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| 2. |
- Spante, Maria, 1967-, et al.
(författare)
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Unlock the rigidity and design for flexibility
- 2010
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Ingår i: US-China Education Review. - : David Publishing Company. - 1548-6613. ; 7:11, s. 44-52
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports findings from a project implementing the VL (virtual labs) site featuringflash-based animations developed at Stanford University. The main conclusion in this paper stresses the need todesign for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter intheir everyday work, in order to allow them to build their own audiovisual presentation kits based on variousavailable resources. Ambitious but rigid visualization products might otherwise end up not being used at all.
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| 3. |
- Svedäng, Maria, et al.
(författare)
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Doing cross-border science experiments using ICT for co-planning, documentation and evaluation as a method for increased motivation to participate in and learn about science experiments
- 2014
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Ingår i: Society for Information Technology & Teacher Education International Conference. - Chesapeake, VA : Association for the Advancement of Computing in Education. - 9781939797070 ; , s. 2332-2340
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Konferensbidrag (refereegranskat)abstract
- Two ninth grade classes – one Swedish and one Danish worked together doing chemistry experiments. Their assignment was to seek out and choose an experiment to perform, then plan for and execute the experiment while making a videotape of the experiment to upload onto their mutual blog, and finally, to give feedback on the videos. Analysis of the students’ activities and the material they produced indicated that they attained the goals in relation to planning and documenting a science experiment. Their level of enthusiasm was deemed to be high, and they were apparently motivated by working with students from another school in another country. However, a deeper analysis of the experimental content showed that the specifically scientific learning was rather superficial, and would have benefitted from greater teacher guidance during the experiment.
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| 4. |
- Ali, Rashid, et al.
(författare)
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Work–integrated informal Learning (WiiL) Adopting Social Networking as Interdisciplinary Learning at Workplace
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Work Integrated Learning usually focuses on student's practical knowledge and learning duringthe education, while a student after completing the institutional period is still a student at workplace ass/he never stops learning. Learning within the organization is not only the formal training and educationof the employees, but also an informal process of sharing knowledge. The knowledge is often embedded in organizational activities, practices, and norms, as well as the social ties among the persons.The use of social networking site within the organization enables a new work integrated methodof learning and communication among the colleagues from different disciplines, encouraging both personal and professional informal knowledge sharing inside the organization. Our analysis ofemployee's behavior and acceptance of social networking as an informal way of learning was performed by a descriptive case survey research.The respondents providing the empirical data for survey consisted of 105 out of 180 targeted employees from a private IT organization in Pakistan. The questionnaire results present that the professionals use social networking sites to share their experiences and to build a virtual break in the hierarchical levels of the profession within the organization. Their motivation in using social networking includes sharing personal and professional experiences with co-workers and advancing their career.This paper illustrates the power of social networking as a Work Integrated Informal Learning (WIIL) tool that contributes significantly to increase the gain of interdisciplinary knowledge within the organization
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| 5. |
- Babaheidari, Said Morad, 1964-, et al.
(författare)
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A Systematic Process for Selecting a Typical Case in School Setting
- 2013
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Ingår i: Proceedings IRIS 36. - Oslo : University of Oslo. ; , s. 461-472
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Konferensbidrag (refereegranskat)abstract
- This paper describes the rationale behind the concrete steps how we systematically have gone through the case selection process as the first phase of a research project named Consequences of the Digitalization of Schools. The project is a single-case longitudinal (5-year long) study and adopts a so called Whole-School Approach. Previous research has criticized case studies for lack of both systematic approach and transparency in the presentation of the case selection process. The purpose of the presentation of this case selection process is to contribute to enhancing understanding of and broadening knowledge on systematic and transparent case selection techniques. The SIRIS database has been used to select a typical Swedish primary school in the chosen municipality where the project will be conducted. The SIRIS database contains annually statistics from all primary schools in Sweden, and is available online for public use. We demonstrate how and why a particular school representing a so called typical school was selected as our case.
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| 6. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Mediated and Situated Engineering Education
- 2014
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Ingår i: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014. - Cheasapeake, VA : Association for the Advancement of Computing in Education. ; , s. 810-817
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Konferensbidrag (refereegranskat)abstract
- This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.
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| 7. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Nordic Innovation Networks in Education : Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design
- 2012
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Ingår i: Uddevalla Symposium 2012<em> </em>. - 9789197794343 ; , s. 553-571
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Konferensbidrag (refereegranskat)abstract
- This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.
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| 9. |
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| 10. |
- Pareto, Lena, 1962-, et al.
(författare)
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A Model for Instructional Design in Virtual Nordic Classrooms
- 2013
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Ingår i: The Inaugural European Conference on Technology in the Classroom 2013. - Naka Ward, Nagoya, Aichi, Japan : The International Academic Forum. ; , s. 222-233
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Konferensbidrag (refereegranskat)abstract
- In this paper we will report from an on-going EU-financed project aiming at developing innovative cross-border, virtual classroom instructional designs; that is designs where classes from three Nordic countries collaborate by means of technology to enhance teaching and learning. School management, teachers, students, and educational researchers from Denmark, Norway and Sweden collaborate since 2011 in three-country teams on all levels to explore and evaluate novel cross-border instructional designs in four subjects. The research approach is user-driven innovation by means of Action Research and Design-based research. The cross- border instructional designs exhibit several challenges: designs need to be aligned with all national curriculums with respect to 1) subject content and 2) learning goals, and in order to advance learning, we need to address 3) learning benefits due to the collaboration. In Mathematics, such cross-border learning benefits were particular elusive to identify, so some kind of guidance were needed. The model, first proposed for Mathematics but generalizable to other subjects, is a three-dimensional cube that categorizes an instructional design with respect to 1) subject-content, 2) aimed-for competence, and 3) learning-benefit. The subject contents and required competencies were derived and synthesized from the national curricula, whereas the learning benefits were inspired from previous cross-border designs. The model has successfully been used as a classification system for virtual classroom tasks, and also as an innovation tool to generate novel instructional designs where the expected learning benefits became explicit from start, which facilitates design evaluation.
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