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- Jaldemark, Jimmy, 1970-, et al.
(author)
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Att förstå hur man deltar via redskap i en lärgemenskap
- 2005
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In: Att förstå lärgemenskaper och mötesplatser på nätet. - Lund : Studentlitteratur. - 9144043708 ; , s. 109-147
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Book chapter (peer-reviewed)abstract
- Syftet med detta kapitel är att fördjupa förståelsen av ett deltagande via redskap i utbildningsrelaterade nätbaserade lärgemenskaper. För att kunna sammanfläta redskap med deltagande, och samtidigt lyfta fram hur innebörden av deltagandet kan tillskrivas ett teoretiskt perspektiv, problematiserar vi behavioristisk, kognitiv och sociokulturell teoribildning. De nämnda perspektiven utgör en tolkningsram för en generell analys och diskussion av användningen av redskap vid deltagande i utbildningsrelaterade nätbaserade lärgemenskaper. I kapitlet illustreras deltagandet via redskapen med hjälp av chatt, e-post och videokonferens. En diskussion förs kring konsekvenserna av att deltaga i en utbildningsplattform där flera redskap ingår. Skillnader mellan perspektiven tydliggörs för deltagandet.
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- Jaldemark, Jimmy, 1970-
(author)
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Changes within the practice of higher education : Participating in educational communication through distance settings
- 2008
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In: International Journal of Web Based Communities. - 1477-8394 .- 1741-8216. ; 4:2, s. 173-187
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Journal article (peer-reviewed)abstract
- This paper is about changes within the practice of higher education. These changes relates to students and teachers participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different points of intersections. These intersections embrace the tools used in the educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in the participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed during these years. This is visible both in the discourse and in the practice of higher education. Finally, this paper questions that the distinction between distance, face-to-face and online education nowadays is meaningful.
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| 5. |
- Jaldemark, Jimmy, 1970-
(author)
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Ett deltagande för alla? : En kritisk diskussion
- 2005
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In: Att förstå lärgemenskaper och mötesplatser på nätet. - Lund : Studentlitteratur. - 9144043708 ; , s. 149-172
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Book chapter (peer-reviewed)abstract
- Detta kapitel utgår från den skenbara polarisering som finns mellan de som anser att ett deltagande i en utbildning via nätet ger stora möjligheter till utbildning och de som ser stora begränsningar i den allt större andelen nätbaserad utbildning som numera finns till förfogande. Syftet med föreliggande kapitel är att föra en kritisk diskussion om denna polarisering och om skilda förutsättningar medger olika möjligheter och begränsningar för deltagandet i nätbaserad utbildning. Ett deltagande via nätet äger rum i gemenskaper tillsammans med andra deltagare, och deras normer och värderingar formar deltagandet i gemenskapen. Deltagande blir även möjligt och begränsat av andra historiska och sociala förutsättningar såsom deltagarens erfarenhet, kunskap, livssituation, etniska tillhörighet, kön, och socialgrupp. Ett deltagande via nätet blir då en del av deltagarens identitetsutveckling och en formning av deltagarens sätt att tänka. De nämnda förutsättningarna sätter fokus på deltagarens användning av tekniken i ett socialt sammanhang. Användningen av teknik kan i sig själv därför inte sägas vara neutral och fri från värderingar i den meningen att förutsättningarna är lika för alla deltagare i en nätbaserad utbildning. Kapitlet mynnar ut i en diskussion där deltagandet blir diskuterat i termer av makt. En makt som i kapitlet ej beskrivs som ensidigt negativt laddad. Makt är en relation mellan deltagaren och den värld som denne befinner sig i. En relation där deltagaren liksom utbildningsanordnaren båda är delaktiga och kan påverka förutsättningarna för deltagandet i den nätbaserade lärgemenskapen.
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| 6. |
- Jaldemark, Jimmy, 1970-
(author)
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Participation and genres of communication in online settings of higher education
- 2008
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In: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 13:2, s. 129-146
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Journal article (peer-reviewed)abstract
- This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both behaviourist and constructivist genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.
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| 7. |
- Jaldemark, Jimmy, 1970-
(author)
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Participation in a boundless activity : Computer-mediated communication in Swedish higher education
- 2009
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Doctoral thesis (other academic/artistic)abstract
- The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.
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| 8. |
- Jaldemark, Jimmy, 1970-
(author)
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Patterns of participation in online courses
- 2005
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In: Proceedings. Interlearn 2005. - Helsinki : Helsinki University Press. - 9517155670 ; , s. 87-88
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Conference paper (peer-reviewed)abstract
- This paper focuses on participation patterns of written utterances in online courses. Patterns concern how initiation, turn taking and the maintaining of a conversation are constituted in different speech genres. The contextual frame is in general participation in education and specifically participation in online courses. In this context the participants rarely meet face-to-face. Their participation in the online course is thus dependent on utterances written in an online conversation. The purpose of this paper is partly to describe the participation patterns of teachers and participants in online courses as speech genres, and partly to discuss the constitutive and maintaining dynamic aspects of these patterns. The online conversations have been investigated with a frame including conversational analysis and speech genres. The theory of speech genre has been used to put conversations into context. Utterances by participants and teachers are understood as interplay between speakers and the surrounding context. This theory connects speech genres used by the participants in other settings, including content and authority similar to everyday conversations between friends. Conversational analysis, including different conversational sequences in education, contributes to the study by revealing ideas and conditions concerning conversation in formal education. For example the way IRE-sequences, and the following steering of content and structures, contributes to maintaining an asymmetric balance of power.
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| 9. |
- Jaldemark, Jimmy, 1970-
(author)
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Rethinking the conceptualisation of online education
- 2009
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In: Readings in Technology and Education. - Abbotsford, BC, Canada : University of Fraser Valley Press. - 1895802423 ; , s. 882-896
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Conference paper (peer-reviewed)abstract
- This paper deals with the question of how to conceptualise online education. To answere this question data from an online course were interpreted through a theoretical frame consisting of interactional and transactional approaches to human action. Consequences for understanding and conceptualise the environment, technology, and communication in online education were unfolded. Conceptualisations building on the concept of learning environment were found to be problematic.
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