| 1. |
- Cleveland-Innes, Martha, et al.
(författare)
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Assessing emotional presence in Communities of Inquiry : From the instructors point of view
- 2019
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Konferensbidrag (refereegranskat)abstract
- For Garrison, a Community of Inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding. In this study, we add Lehman’s argument that emotions are necessary to create a presence in an online learning environment and suggest that emotional presence supports reflection and knowledge construction. Using the Community of Inquiry theoretical framework and measurement tools as a base, this study measures to the extent to which instructors identify the existence of emotional presence among their students. This identification of emotion may allow instructors to respond according, if and when needed, to deflect or direct emotion in reference to building presence and, ultimately, a community of inquiry.In 2016 pilot testing of a revised CoI measurement tool, written from the instructor ‘s point of view, was tested in faculty development workshops. Following this pilot test, the instrument was used with a total of 287 higher education faculty from Portland, Oregon USA, in Beijing, China, and Sundsval, Sweden. Results indicate a correlation between years of teaching and acknowledgement of emotion but not a separate place for emotional presence in the community of inquiry framework. This is in contrast to studies of online learners where emotional presence emerges as a unique element in a community of inquiry. This paper presentation will review these findings in contrast to other similar studies and facilitate discussion of possible differences in perceptions of emotional presence between instructors and learners.
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| 2. |
- Eriksson Bergström, Sofia, 1974-, et al.
(författare)
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Students’ expressions of learning on the move : Game-based learning and mobile devices in formal outdoor educational settings
- 2017
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Ingår i: ACM International Conference Proceeding Series. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450352550 ; , s. 1-3
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Konferensbidrag (refereegranskat)abstract
- The study reported here is part of a project that draws on research from mobile learning, game-based learning and the state-of-the-art view of childhood. These three strands of the wider field of learning meet in this short paper’s intersection of students’ expressions of mobile game-based learning in formal outdoor educational settings. It built on a mobile game-based learning approach that applied a commercial off-the-shelf game included in two teachers’ planning of lessons in mathematics and social science. The study included students’ expressions of learning while playing the game Pokémon Go during an excursion. The students carried spy glasses during the recording of data implying that they were co-producers in the data-collection. The expressions were collected through five focus group interviews, each involving 3-4 students. This data helped to answer the research question: What expressions of applying mobile gamebased learning in formal outdoor educational settings have students aged 11-12 years? The preliminary analysis resulted in categories based on the students’ expressions of various aspects related to the game Pokémon Go, the excursion lesson, using the smartphone, and how they consider learning and teaching at the school. From the preliminary results, the conclusion was that students found the lessons they participated in intriguing. The design of the lessons allowed them to have an open discussion about how learning occurs and to explore different crossdisciplinary themes that they otherwise not might have been able to explore. This conclusion is in line with results from state-of-the-art research within childhood studies. Therefore, the results from the current study suggest that mobile game-based learning in formal outdoor educational settings invited students to be coproducers of the content they were supposed to learn.
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| 3. |
- Gidlund, Ulrika, 1966-
(författare)
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Discourses of Including Students with Emotional and Behavioural Difficulties (EBD) in Swedish Mainstream Schools
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When students’ behaviours cause difficulties for their teachers, themselves, and the rest of the class, teachers often construct inclusion as problematic. The overall aim of this study was to contribute to the understanding of teachers’ discourses regarding inclusion of students with emotional and behavioural difficulties (EBD) in Swedish mainstream schools. The sample of empirical data collected for articles II–IV was derived from focus group interviews of 5–8 mainstream teachers in grades 4–6 in 6 different schools. Article I is a research synthesis on 15 studies that feature the attitudes of teachers from 15 different countries. It frames the entire thesis by examining how teachers perceive students with EBD from other countries, cultures, and times. In this study, neither inclusion nor EBD are said to be so much objectively “real” as socially produced and can be regarded as social constructs. An approach of discourse theory that takes inspiration from Laclau and Mouffe (1985) is applied in articles II–III and is complemented with constructionist thematic analysis. The results revealed that teachers construct meaning and understanding of students in relation to their everyday professional missions in the classroom. Discourses about successfully including students with EBD face problem fixing their meaning as they require new and other types of resources as well as other time distributions, teachers, curricula, and classrooms. The teachers’ discourses revealed a clear gap between policy and practice in the Swedish education system. Discourses that were pragmatic based on everyday reality of the school overpowered the discourses of ensuring equal opportunities for all students and the celebration of diversity. When the wordings of the Swedish steering documents are arbitrary and interpreted differently among various actors within Swedish schools, the teachers feel insecurity, frustration, and inadequacy. Inclusion of students with EBD is a complex and complicated matter that the teachers do not feel competent enough to fully handle. They revealed their frustration with being expected to do something that cannot be done due to practical and economic reasons. When teachers experience failure and dissatisfaction with specific teaching situations, they construct discourses that justify and legitimize that failure. These discourses inevitably have consequences for how the teachers understand and organize their everyday teacher missions.
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| 4. |
- Heidtmann, Pia, et al.
(författare)
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Diskret matematik på distans
- 2018
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Ingår i: Digitalisering av högre utbildning. - Lund : Studentlitteratur AB. - 9789144119724 ; , s. 215-219
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta kapitel beskrivs en nätbaserad matematikkurs med stödmaterial, såsom datorrättade quiz, diskussionsforum, inspelade föreläsningar och nätbaserade träffar samt nätbaserad examination. Det överordnade målet är att skapa en lärgemenskap.
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| 5. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 6. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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Professional development as a collaborative endeavour of networked learning in higher educational settings : Dissemination of knowledge among teacher training professionals
- 2018
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Ingår i: Proceedings of the Eleventh International Conference on Networked Learning 2018. - 9781862203372
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Konferensbidrag (refereegranskat)abstract
- University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.
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| 8. |
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| 9. |
- Jaldemark, Jimmy, 1970-
(författare)
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Contexts of learning and challenges of mobility : Designing for a blur between formal and informal learning
- 2018
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Ingår i: Mobile and Ubiquitous Learning. - Singapore : Springer. - 9789811061431 ; , s. 141-156
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Bokkapitel (refereegranskat)abstract
- The chapter aims at discussing challenges for design based on a context-dependent and complex understanding of mobile learning. The chapter elaborates on contextual aspects of learning and how these are related to mobility in terms of various issues involving physical space (locations), conceptual space (content), social space (social groups), technology, and learning dispersed over time. From these aspects, mobile learning is emphasised as a complex social process, including learning mediated by personal, wireless, and mobile devices through communication between human beings that participate in multiple contexts. Four challenges are discussed based on this complex understanding of mobile learning. Three of these challenges include the relationship between learning and educational settings. The first challenge relates to learning as a phenomenon occurring in the intersection of various physical locations and social groups. The second concerns the impact that personal, mobile, and wireless Internet-connected technology has on the monopoly of knowledge. The third concerns the boundaries between formal and informal learning. To reach a coherent conceptualisation useful in designing for mobile learning the chapter links these challenges to pragmatist and sociocultural ideas about the relation between human beings and the surrounding context. These three challenges are embraced by a fourth challenge: the conceptualisation of mobile learning and how it relates to concepts and principles for design. To meet these challenges designing for mobile learning benefit from the deployment of concepts built from a transactional worldview. Such worldview suggests the use of intersectional concepts that embrace several conceptual aspects of mobility in designing for learning.
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| 10. |
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