| 1. |
- Svensson, Teresia, 1975-, et al.
(författare)
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Miljövetenskaplig undervisning i högre utbildning
- 2016
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Ingår i: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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| 2. |
- Nilsson, Jan, et al.
(författare)
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
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Ingår i: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
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Tidskriftsartikel (refereegranskat)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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| 3. |
- Sidenvall, Johan, 1974-, et al.
(författare)
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Mathematical reasoning and beliefs in non-routine task solving
- 2015
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Ingår i: Current State of Research on Mathematical Beliefs XX. - Falun : Högskolan Dalarna. - 9789185941933
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Konferensbidrag (refereegranskat)abstract
- This paper explores low performing upper secondary school students’ mathematical reasoning when solving non-routine tasks in pairs. Their solutions were analysed using a theoretical framework about mathematical reasoning and a model to study beliefs as arguments for choices. The results confirm previous research and three themes of beliefs are used by the student. These themes are safety, expectations, and motivation. The results also show a connection between beliefs and imitative reasoning as a way to solve non-routine tasks.
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| 4. |
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| 5. |
- Gardulf, A, et al.
(författare)
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The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes.
- 2019
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Ingår i: Nordic Journal of Nursing Research. - : SAGE Publications. - 2057-1585 .- 2057-1593. ; 39:3, s. 137-42
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.
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| 6. |
- Jensen, Mikael, 1969
(författare)
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Motivation och lärande
- 2015
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Ingår i: Fritidshemmet och skolan. - Lund : Studentlitteratur. - 9789144100937
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Bokkapitel (refereegranskat)
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| 7. |
- Brantefors, Lotta, 1952-, et al.
(författare)
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Human Rights Education as Democratic Education The Teaching Traditions of Children's Human Rights in Swedish Early Childhood Education and School
- 2019
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Ingår i: The International Journal of Children's Rights. - Pa Leiden : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 27:4, s. 694-718
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) - a democratic curriculum emphasis.
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| 8. |
- Steghöfer, Jan-Philipp, 1983, et al.
(författare)
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Involving External Stakeholders in Project Courses
- 2018
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Ingår i: ACM Transactions on Computing Education. - : Association for Computing Machinery (ACM). - 1946-6226. ; 18:2
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Tidskriftsartikel (refereegranskat)abstract
- Problem: The involvement of external stakeholders in capstone projects and project courses is desirable dueto its potential positive effects on the students. Capstone projects particularly profit from the inclusion ofan industrial partner to make the project relevant and help students acquire professional skills. In addition,an increasing push towards education that is aligned with industry and incorporates industrial partners canbe observed. However, the involvement of external stakeholders in teaching moments can create friction andcould, in the worst case, lead to frustration of all involved parties.Contribution: We developed a model that allows analysing the involvement of external stakeholders inuniversity courses both in a retrospective fashion, to gain insights from past course instances, and in aconstructive fashion, to plan the involvement of external stakeholders.Key Concepts: The conceptual model and the accompanying guideline guide the teachers in their analysisof stakeholder involvement. The model is comprised of several activities (define, execute, and evaluate thecollaboration). The guideline provides questions that the teachers should answer for each of these activities.In the constructive use, the model allows teachers to define an action plan based on an analysis of potentialstakeholders and the pedagogical objectives. In the retrospective use, the model allows teachers to identifyissues that appeared during the project and their underlying causes. Drawing from ideas of the reflectivepractitioner, the model contains an emphasis on reflection and interpretation of the observations made bythe teacher and other groups involved in the courses.Key Lessons: Applying the model retrospectively to a total of eight courses shows that it is possible toreveal hitherto implicit risks and assumptions and to gain a better insight into the interaction betweenexternal stakeholders and students. Our empirical data reveals seven recurring risk themes that categorisethe different risks appearing in the analysed courses. These themes can also be used to categorise mitigationstrategies to address these risks pro-actively. Additionally, aspects not related to external stakeholders, e.g.,about the interaction of the project with other courses in the study program, have been revealed. Theconstructive use of the model for one course has proved helpful in identifying action alternatives and finallydeciding to not include external stakeholders in the project due to the perceived cost-benefit-ratio.Implications to practice: Our evaluation shows that the model is viable and a useful tool that allowsteachers to reason about and plan the involvement of external stakeholders in a variety of course settings,and in particular in capstone projects.
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| 9. |
- Augustsson, Dennis
(författare)
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Collaborative Media in Educational Settings : Teaching as a Design Profession
- 2018
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Ingår i: The International Journal of Design Education. - : Common Ground Publishing. - 2325-128X .- 2325-1298. ; 13:2, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.
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| 10. |
- Lindstrand, Fredrik
(författare)
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Grasping action in multimodal transformative processes
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
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Konferensbidrag (refereegranskat)abstract
- Grasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.
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