| 1. |
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| 2. |
- Algers, Anne, 1961, et al.
(author)
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A New Format for Learning about Farm Animal Welfare
- 2011
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In: Journal of Agricultural and Environmental Ethics. - : Springer Science and Business Media LLC. - 1187-7863 .- 1573-322X. ; 24:4, s. 367-379
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Journal article (peer-reviewed)abstract
- Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an inventory on “farm animal welfare,” “e-learning,” “learning resources,” and “open educational resources” in three different search engines is presented. A huge amount of information on animal welfare is available on the Internet but many of the providers lock in the knowledge in a traditional course context. Only a few universities develop and disseminate open learning resources within the subject. Higher education institutions are encouraged to develop open educational resources in animal welfare for the benefit of teachers, students, society, and, indirectly, animal welfare.
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| 3. |
- Algers, Anne, 1961, et al.
(author)
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Open Educational Resources in Animal Ethics and Food Ethics.
- 2011
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In: Proceedings of the EADTU Annual Conference: Universities and regional development in an open knowledge society; sharing innovation and knowledge in European universities, Eskisehir, Turkey, 3-4 November, 2011.. - Eskisehir, Turkey, 3-4 November, 2011 : EADTU, Heerlen. - 9789079730094 ; , s. 9-19
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Conference paper (peer-reviewed)
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| 4. |
- Algers, Anne, 1961, et al.
(author)
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Open educational resources in animal welfare
- 2010
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In: Paper presented at the International conference on animal welfare education: Everyone is responsible., Brussels,1-2 October 2010.. ; , s. 46-53
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Conference paper (peer-reviewed)abstract
- Changes in law (1) and pronounced demands of knowledge on Animal Welfare (2) require a change of paradigm in Animal Welfare Education. A new strategy is recommended, based on network learning involving higher education institutions and other organisations in the production and distribution of learning resources that can be shared openly and free of charge on the internet. Although the trend of Open Educational Resources (OER) is very recent, the development of resources is rapid and vibrant (3). The incentives for engaging in the OER trend at the governmental, institutional, and individual level are presented here and quality control and sustainability are discussed. It should be considered that the EU commission takes the lead and allocates resources for the development of a central repository with OER, as well as a quality assurance strategy.
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| 5. |
- Algers, Anne, 1961, et al.
(author)
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Open educational resources in animal welfare.
- 2010
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In: Proceedings of the international conference on animal welfare education: Everyone is responsible. Brussels, 1-2 October 2010. ISBN: 987-92-79-16225-1.European Union, Brussels. - 9789279162251 ; , s. 46-53
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Conference paper (peer-reviewed)
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| 6. |
- Algers, Anne, et al.
(author)
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Work-based learning through negotiated projects : Exploring learning at the boundary
- 2016
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In: Higher Education, Skills and Work-based Learning. - 2042-3896 .- 2042-390X. ; 6:1, s. 2-19
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Journal article (peer-reviewed)abstract
- PurposeMore collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed and used. This paper aims to explore a work-based learning model, based on systemic negotiations between actors from the three parties: The academy, the industry and the students. The purpose is to investigate how teachers, supervisors and students value negotiated work-based learning as a boundary activity and to enhance the understanding of the learning potential at the boundary.Design/methodology/approachActivity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.FindingsDiversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritize both systems equally but instead they were gradually socialised into the activity system of the industry.Originality/valueWhen work-based learning is framed by a negotiated partnership it can manage and customize inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualized as an open learning practice.
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| 7. |
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| 8. |
- Andersson, Annika, 1981-
(author)
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In case of emergency : Collaboration exercises at the boundaries between emergency service organizations
- 2016
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Doctoral thesis (other academic/artistic)abstract
- Due to the emergent and dynamic nature of incidents, the complexity of emergency work is often referred to as a challenge for learning. Another recurrent challenge in emergency work is that of collaboration at and across established organizational boundaries involving actors with specific types of expertise who are operating under different regulations and responsibilities. In addition, training emergency service organizations in collaboration remains a challenge. In light of the difficulties and shortcomings that have been identified in major incident responses, the need for exercises for developing and maintaining collaborative response effectiveness prior to the next incident is often highlighted. The overall aim of this thesis is to understand how full-scale exercises can provide conditions for developing inter-organizational collaboration between the police, ambulance and rescue services at the incident site. Learning activities that carry the potential to support and develop collaborative capacity, and how the alignment of distributed expertise can be trained for, were of particular interest. Interviews with participants in eight full-scale exercises with professionals and interviews and observations of one exercise with senior-level students in Sweden served as the empirical base.Central concepts from Cultural-Historical Activity Theory (CHAT) provided theoretical tools to explore the exercises and understand boundaries between organizations with a wider, systemic approach. The empirical studies show that the participants understood full-scale exercises to be valuable opportunities for becoming involved in response work, making decisions, and acting and interacting in uncertain situations and realistic environments. As in real-life responses, exercises are characterized by the stabilization and confirmation of everyday routines on the one hand, and by improvisation and change on the other hand. The studies also show that exercises tend to focus on specific scenarios,intra-organizational routines, and leadership positions. Infrequent exercises inwhich the participants were only trained in a limited role were perceived to be in adequate for developing preparedness and collaboration. However, the analysis suggested that the way in which exercises were organized and performed had implications for how participants were trained in collaboration.Realizing the potential of boundaries as resources for learning in exercises depends on how boundaries are explicated and approached. Thus, rather than striving to ignore or eliminate boundaries in exercises, the studies illustrated the learning value of explicitly reflecting on the multiple understandings around boundaries. The studies demonstrated that much of the work at an incident site takes place around negotiations. Collaboration at the incident site was not only aquestion about boundary crossing; operational tasks may not always be aligned and have to be prioritized and sequenced. The exercises comprised work situations in which no single motive could explain or determine the collaboration,due to different types of expertise, primary responsibilities and needs forinformation. These factors were understood in terms of the concepts of boundarywork and boundary awareness. These concepts point at a more divergent understanding of collaboration that reaches beyond striving to create mutual understanding between organizations in learning activities. Differences between organizations, such as in terminology, time horizons, priorities, leadership structures, understandings of safety and how intra-organizational decisions and actions could impact the collaborating organizations' work, were central triggers for discussion and negotiation. These differences required explanations in order to make the actions and decisions of one organization understandable and justifiable to another, based on organizational mandates and types of expertise.Giving emergency services the opportunity to work together, to develop an awareness of their expectations of each other in various situations, to use and interpret their own and others' terminologies, and to identify internal hierarchies and motives for prioritizations was essential dimensions of exercises
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| 9. |
- Andersson, Annika, 1981-, et al.
(author)
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Making collaboration work : Developing boundary work and boundary awareness in emergency exercises
- 2017
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In: Journal of Workplace Learning. - 1366-5626 .- 1758-7859. ; 29:4, s. 286-303
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Journal article (peer-reviewed)abstract
- Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialized and autonomous emergency service organizations. We need to know more about how exercises are performed to increase the individuals and organizations preparedness for future joint response work. The aim of this study was to explore how boundary work is carried out at the incident site during exercises, and how boundary awareness is developed based on this boundary work. The analytic focus was on how boundaries were identified, negotiated and managed in the participants work. Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organized in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response,such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, test and discuss alternative solutions, and to visualize the effects of different solutions as the scenarios were repeated. The boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.
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| 10. |
- Andersson, A., et al.
(author)
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Making collaboration work - developing boundary work and boundary awareness in emergency exercises
- 2017
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In: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 29:4, s. 286-303
-
Journal article (peer-reviewed)abstract
- Purpose - This study aims to investigate how boundary work is carried out at the incident site during exercises with police, ambulance and rescue services, and how boundary awareness is developed based on this boundary work. Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialised and autonomous emergency service organisations. Knowledge on how exercises are performed to increase the individuals' and organisations' preparedness for future joint-response work is relatively limited. Design/methodology/approach - Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Interview data with 26 exercise participants were analysed using thematic analysis. The analytic focus is on how boundaries are identified, negotiated and managed in the participants' work. Findings - Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organised in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response, such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, to test and discuss alternative solutions and to visualise the effects of different solutions, as the scenarios were repeated. Originality/value - The study found that the boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.
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| 11. |
- Barendregt, Wolmet, et al.
(author)
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Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
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In: Proceedings of the 11th International Conference on Interaction Design and Children. - New York : ACM Press. - 9781450310079 ; , s. 204-207
-
Conference paper (other academic/artistic)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 12. |
- Barendregt, Wolmet, et al.
(author)
-
Development and evaluation of Fingu : a mathematics iPad game using multi-touch interaction
- 2012
-
Conference paper (other academic/artistic)abstract
- We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.
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| 13. |
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| 14. |
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| 15. |
- Barendregt, Wolmet, et al.
(author)
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Lessons from the Evaluation of Game for Developing Number Sense
- 2013
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In: Chi 2013 Workshop.
-
Conference paper (peer-reviewed)abstract
- In this paper we describe the methodological lessons that we learned from the evaluation of Fingu, an iPad game to help children between 4 and 7 years old to develop number sense through use of their fingers. We pay attention to the recruitment of the teachers and children, the selection of the measurement instruments, the distribution of the game to the children, handling a group of testers, and controlling of the use of the game during the study.
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| 16. |
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| 17. |
- Bradley, Linda, 1961, et al.
(author)
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A Design for Intercultural Exchange – An Analysis of Engineering Students’ Interaction with English Majors in a Poetry Blog
- 2011
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In: Second language teaching and learning with technology: views of emergent researchers. - 9781908416001
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Book chapter (other academic/artistic)abstract
- Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students’ cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students’ understanding of poetry.
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| 18. |
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| 19. |
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| 20. |
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| 21. |
- Bradley, Linda, 1961, et al.
(author)
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Language learning in a wiki: Student contributions in a web based learning environment
- 2010
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In: Themes in Science and Technology Education. - 1792-8788. ; 3:1-2, s. 63-80
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Journal article (peer-reviewed)abstract
- Emerging social writing platforms offer possibilities for language learners to collaborate around joint assignments. One such environment is the wiki, generally hosting two prominent modes of usage, web pages and discussion forums. This study investigates software engineering students’ use of a wiki as an integrated tool within the frames of a language course. The purpose of the case study was to investigate the student interaction in a student driven design setting and what the implications are for language learning in such an environment. The findings show that the two modes of interaction host primarily three types of activity, contributing and writing together, evaluating and peer reviewing, and arguing and discussing. These three activities convey different ways of collaborating and sharing text online. Once a group had chosen a mode for their collaboration, they tend to stay with it throughout their work.
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| 22. |
- Bradley, Linda, 1961, et al.
(author)
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Rationalities of collaboration for language learning in a wiki
- 2010
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In: ReCALL. - 0958-3440. ; 22:2, s. 247-264
-
Journal article (peer-reviewed)abstract
- For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.
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| 23. |
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| 24. |
- Bunting, Leona, 1970, et al.
(author)
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Framing English: Students' views of learning English in and out of school
- 2014
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In: ICSEI conference papers 2014.
-
Conference paper (peer-reviewed)abstract
- Swedish students often use and learn English as a second language in out-of-school contexts, for example by watching TV and video clips and playing computer games online. It is therefore of interest to examine students’ views on the relations between learning in and out of school. This study aims at describing students’ accounts of learning English in out-of-school contexts and how this learning relates to learning English in school. Data consists of interviews with 47 eleven-year-olds from a comprehensive school which was analyzed in two steps; first what learning environments the students view as important for learning English and then how students frame the use of out-of-school learning resources in school settings. Goffman’s concept of framing was used as an analytic tool. Results on what environments students regard as important for learning English are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language as Intention or Side-Effect. The students are aware of what is accepted within the different frames and act accordingly. Furthermore, if students learn from content in a certain medium outside school, using that medium with another content and intention in school will not make the students learn as in out-of-school contexts.
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| 25. |
- Cardell, Gunnar, 1945-
(author)
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Trenätsmodellen : ett systemteoretiskt redskap för att beskriva helhet och komplexitet i pedagogisk praktik : exemplet värnpliktsutbildning
- 2001
-
Doctoral thesis (other academic/artistic)abstract
- On an empiristic level this dissertation is about military training of conscripts. Etnographic research at two units showed manifoldness and complexity, order and chaos, ideas and processes. The aim of the dissertation is to produce a theoretical tool to handle all this. The starting point is the idea of the General System Theory that terms referring to systems may be transferred from one theoretic field or level to another. Following this idea resulted in a set of terms emergence, feedback, homeostasis, and coding.Using such terms in describing educational, e.g. subsystem, self-(re)organization, practice gives a rough description since the terms do not reflect all patterns typical of educational practice. The remedy was to create new adequate terms. Such work gave a set of terms called the Triple Network Model (TNM). This name relates to three aspects of reality: complexes, intentions and processes, here represented by the terms networks of needs, of strategies and of causes. Strategies originates from ideas called strategens; a strategenom is a set of strategens and may be seen as a verbal vision. The strategens reflect the teacher’s ideas about what is needed; a network of strategies reflects a network of needs. A teacher uses both co-ordinated and concurrent strategies. Needs of systems of subsystems give a network of needs that may produce rational and emotional motivation in a network of motivation. Initial and reflexive activities produce disorder, self-(re)organisation, causal spirals and circles.In a network of causes you find not only the teachers’ strategic thinking and acting but also their personal needs etc. There may be conflicts between needs of individuals, overlapping and conducting systems. The TNM-analysis of the military units showed not only relations between needs, ideas, actions, processes, order and chaos, but also that TNM is an adequate and fruitful theoretical tool for such an analysis.
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| 26. |
- Carlén, Urban, et al.
(author)
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Design for co-moderation in online learning communities
- 2012
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In: International Journal of Web Based Communities. - : InderScience Publishers. - 1477-8394 .- 1741-8216. ; 8:4, s. 408-421
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Journal article (peer-reviewed)abstract
- The aim of this article is to generate implications for organising co-moderation within online learning communities (OLCs) in higher education. Data have been collected from a larger empirical study of a professioinal OLC in general medicine. By using a social perspective on learning, undertaken as a transactional approach, co-moderation can be understood in shared actions, independently of roles. Results indicate how conditions for organising co-moderation emerge as a collaborative affair, by shifting the focus away from the moderator role towards continual discussions on how to participate online. The implications guide organisers and participants of OLCs to create co-moderation that maintains engagement. As students make progress in learning and online participation, they need to continually negotiate their involvement in such a way that further realises the contract created at the beginning of the course.
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| 27. |
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| 28. |
- Carlén, Urban, 1969-, et al.
(author)
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Informed design of educational activities in online learning communities
- 2012
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In: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching. - Hershey, Pennsylvania : IGI Global. - 9781613500804 - 1613500807 - 9781613500811 ; , s. 118-134
-
Book chapter (peer-reviewed)abstract
- The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.
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| 29. |
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| 30. |
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| 31. |
- Godhe, Anna-Lena, et al.
(author)
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Assessing multimodal texts
- 2013
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In: ICSEI 2013. - Santiago de Chile.
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Conference paper (peer-reviewed)abstract
- With 1-1 solutions, where each student is equipped with a personal laptop, becoming increasingly common it is possible for students to produce digital material to a greater extent than before. In this study students have been video and audio recorded while they make multimodal texts in the shape of a digital story, in order to find out what making a multimodal text entails in a school context and how the text is assessed. Excerpts from negotiations when teacher and students make and assess multimodal stories will be presented to highlight how practices are altered, or not, when texts consisting of several modes of expressions are made and assessed in a school context. In the presentation comparisons between the present and earlier curricula regarding a widening concept of texts will be discussed in order to explore the implications of this in practice. The results imply that there is a need to discuss questions such as; how can multimodality be assessed and what are the characteristics of what is considered to be a “good” multimodal text in a school context. If the answers to these questions are not negotiated, the assessment of multimodal text may focus on some modalities while ignoring others.
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| 32. |
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| 33. |
- Godhe, Anna-Lena, et al.
(author)
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Creating multimodal texts in language education – an emerging practice at the boundary
- 2012
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In: Proceedings of ICCE2012.
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Conference paper (peer-reviewed)abstract
- In this paper the emerging practice of making multimodal texts within language education is explored, in order to illuminate a boundary in which students negotiate what to include in a digital story produced in an educational setting. The making of multimodal texts originates in contexts outside of education and, accordingly, influences from these practices are incorporated into the activity system of making texts in language education. Through excerpts from interactions between students and their teacher, what is considered to belong, or not belong, in a school context, is illuminated as the negotiations between actors establish what are considered appropriate and meaningful actions. The digital stories created by the students within the activity system of schooling become a hybrid as influences from intersecting activity systems are incorporated into the multimodal texts they create.
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| 34. |
- Godhe, Anna-Lena, et al.
(author)
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Creating multimodal texts in language education - Negotiations at the boundary
- 2014
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In: Research and Practice in Technology Enhanced Learning. - 1793-7078. ; 9:1, s. 165-188
-
Journal article (peer-reviewed)abstract
- How students negotiate what to include, and exclude, in multimodal texts is, in this article, explored in order to find out how, and to what extent, creating multimodal texts in language education can be regarded as a literacy practice at the boundary. When students create multimodal texts in classrooms they may incorporate contextual references from domains outside of education, such as popular culture, in the multimodal texts. By incorporating contextual references from activities outside of education, the multimodal texts become boundary objects which potentially connect educational and everyday practices. Boundary objects have different meanings in different activity systems but may connect, as well as divide, the activity systems involved. By analyzing student interactions this article aims to illuminate to what extent the students relate to multimodal texts as boundary objects. The ambiguous nature of boundaries accommodates for variations which are discernible in how the students relate to, and incorporate contextual references from several literacy practices in their multimodal texts. The students someti mes utilize the multimodal text as a boundary object which connects the activity systems involved, but by excluding certain contextual references the division between the activity systems is also enacted by the students
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| 35. |
- Godhe, Anna-Lena, et al.
(author)
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Multimodal texts in language education
- 2013
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In: Annual Conference of the Society for Information Technology and Teacher Education (SITE2013). - New Orleans, Louisiana, United States.
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Conference paper (other academic/artistic)
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| 36. |
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| 37. |
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| 38. |
- Haglind, Therése
(author)
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Digitalisering av gymnasieskolans verksamhet : tillgång och användning
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Skolan är en del av samhället och den digitala utvecklingen ger upphov till både möjligheter och utmaningar för skolans verksamhet. Denna licentiatuppsats handlar om digitaliseringen av svensk gymnasieskola och tar sin utgångspunkt i en verksamhet där tillgången till digitala verktyg på flera sätt är tillgodosedd. Syftet med detta arbete att undersöka användningen av digitala verktyg för skolarbete, samt förutsättningar för denna användning, i en miljö med god tillgång till digitala teknologiska resurser och en utbyggd infrastruktur. Tre forskningsfrågor är i fokus: (1) Hur ser användningen av skoldatorer och mobiltelefoner ut för skolarbete, både inom och utanför skolan? (2) Vad är elevernas och lärarnas uppfattning om digitala verktyg och deras användbarhet för pedagogiska syften? och (3) Vilka funktioner har skolans lärplattform i lärares gemensamma lektionsplanering? Forskningen har bedrivits nära praktiken och datainsamlingen har genomförts på två 1:1 gymnasieskolor i en medelstor stad i Sverige. Elevenkäter, enskilda lärarintervjuer, grupputvärdering med lärare och loggning av lärares aktivitet på LMS:et har genomförts under åren 2013-2015. Arbetet utgår ifrån ett sociokulturellt perspektiv och grundtankar är att lärandet är socialt och sker i interaktion med andra och omvärlden (Sutherland et al., 2009; Säljö, 2014). Delstudie 1 handlar om elevers användning av skoldatorn och den egna privata mobiltelefonen (Haglind, 2014c). Texten baseras på enkätundersökningar och fokusgruppintervjuer med elever genomförda på två 1:1 gymnasieskolor 2013. Delstudie 2 undersöker elevers uppfattningar om mobiltelefonen som ett verktyg för skolarbete. Texten baseras på en enkätundersökning genomförd 2014 (Ott, Haglind & Lindström, 2014). Delstudie 3 undersöker relationen mellan elevers tillgång och användning av digitala verktyg för skolarbete (Haglind, Godhe & Lindström, 2015) och delstudie 4 fokuserar på användningen av ett LMS under ett kollegialt samarbete samt hur detta samarbete har uppfattats (Haglind, 2015). Delstudie 3 bygger på material från fokusgruppintervjuer, två enkätundersökningar och lärarintervjuer. Delstudie 4 använder material från lärarintervjuer, muntlig grupputvärdering med lärare och loggad LMS-aktivitet. Resultaten i delstudierna visar att digitaliseringen av gymnasieskolan är en komplex fråga där flera faktorer spelar roll. Trots god tillgång till digitala verktyg i skolmiljön så är användningen relativt låg och det finns en skillnad mellan elever ifråga om både användning av och uppfattning om digitala verktyg i skolan. Vidare indikerar resultaten att eleverna på de högskoleförberedande programmen har en annan uppfattning om digitala verktyg som redskap för skolarbete än elever på yrkesförberedande program samt att elever därmed ges olika förutsättningar att bemästra IKT för att lära baserat på programinriktning. Resultaten visar att eleverna i hög uträckning tar med sig sina privata mobiltelefoner till skolan. En del elever använder dessa för skolarbete både i skolan och hemma, men majoriteten av eleverna gör det inte utan identifierar både hinder och begränsningar med att använda mobiltelefonen för skolarbete. Dessa resultat tyder på att mobiltelefonen inte utmanar de etablerade verktygen för skolarbete eftersom den inte i någon större utsträckning används för skolarbete. Men det finns elever som använder mobiltelefonen och datorn för att utföra olika typer av uppgifter. De använder till exempel mobiltelefonen för att översätta ord och kommunicera med sms och datorn för att exempelvis skriva texter och anteckna (Ott, Haglind & Lindström, 2014). Dessa resultat indikerar att en del elever använder de olika digitala verktygen för olika ändamål och att de på eget initiativ kan välja bland de tillgängliga digitala verktygen. Delstudie 4 visar att LMS får olika funktioner i lärares gemensamma undervisningsplanering. Förutom att vara en plats att dela och förvara material så visar studien att LMS skapar lärtillfällen för lärarna när de på egen hand ”bläddrar” igenom materialet för att se vilket material de kan använda sig av; det blir det ett tillfälle för reflektion över både sin egen och andras undervisning (Haglind, 2015). Generellt sett är tillgången till digitala verktyg hög i svensk gymnasieskola, men resultaten visar att det finns ett glapp mellan tillgång och användning. Det räcker därmed inte att undersöka tillgång utan andra faktorer såsom elever och lärares uppfattningar om digitala verktyg är viktiga att undersöka och förhålla sig till. Detta arbete visar också vikten av det kollegiala samarbetet och en central fråga här är vilka stödstrukturer som blir viktiga i den digitaliserade skolan. Avslutningsvis så betonas här att det behövs bedrivas vidare forskning om gymnasieskolans digitalisering, med fördel genom studier där den beprövade erfarenheten ges möjlighet att grundas i vetenskap.
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| 39. |
- Haglind, Therése, 1976, et al.
(author)
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Resources and Filters – Analysing the Digital Divide in a 1:1 Environment.
- 2015
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In: International Journal for Infonomics. - 1742-4712. ; 8:1/2, s. 999-1008
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Journal article (peer-reviewed)abstract
- Digital literacy is a priority of the European Commission and it is a priority for schools [17]. To bridge digital divides, schools have ongoing projects implementing ICT and developing digital skills. One way of implementing the use of ICT in education is through lesson designs that integrate ICT. The findings in this paper come from an intervention study conducted in a Swedish upper secondary school in 2013; a group of teachers designed and implemented an ICT-rich lesson design. The school have an ongoing 1:1 project i.e. every student has an individual laptop. The laptop is identified as a tool for learning in accordance to The Ecology of resource Model [10]. For this paper focus group interviews, teacher interviews and results from two student surveys were used. The results are consistent: there is a difference in frequency of use of the computer between different types of programmes, i.e. between students attending higher education preparatory programmes and vocational programmes. 34% of the students attending a higher education preparatory program answered that they use their computer at school for schoolwork every day, the corresponding percentages for the vocational programs were 3%. These results raise questions about access, use and digital divide.
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| 40. |
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| 41. |
- Holgersson, Ingemar, et al.
(author)
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Can children enhance their arithmetic competence by playing a specially designed computer game?
- 2016
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In: Cursiv [publisher. - 1901-8878 .- 1901-8886. ; 18, s. 177-188
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Journal article (peer-reviewed)abstract
- Fingu is a game and a game platform using virtual manipulatives designed to help children develop competence and fluency with basic number combinations. We present results from an intervention lasting for seven to nine weeks, in which 82 children (5, 6, and 7 years old) were allowed to play the game as part of their ordinary preschool or school activities. The results showed significant positive differences between pre- and post-tests in four arithmetic measures, with moderate to large effect sizes. In contrast, most differences between post-tests and delayed post-tests were non-significant, with low or no effect sizes.
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| 42. |
- Holgersson, Ingemar, et al.
(author)
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Can children enhance their arithmetic competence by playing a specially designed computer game?
- 2016
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In: Cursiv [publisher Institut for Didaktik, Danmarks Pædagogiske Universitetsskole, Aarhus Universitet, DK]. - 1901-8878. ; 18, s. 177-188
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Journal article (peer-reviewed)abstract
- Fingu is a game and a game platform using virtual manipulatives designed to help children develop competence and fluency with basic number combinations. We present results from an intervention lasting for seven to nine weeks, in which 82 children (5, 6, and 7 years old) were allowed to play the game as part of their ordinary preschool or school activities. The results showed significant positive differences between pre- and post-tests in four arithmetic measures, with moderate to large effect sizes. In contrast, most differences between post-tests and delayed post-tests were non-significant, with low or no effect sizes.
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| 43. |
- Holgersson, Ingemar, 1950-, et al.
(author)
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Can children enhance their arithmetic competence by playing an especially designed computer game?
- 2015
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Conference paper (peer-reviewed)abstract
- Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.
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| 44. |
- Holgersson, Ingemar, et al.
(author)
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Can children enhance their arithmetic competence by playing an especially designed computer game?
- 2013
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Conference paper (peer-reviewed)abstract
- Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.
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| 45. |
- Holgersson, Ingemar, et al.
(author)
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Can children enhance their arithmetic competence by playing an especially designed computer game?
- 2013
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Conference paper (other academic/artistic)abstract
- Fingu is a game and a game platform aimed at helping children 4 to 8 years old develop competence and fluency with basic addition combinations. We present results from an eight week intervention, where children, 5-, 6-, and 7 years old, have been allowed to play the game as part of their ordinary pre-school and school activities. Results show significant positive differences between pre- and post-tests in four arithmetic measures with modest to large effect sizes. In contrast most differences between post-tests and delayed-tests, when the children did not play the game, are non-significant with none or low effect sizes. Design principles and results are discussed with special emphasis on children who “struggle to learn math”.
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| 46. |
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| 47. |
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| 48. |
- Holgersson, Ingemar, et al.
(author)
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Fingu—A Game to Support Children’s Development of Arithmetic Competence: Theory, Design and Empirical Research
- 2016
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In: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives. - : Springer. - 9783319327181 ; , s. 123-145
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Book chapter (peer-reviewed)abstract
- This chapter aims at describing research on Fingu, a virtual manipulative housed in a game environment, which is designed to support young children’s learning and development of number concepts and flexible arithmetic competence. More specifically Fingu targets the understanding and mastering of the basic numbers 1–10 as part-whole relations, which according to the literature on early mathematics learning is critical for this development. In the chapter, we provide an overview of the theoretical grounding of the design, development and research of Fingu as well as the theoretical and practical design rationale and principles. We point out the potential of Fingu as a research platform and present examples of some of the empirical research conducted to demonstrate the learning potential of Fingu. Methodologically, the research adopts a design-based research approach. This approach combines theory-driven design of learning environments with empirical research in educational settings, in a series of iterations. In a first series of iterations, a computer game—the Number Practice Game—was designed and researched, based on phenomenographic theory and empirical studies. In a second series of iterations, Fingu was designed and researched, based on ecological psychology in a socio-cultural framing. The design trajectory of NPG/Fingu thus involves both theoretical development and (re)design and development of specific educational technologies.
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| 49. |
- Johansson Bunting, Leona, 1970-, et al.
(author)
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Framing English learning at the intersection of school and out-of-school practices
- 2013
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In: Journal of International Scientific Publications: Language, Individual & Society. - Bulgaria : Info Invest. - 1313-2547. ; 7:1, s. 205-221
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Journal article (peer-reviewed)abstract
- From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students.This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported.
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| 50. |
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