| 1. |
- Björk, Mikael, et al.
(author)
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Pods, flipped classroom and student active learning in higher education
- 2014
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In: ICED 2014, Educational Development in a Changing World. ; , s. 263-264
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Conference paper (other academic/artistic)abstract
- Abstract Summary: A workshop aiming to share experiences made concerning the idea of the Flipped Classroom as well as ICT and Learning within higher education, and in relation to the Scholarship of Teaching and Learning. Participants will be given an insight to the authors’ experiences of facilitating student active learning in an introductory course to SOTL and the scholarly and didactic considerations behind it. Abstract text: Content We aim to share experiences made concerning the idea of the flipped classroom and ICT and learning as a valuable way of working within higher education and in relation to the scholarship of teaching and learning. Based on experiences made during the course "Akademiskt lärarskap", 5 credits, the authors aim to recreate a typical (one day) course session with a focus on student active learning, the idea of the "flipped classroom" and mediating learning. Scholarly basis A scholarly point of departure in our course and the workshop, draws on the idea of the “flipped classroom” where research indicates that podcasts used in the ”flipped classroom way” can be an effective way of personalising the learning experience in especially on-line courses (cf. Bolliger et al, 2010; Spies, 2011). The characteristics of podcasting increase the impression of permanent contact between students and teachers and allows for a diverse range of student skills and learning methods. Even if podcasting can be a powerful tool it should serve as a complement to the traditional resources on a course (Fernandez et al, 2009). To conclude, when podcasts are presented to students, they tend to use them as a means towards better understanding (Mc Garr, 2009) Another scholarly basis is the theoretical concept “Designs for learning” that highlights the material and temporal conditions for learning as in for example learning resources, buildings, classrooms and curriculum. However, there can also be a focus on designs in learning – highlighting the whole learning process of an individual, as a learner designs his or her way, choosing apt resources to transform her understanding into new representations. In this theoretical context communication and representation are seen as a social process of sign-making. The perspective also stresses participants’ creation and production (Selander & Kress, 2010). The design oriented perspective can be used as a tool for understanding learning, recognition of learning and the conditions for learning in higher education today (Leijon & Lindstrand, 2012). Closely connected to the design oriented perspective is the idea that working with media increases motivation, encouraging both activity and cooperation in a learning situation. Working with different media forms such as sound and moving images allow participants to avail themselves of a variety of types of texts, with different affordances, and to use them as resources in a learning process (cf. Leijon, 2010). Session outline Participants will be given an insight to the authors’ experiences of student active learning in the course “Akademiskt lärarskap” through a podcast presenting the course structure and the scholarly and didactic considerations behind it. The pod gives the group a common ground for a brain-storm aiming to a) produce further questions and b) gather experiences regarding the subject of student centered teaching and learning activities. By basis of interest the participants will be divided into smaller constellations which will then be given the task of mediating their questions and/or experiences through the production of analogue or digital posters. The posters will be presented within the workshop session and a brief discussion on the process and session topic will round off the workshop. - Pod/introduction - 10 minutes - Brain-storm - 20 - Group work - 20 - Mediating questions and/or experiences - 20 - Presentation - 10 - Final discussion - 10 Expected outcomes Participants partaking in the workshop will be expected to: • Reflect upon the benefits and consequences of student active teaching and learning activities. • Gain hands-on experience of a “Flipped classroom” process in a higher education setting. Discuss the podcast and the idea of mediating knowledge as resource for learning.
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| 2. |
- Brost, Christel, et al.
(author)
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The Grounded Scholar Who Took to the Sky!
- 2016
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Conference paper (other academic/artistic)abstract
- This poster presentation, represented as a saga, shares the results from a one year pilot project at a Swedish University. The aspiration for the ”Grounded Scholar” project was to create a space for teaching staff (adjuncts) without a PhD to enhance their scholarship capacity. The programme – a combination of workshops and mentoring – was based on a negotiated curriculum model and has so far resulted in six national and international conference presentations, two articles and one book chapter based on the adjuncts scholarly work, with special focus student diversity. The collaborative design of the program seems to be pivotal to the success. Furthermore, the adjuncts have developed their selfefficacy in terms of working in a scholarly way. The project has also opened a door to the international community of scholarship and teaching and learning. Still, the challenge of establishing a scholarly discourse at the university – a matter of both culture and structure – remains.
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| 3. |
- Casanova, Diogo, et al.
(author)
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Which space? Whose space? : an experience in involving students and teachers in space design
- 2018
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In: Teaching in Higher Education. - : Routledge. - 1356-2517 .- 1470-1294. ; 23:4, s. 488-503
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Journal article (peer-reviewed)abstract
- To date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.
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| 4. |
- Finnström, Orvar, 1938-, et al.
(author)
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Very-low-birth-weight children at school age : Academic achievement, behavior and self-esteem and relation to risk factors
- 2003
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In: The Journal of Maternal-Fetal & Neonatal Medicine. - 1476-7058 .- 1476-4954. ; 14:2, s. 75-84
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Journal article (peer-reviewed)abstract
- Objective: To investigate school performance, behavior and self-esteem of children with very low birth weight (VLBW). Methods: All children with birth weight below 1501 g (VLBW) and normal birth weight controls, born in the south-east region of Sweden during a 15-month period in 1987-88, were enrolled in a prospective follow-up study. At the age of 9 years, 81% and 82%, respectively, were re-examined regarding growth, neurofunctional classification, academic achievement tests, need for special education and behavioral problems. At 12 years, 89% and 76%, respectively, were re-examined regarding growth, neurofunctional classification, visual acuity and self-esteem. Results: VLBW children were shorter and lighter, and differed from the controls with regard to neurological functional classification. They produced poorer results in most academic achievement tests. When the comparison was restricted to children with normal intelligence, almost all the differences in other academic achievements disappeared. VLBW children had more reading difficulties but were less often than expected defined as dyslexics compared to control children. We did not find any major disparity in visual acuity and self-esteem between the groups. Low Apgar scores, intracranial hemorrhage and the need for mechanical ventilation neonatally were associated with poorer results in most outcome measures. Neurofunctional assessments in early childhood were associated with most outcome measures. The mother's education was related to delayed reading skills and need for special education. Conclusions: Although VLBW children performed less well in most academic achievement tests and on some behavioral subscales, those who had a normal intellectual capacity did not differ in any important aspects from the controls.
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| 5. |
- Gäddlin, Per-Olof, 1946-, et al.
(author)
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Academic achievement, behavioural outcomes and MRI findings at 15 years of age in very low birthweight children
- 2008
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In: Acta Paediatrica. - : Wiley. - 0803-5253 .- 1651-2227. ; 97:10, s. 1426-1432
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Journal article (peer-reviewed)abstract
- Aim: To assess cognitive, academic, and behavioural functions in 15-year-old very low birthweight (VLBW) children and relate results to gender, neonatal risk factors, growth, and Magnetic Resonance Imaging (MRI) findings. Methods: 61/86 VLBW children and 57/86 term controls born in the south-east region of Sweden were assessed regarding cognition (WISC III), school outcome, behaviour, and growth. VLBW children were examined using cerebral MRI. Results: VLBW children performed significantly lower than their term controls on WISC III and 49% had IQ lower than 85. Ten VLBW children with IQ <70 had not been clinically identified earlier and a majority of these children attended mainstream school. VLBW girls had significantly lower total problems scores. Using MRI, white matter damage (WMD) was detected in 16 (27%) children. VLBW boys with WMD had significantly lower IQ than those without. Small occipito-frontal circumference correlated with low IQ. Mechanical ventilation and intraventricular haemorrhage (IVH) showed significant correlations with lower IQ and reading skills. Conclusion: VLBW children achieved poorer results compared with their controls in cognitive tests. Mechanical ventilation and IVH were related to poorer academic outcome. Many of the children with low IQ had not been identified earlier. Therefore, we recommend that VLBW children undergo an IQ test before beginning school in order to receive adequate support.
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| 6. |
- Hammar, Mats, 1950-, et al.
(author)
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A long-term follow-up study of men born with very low birth weight and their reproductive hormone profile
- 2018
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In: Systems biology in reproductive medicine. - : Taylor & Francis. - 1939-6376 .- 1939-6368. ; 64:3, s. 207-215
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Journal article (peer-reviewed)abstract
- Environmental factors during the fetal period may adversely affect reproductive functions in men being born with very low birth weight (VLBW, <1500 g). The objective of this prospective, controlled cohort study was to investigate if VLBW men have an altered reproductive hormone profile compared with men born at term. The study group initially consisted of all VLBW boys live-born between 1 February 1987 and 30 April 1988 in the south-east region of Sweden (n = 47). A control child was chosen born at term, at the same hospital, with the same parity, without malformations, and next in order after each VLBW child who survived the first four weeks (n = 45). The present follow-up was performed when the men were 26-28 years of age and included measurements of serum hormone levels, hair testosterone concentration, and anthropometric data. Also life-style questionnaires were collected from 26 VLBW men and 19 controls. The VLBW group (n = 26) had higher median levels of serum estradiol, 84.5 pmol/L than controls (n = 19), 57.5 pmol/L (p = 0.008). There was no significant correlation between serum estradiol and BMI (r = 0.06, p = 0.74). There were no differences in other hormone levels or the reproductive pattern between the groups. In conclusion, even though there was a statistically significant difference in estradiol levels between the groups, both groups had low normal mean levels of questionable clinical significance. The reproductive pattern was similar in the two groups and in this study being born VLBW does not seem to affect these measured aspects of reproduction.ABBREVIATIONS: ADHD: attention deficit hyperactive disorder; AGA: average for gestational age; BMI: body mass index; CP: cerebral palsy; DHT: dihydrotestosterone; FSH: follicle stimulating hormone; LBW: low birth weight; LH: luteinizing hormone; SAD: sagittal abdominal diameter; SGA: small for gestational age; SHBG: sex hormone binding globulin; TSH: thyroid stimulating hormone; T3: triiodothyronine; T4: thyroxin; VLBW: very low birth weight.
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| 7. |
- Hansson, Magnus, 1972-, et al.
(author)
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A framework for developing learning environments and teachers’ didactic spatial competence
- 2022
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Conference paper (peer-reviewed)abstract
- In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students’ learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies. In this session we provide a presentation of both a frame for designing learning environments and the room and activity diagrams and open up for a discussion on how teachers didactical spatial competence can be developed.
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| 8. |
- Hansson, Magnus, 1972-, et al.
(author)
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Room and activity diagrams as enablers for didactical spatial competence
- 2022
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Conference paper (peer-reviewed)abstract
- In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). Previous research has taken into account the importance of learning environments and provided an array of different perspectives and arrangements for developing learning environments. Still, previous research has been limited in its ability to generate an understanding of how spatial arrangements can enable the development of teachers’ didactical spatial competence. Building upon the outcomes from a university-wide pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we provide a set of room and activity diagrams (RADs) (cf. Hansson, 2022). In contrast to previous research, where the primary focus has been on how to arrange physical artifacts, such as tables, chairs, and technology, these RADs focus on the subjects (e.g., teachers and students), their place and/or movements in the room and communications surfaces (e.g., a tablet, a computer, or a whiteboard). The RADs are as graphical illustrations of various, and a variation of, spatial arrangements for different types of learning activities, such as lectures, seminars, and workshops. In this paper we outline a methodology for inductively developing RADs and reflect how they can serve as enablers for developing teachers’ didactical spatial competence. By doing so, this paper advances our understanding of spatial arrangements and their implications for various types of learning activities in various learning environments (e.g., physical, digital, and hybrid).
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| 9. |
- Leijon, Ingemar, et al.
(author)
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Children with a very low birthweight showed poorer reading skills at eight years of age but caught up in most areas by the age of 10
- 2018
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In: Acta Paediatrica. - : Wiley-Blackwell Publishing Inc.. - 0803-5253 .- 1651-2227. ; 107:11, s. 1937-1945
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Journal article (peer-reviewed)abstract
- AIM: We evaluated the development of reading skills in very low birthweight (VLBW) children and controls at 8-10 years of age.METHODS: This study was part of a longitudinal study of VLBW infants born between January 1998 and December 1999 in Sweden. We recruited 49 VLBW children and 44 sex and age-matched full-term controls when they started school at the age of seven and tested them using identical methods for decoding, rapid naming ability, reading comprehension, and spelling and cognitive skills at about eight and 10 years of age. Univariate analysis of variance was performed to assess the effects of VLBW on reading performance at each age and to evaluate the differences between the groups and ages.RESULTS: Very low birthweight children scored significantly lower in all domains of reading at 7.8 ± 0.3 years, but the performance gap had narrowed by 9.8 ± 0.3 years. Significant catch-up gains were found in phonological awareness, rapid naming ability and reading comprehension. The differences between the groups were minor at 10 years, when controlled for non-verbal cognition.CONCLUSION: Very low birthweight children demonstrated worse reading performance at eight years of age than term-born controls. The gap in reading skills between the groups had largely narrowed two years later.
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| 10. |
- Leijon, Ingemar, 1942-, et al.
(author)
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God prognos för unga vuxna med mycket låg födelsevikt [Follow-up study of very low birthweight children in Sweden at the age of 27-28]
- 2020
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In: Läkartidningen. - Stockholm, Sweden : Sveriges Läkarförbund. - 0023-7205 .- 1652-7518. ; 117
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Journal article (peer-reviewed)abstract
- Studies show that very low birthweight can be an important risk factor for mental problems, disturbed fertility and neuroendocrine dysregulation. In a regional long-term study 56 of 86 adult individuals 27 to 28 years of age with a very low birthweight were compared with normal birthweight controls. Analyses of self-reported mental health, socio-demographic factors, sex hormone levels, and hair cortisol levels showed no significant differences between the groups. However, in order to analyse subgroups with different risk factors from the newborn period or children with a variety of social background factors, larger patient groups are needed.
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