| 1. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19
- 2020
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 2. |
- Mozelius, Peter, Dr. 1959-, et al.
(författare)
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Towards a Support Model for Work Integrated Professional Development : a first evaluation of the CHIM steps
- 2020
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Ingår i: 13th annual International Conference of Education, Research and Innovation. - : The International Academy of Technology, Education and Development. - 9788409242320 ; , s. 64-69
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Konferensbidrag (refereegranskat)abstract
- In our 21st century knowledge society the investment in human resources is an essential activity foralmost all companies. Technology enhanced learning has opened up for new, and more flexible formsof work-integrated learning. Virtual learning environments and online conferencing tools enable a moreindividualized course design with the idea of anytime and anywhere. However, lessons learnt is ifonline learning fails in the inception phase, drop-out rates can be high and pass rates low. The aim ofthis paper is to present and discuss the support of the inception phase of online professionaldevelopment with the idea of emphasizing the CHIM steps.The four steps in this model are:1 Creating a common virtual space,2 Handshake,3 Initial teacher support,4 Mentorship.The research strategy has been the case study approach with 10 course modules in an ongoingprofessional development initiative as case units. Data were collected in a mix of interviews, onlinediscussions and email analyses. Patterns and themes from the various data sources have, after aninitial content analysis been compared according to the case study concept of triangulation.Furthermore, results were grouped into five categories, the four CHIM steps and a fifth miscellaneouscategory.Findings indicate that all the four CHIM steps are important for a successful outcome, and if some ofthe three first steps fail, the fourth will probably fail as well. The recommendation is that universitieshave to rethink the parts of the bureaucracy that are not transmedial, and cannot be carried out onlinewithout traditional face-to-face confirmation. Finally, the CHIM steps concept only involves theinception phase of online learning support and, even if the conclusion is to emphasise the importanceof the initial steps, the important future work is to extend the support model to handle the sustainablelong-term perspective.
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| 3. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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A literature review of higher education reform and lifelong learning in a digital era
- 2020
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Ingår i: Enhancing the human experience of learning with technology. - : EDEN. ; , s. 189-197
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Konferensbidrag (refereegranskat)abstract
- Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the two-step selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.
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| 4. |
- Mozelius, Peter, Dr. 1959-, et al.
(författare)
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Aristotle, Comenius, Dewey, Plato and Pokémon GO : Walking with Location-based Games in the Footsteps of Didactic Giants
- 2020
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Ingår i: DELbA 2020, Designing and Facilitating Educational Location-based Applications. - : CEUR-WS.
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Konferensbidrag (refereegranskat)abstract
- The rapid development of digital technologies has the potential to revitalisecontemporary education. Location-based games built on satellite-basednavigation system technologies in smartphones is a new technology that trulyopens up new forms to orchestrate didactic ideas that can unlock the classroomconstraint in traditional education. This study aims to describe and discuss theorchestration of concepts from the history of didactics in location-based gamessettings. Building on Aristotle, Comenius, Dewey and Plato, it combines the ancientidea of learning by walking with the ideas of flipped classrooms, gamebasedlearning, and learning by interplay with the surrounding society.
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| 5. |
- Mozelius, Peter, Dr. 1959-, et al.
(författare)
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The Concept of ‘Bringing Your Own Device’ in Scaffolded and Augmented Education
- 2020. - 1
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Ingår i: Augmented Reality in Education. - Cham : Springer. - 9783030421557 ; , s. 59-70
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Bokkapitel (refereegranskat)abstract
- Location-based games has enabled new opportunities for augmenting the traditional learning space. In a time where most students have their own smartphones, the concept of bringing your own device (BYOD) seems promising in educational settings as well. However, playing by random in augmented reality environments will not automatically bring curriculum-aligned learning outcomes. This chapter analyses and discusses how the combination of BYOD and augmented reality gaming might be scaffolded to support collaborative curriculum-aligned learning. The overall research strategy was a case study approach with Affordance theory, Social Constructivism and BYOD as theoretical assumptions for a deductive analysis. The case units were two outdoor sessions for middle school students with curriculum-aligned assignments in Mathematics and Social Science solved by playing the augmented reality game Pokémon GO. Data have been collected by video recordings of the outdoor sessions with spy glasses and a handheld camera. Results indicate that the augmented reality environment stimulates active learning, but that there like in traditional learning, is a need for scaffolding to achieve the stated learning outcomes.
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