeds and readers of such feeds.Readers can be set so that the transmitted information is displayed in the individual's own language, although it is written in another language. Similar features are also available for direct real-time translation of such blogs or other websites. Many blogs also allow, by special functions, to read and subscribe to the content of other blogs. By creating structures that link the course blogs "inwards" towards a common hub, portal information are made available in such a way that the individual participant or group courses can easily find relevant information from other participants or from the education provider. The use of such hubs also create incentives to study digital communication tools and how these can operate in different educational models with education and lifelong learning in focus.Course blogs or group blogs are created on various free sites on the web. Examples include Wordpress.com or Blogger.com. The place does not matter if there's a feed so others can subscribe. If the group wants to link information from other blogs or sites with feedback there is a need for functionality locally on the system. The aforementioned systems have such features.A study group blog provides feedback to the course blog and a group blog can also subscribe to various feeds for different categories of course blogs. The hub shares in the same way information in both directions with one or more course blogs. The hub may also include links to the various systems and also addresses for individual feeds or combined for different course groups or a common language.The implementation of a hub according to the above model of intercultural courses also provide experiences that can be used for other courses in which several courses are given to groups that are dispersed geographically and also in time. There is also an opportunity to communicate and provide material from their own or joint "learning environments". It can be seen as experiments with forms of support to the "Personal Learning Environment" and opens for use of the “Open Educational Resources ", especially such as the participants themselves find interesting and want to spread to others.
|
|
| 4. |
- Johansson, Kristina, 1971-
(författare)
-
Broad Entrance - Vague Exit : The trajectory of Political Science students through higher education into working life
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to describe Political Science students’ experiences of studies and work life. Students’ reflections on their study situation as well as their envisaged and later experienced work life have been analysed through cross-sectional as well as longitudinal data. Central research questions are how students at the beginning and the end of their studies perceive their study program, how the communication patterns between teacher and students are negotiated, and what discourses of knowledge and competence operate in the program and in work life as well as how students of Political Science experience the transition from higher education to working life at two European universities, and how Political science students and students in two professional programmes experience the transition from higher education to work life. The empiri-cal studies are presented in four articles. Ethnography, phenomenography and discourse analysis have been applied. The results show that students embark on the program with dreams of being in the halls of power in Brussels or becoming famous by appearing in the media. They are, however, also driven by a Bildung incentive. Towards the end of their studies, more down-to-earth visions of the future as investigators have replaced their previous dreams. Another result is the ongoing negotiations about their role and the purpose of e.g. seminars, which convey double messages about what to say and when to contribute. They also report a rational and generic relationship between their studies and the work tasks, indicating that they have acquired a set of general skills that are helpful for them in their work. When moving from studies into work life, they report having a feeling of being squeezed between the politicians and the general public. Surprisingly, few of them regard themselves as having power in the decision-making arena.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Perneman, Jan-Erik, 1947-
(författare)
-
Förändringens utmaningar
- 2010. - 1
-
Ingår i: Lärande i och för det nya arbetslivet. - Lund : Studentlitteratur. - 9789144070629 ; , s. 155-172
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
