| 1. |
- Bergström, Peter, 1975-, et al.
(author)
-
Making the shift from the traditional classroom to the active learning classroom : possibilities and challenge
- 2019
-
In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019.
-
Conference paper (peer-reviewed)abstract
- This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.
|
|
| 2. |
- Bergström, Peter, 1975-, et al.
(author)
-
Making the transition from teacher-centered teaching to students’ active learning : developing transformative agency
- 2023
-
In: Creating dynamic places for learning. - : Springer Nature. - 9789811987489 - 9789811987519 - 9789811987496 ; , s. 99-115
-
Book chapter (peer-reviewed)abstract
- This chapter focuses on a local school development project initiatedby teachers who experienced students’ lack of engagement, passive learning, andabsence from school. In order to achieve more active learning among the students,the teachers built an active learning classroom and set out to develop teaching methodsappropriate for the new classroom. This process turned out to be more complex thanexpected and raised questions not only about the teachers’ teaching, but also abouttheir learning and more specifically about how they as a collective created transformative agency. In this chapter, we highlight how the teachers gained transformativeagency and the situations that characterized this process. Inspired by cultural historical activity theory, we pay attention to stimuli that helped the teachers to bring forthand deal with conflicts of motives that led to break-outs from the teacher-centeredteaching and thereby created transformative agency toward a classroom practicecharacterized by students’ active learning.
|
|
| 3. |
- Bergström, Peter, 1975-, et al.
(author)
-
Upper secondary school teachers’ first encounter with the active learning classroom : What can we learn from a perspective of power and control?
- 2020
-
In: IADIS International Conference Educational Technologies 2020. - São Paulo : IADIS Press. - 9789898533982 ; , s. 57-64
-
Conference paper (peer-reviewed)abstract
- This paper reports on a research and development project based upon problems in upper secondary school, namely students’ lack of engagement, passive learning and students’ absence from school. Looking to solve this problem, a group of upper secondary school teachers came across and saw potential in the concept, physical space and method of the “Active Learning Classroom (ALC)”, a concept from higher education. The aim of this particular study was to explore teaching in the ALC from the perspective of power and control. The research questions embrace issues on both the physical learning environment of the ALC, teacher practices in the ALC and what kind of teacher practices enhance active learning. The theoretical framework was based on Bernstein’s concepts of power and control. The study applied methods of video recorded classroom observations and field notes. The findings indicate a designed physical learning environment where power was conferred to the students. That placed demands on the teachers with regard to how they handled control in practice. Findings further indicate that when teachers had more active control over pace and sequencing, this increased productivity and more active learning among the students.
|
|
| 4. |
|
|
| 5. |
- Gustavsson, Tomas, et al.
(author)
-
Agile Project Management in Public Events
- 2010
-
Conference paper (pop. science, debate, etc.)abstract
- Companies in the IT industry today often use agile project management methods to govern their projects. Agilemethods value high transparency, self-organizing teams and a process to inspect and adapt. Some of the tools and disciplines from these agile methods are purely aimed at software development. The hypothesis of this paper is that the agile project management methods are suitable in other areas as well. This paper presents preliminary findings and conclusions about using agile project management methods in public event projects.The case study, carried out with an action research methodology, investigates the Swedish company Galaxenwho have organized public music and culture events since 1992. This research indicates that several techniques and principles, originally developed for software programmers, can be adopted also in the area of public events. Time-boxed iterations and visual tools for planning, collaboration and follow up are being used with great success
|
|
| 6. |
- Hansson, Patrik, et al.
(author)
-
Adult age differences in the realism of confidence judgments : Overconfidence, format dependence, and cognitive predictors
- 2008
-
In: Psychology and Aging. - : American Psychological Association (APA). - 0882-7974 .- 1939-1498. ; 23:3, s. 531-544
-
Journal article (peer-reviewed)abstract
- Realistic confidence judgments are essential to everyday functioning, but few studies have addressed the issue of age differences in overconfidence. Therefore, the authors examined this issue with probability judgment and intuitive confidence intervals in a sample of 122 healthy adults (ages: 35-40, 55-60, 70-75 years). In line with predictions based on the naïve sampling model (P. Juslin, A. Winman, & P. Hansson, 2007), substantial format dependence was observed, with extreme overconfidence when confidence was expressed as an intuitive confidence interval but not when confidence was expressed as a probability judgment. Moreover, an age-related increase in overconfidence was selectively observed when confidence was expressed as intuitive confidence intervals. Structural equation modeling indicated that the age-related increases in overconfidence were mediated by a general cognitive ability factor that may reflect executive processes. Finally, the results indicated that part of the negative influence of increased age on general ability may be compensated for by an age-related increase in domain-relevant knowledge.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Ljung, Lennart, 1957-
(author)
-
Särdrag i projekt : utformning av ett ramverk för strukturerad projektanalys
- 2011
-
Doctoral thesis (other academic/artistic)abstract
- En utgångspunkt för den föreliggande avhandlingen och doktorsstudien är den spridning och ökning av projektarbetsformens tillämpning, som skett sedan mitten av 1900-talet. Det har blivit allt vanligare med så kallade multiprojektmiljöer, dvs. verksamheter där projekt är en normalt förkommande arbetsform och av så stor betydelse att projektledning och projektstyrning (t.ex. värdering och uppföljning av projekt) är en viktig fråga för organisationens ledning. För många organisationer där förmågan att hantera projektarbetsformen blivit avgörande för överlevnad och lönsamhet finns därför ett stort behov av att förbättra projekthanteringen. Det dominerande synsättet har länge varit att alla projekt i grunden är likartade och kan ledas och styras effektivt med standardiserade projektledningstekniker och modeller. Alltfler forskare menar dock att det är så stora skillnader mellan olika projekttyper att projekthanteringen måste anpassas efter projektens särdrag, vilket förutsätter en möjlighet att analysera det aktuella projektet – att kunna ställa en ”projektdiagnos”. I en ambition att öka kunskapen om projekten i sig, är syftet med doktorsstudien att utveckla beskrivningar av de särdrag i projekt som har avgörande betydelse för projekthantering i multiprojektmiljöer. Tre fallstudier har genomförts i tre organisationer som utvecklat och implementerat en projektmodell för att förbättra sin projekthantering. Fallstudierna har delvis genomförts med aktionsforskning som metod. Detta har gjort det möjligt att studera projekthanteringen under lång tid, och att skapa nyanserade beskrivningar av särdragen i respektive multiprojektmiljö. Utifrån fallstudierna, projektforskningen och egna erfarenheter från projektmiljöer, har ett ramverk för strukturerad projektanalys utformats i syfte att öka resultatens generaliserbarhet. Ramverket, som består av tre analysmodeller och tre grundläggande perspektiv på projekt, utgör en begreppsapparat för strukturerad projektanalys som är fristående från fallstudierna. Studien visar hur särdragen i olika projekttyper, t.ex. förekomsten av dubbla operativa logiker och olika slag av komplexitet, är avgörande dels för projekthanteringen, dels för vilka förbättringsåtgärder som är effektiva i en multiprojektmiljö. Ytterligare ett bidrag från studien är det ramverk som utformats med utgångspunkt i den stora variation som olika projekt uppvisar ur ett resultatperspektiv.
|
|
| 10. |
- Mellroth, Peter, et al.
(author)
-
LytA, Major Autolysin of Streptococcus pneumoniae, Requires Access to Nascent Peptidoglycan
- 2012
-
In: Journal of Biological Chemistry. - 0021-9258 .- 1083-351X. ; 287:14, s. 11018-11029
-
Journal article (peer-reviewed)abstract
- Background: The regulation of cell wall hydrolysis by the pneumococcal autolysin LytA is poorly understood. Results: The cell wall is susceptible to extracellular LytA only during the stationary phase or after cell wall synthesis inhibition. Conclusion: LytA is regulated on the substrate level, where peptidoglycan modifications likely prevent LytA hydrolysis. Significance: The control of amidases is essential for bacterial survival, cell-wall synthesis, and division.
|
|
