| 1. |
- Nicoll, Katherine, et al.
(författare)
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Opening discourses of citizenship education : A theorization with Foucault
- 2013
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Ingår i: Journal of education policy. - London : Routledge. - 0268-0939 .- 1464-5106. ; 28:6, s. 828-846
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Tidskriftsartikel (refereegranskat)abstract
- We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. © 2013 Taylor & Francis.
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| 2. |
- Andersson, Annika, 1968-, et al.
(författare)
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Increasing interactivity in distance educations : Case studies Bangladesh and Sri Lanka
- 2010
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Ingår i: Information Technology for Development. - Oxford, United Kingdom : Routledge. - 0268-1102 .- 1554-0170. ; 16:1, s. 16-33
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes how distance educations in developing countries can enhance interactivityby means of information and communication technologies. It is argued that e-learning involvesa shift in the educational structure from traditional transmission of knowledge to interactivecreation of knowledge. Our case studies are two distance educations in Bangladesh and SriLanka that use different technologies for implementing interactivity; Internet and computersin one case and video and mobile phones in the other. The findings are analyzed based onStructuration Theory and we compare the two approaches based on emerging norms andbeliefs. Findings from both cases show the concurrent enactment of both the transmissionand the interactive structure. Whereas peer collaboration and the use of self-assessment toolsmake students take more ownership of their learning, we also found the idea of a classroomwith an instructive teacher to be deeply rooted in the students’ minds.
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| 3. |
- Elf, Marie, et al.
(författare)
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Implementation of open educational resources in a nursing programme : experiences and reflections
- 2015
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Ingår i: Open learning. - : Informa UK Limited. - 0268-0513 .- 1469-9958. ; 30:3, s. 252-266
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Tidskriftsartikel (refereegranskat)abstract
- The IMPOER project (implementation of open educational resources, OER) aimed to implement OER in a nursing programme at Dalarna University, Sweden. The university and its nursing programme have long engaged in e-learning, and the nursing programme has recently been awarded the European Association of Distance Teaching Universities E-xcellence Associates Quality Label. The quality award was based on the creation of a roadmap for the continuous development of e-learning and the implementation of OER. The results of the study illustrated that overall, the students and the educators were positive about using OER. They considered that this approach was a new way of learning, and they appreciated the fact that OER were free and easy to access. However, they felt overwhelmed by the amount of material that was available and they were concerned about quality. If the use of OER is to be sustainable, a change in attitudes and practices among students and teachers is likely needed regarding the use of resources on the web.
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| 4. |
- Hatakka, Mathias, 1974-, et al.
(författare)
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The capability approach as a tool for development evaluation : analyzing students' use of internet resources
- 2012
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Ingår i: Information Technology for Development. - : Routledge. - 0268-1102 .- 1554-0170. ; 18:1, s. 23-41
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Tidskriftsartikel (refereegranskat)abstract
- Internet resources have been ascribed transformative powers in the development of educational organizations and students in developing regions. However, most development projects relating to Internet resources focus on publishing material without much analysis of the actual use. The question then is how we can go deeper in our analysis and study actual development outcomes. The analysis in this paper is based on Amartya Sen’s Capability Approach where both the means and ends are evaluated. The research question is “What are the benefits of using Amartya Sen’s Capability Approach when evaluating development outcomes?”. We answer the question by evaluating what capabilities and functionings Internet resources can enable for students in higher education. Findings show that the Capability Approach enables us to gain a deeper understanding of why and how development outcomes are achieved. We are also able to follow the development process from the intervention to the realized outcomes.
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