| 1. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
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Applying Community of Inquiry in designing higher education lifelong learning courses : The case of the BUFFL-project
- 2024. - 1
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In: The design of digital learning environments. - New York : Routledge. - 9781003246206 ; , s. 193-214
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Book chapter (peer-reviewed)abstract
- Designing courses that support collaboration and individual development is a crucial feature of higher education lifelong learning. This chapter reports a model for course design developed in a project with participants from banks, insurance companies, and one governmental insurance agency. The model aims to go beyond individual competencies by focusing also on organizational development with collaborative features inspired by the Community of Inquiry theoretical framework. Based on the network mode, the course design emphasizes collaborative inquiries between participants that link theoretical ideas to authentic organizational problems. Of particular interest is that the model helps lifelong learners to focus on personal meaning and collaborative application of acquired knowledge for the benefit of their organizations.
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| 2. |
- Håkansson Lindqvist, Marcia, et al.
(author)
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Higher education transformation towards lifelong learning in a digital era : a scoping literature review
- 2024
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In: International Journal of Lifelong Education. - London : Routledge. - 0260-1370 .- 1464-519X. ; , s. 24-38
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Journal article (peer-reviewed)abstract
- In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key themes of lifelong learning emerge from higher education literature? This study was carried out as a scoping literature review to map literature in the field. Findings from a thematic analysis pointed out seven main themes or perspectives: The Policy perspective, The Value perspective, The Employability perspective, The Reform perspective, The Collaborative perspective, The Student perspective and The Workplace learning and Professional development perspectives. Five publications of the 26 selected publications from the literature search will be further used and analysed as part of a Delphi study. This Delphi study will involve a group of leading researchers in the field of lifelong learning as an expert panel to further explore and expand the key themes of lifelong learning in higher education and digital trends in higher education reforms.
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| 3. |
- Jaldemark, Jimmy, Professor, 1970-, et al.
(author)
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Building hybrids between higher education and society : Applying a networked work-integrated learning framework in a business administration program
- 2024
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In: Proceedings of the Fourteenth International Conference on Networked Learning 2024. - Aalborg : Aalborg University Open Publishing. ; , s. 1-4
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Conference paper (peer-reviewed)abstract
- In this study, the changed context for higher education institutions is analysed through the lens of various approaches to collaboration between higher education institutions and society. Three different approaches are discussed: the ivory tower, the factory, and the network. Although these approaches differ, higher education institutions are complex organisations and can embrace a mix of approaches. Nevertheless, depending on the approach applied, this impacts how collaboration between higher education institutions and organisations in society plays out. The study contextualised these approaches in a joint higher education-industry project focusing on developing work-integrated learning (WIL) in a Business Administration program. WIL should embrace practice-based pedagogical methods and strategies by integrating theoretical knowledge in the workplace. To achieve WIL, a network of stakeholders needs to be engaged actively in practice-based activities. The study aimed to report preliminary results from a higher education work-integrated learning project. The following research question was posed: How can higher education institutions, together with organisations in society, apply a networked approach to work-integrated learning? Thus, this paper contributes to knowledge regarding the networked aspects of the design and development of a preliminary framework, including the following themes: Exchanges of experiences and knowledge, Guest lecturers and Bring-Your-Own-Data (BYOD) assignments. These themes manifest a networked WIL framework as a hybrid between higher education and society. First, the networks of experiences and knowledge within academia merge with those of experiences and knowledge in society. Between these two, a hybrid networked work-integrated framework links higher education and society. Second, the same can be said to be true for guest lecturers. Here, guest lecturers became a link between higher education and society and therefore merge the two networks of learning through information and knowledge exchange. Third, BYOD assignments provided further manifestations of a networked WIL framework. Authentic data from the workplace meet the theories of higher education and a hybrid is created. When practice meets theory, they, too, become a link between higher education and society.
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| 4. |
- Mozelius, Peter, Docent, 1959-, et al.
(author)
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Critical aspects of a higher education reform for continuous lifelong learning opportunities in a digital era
- 2024
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In: Electronic Journal of Knowledge Management. - Curtis Farm : ACI Academic Conferences International. - 1479-4411. ; 22:1, s. 26-39
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Journal article (peer-reviewed)abstract
- In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding. The central main category for the axial coding was ‘Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on ‘Infrastructure’, ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial aspects’, and ‘Quality and organisation’, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion’.
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| 5. |
- Calvo-Morata, Antonio, et al.
(author)
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Games for coding to attract new students to STEM
- 2024
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In: IEEE EDUCON 2024.
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Conference paper (peer-reviewed)abstract
- There is a need to increase the number of students, especially women, choosing programming and STEM disciplines. We need innovative approaches in schools to better engage students and awake their interest in computer science. This paper addresses the need to create tools that effectively support the learning of programming and the development of computational thinking, highlighting why video games can be an effective educational tool for it and also attract new students to STEM. The Game4Coding Erasmus+ project proposes the design of a video game called CodeQuest, using a game genre that has not been frequently used before to address the teaching of programming, the monster tamer genre. We consider that video games have a number of benefits such as that stimulate active learning, are engaging for a wide range of students, and present information in a way that is attractive to learners. We want to explore this kind of game’s effectiveness as a learning tool as well as its effect on the perception of STEM disciplines and programming to attract new public to coding (especially girls).
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| 6. |
- Håkansson Lindqvist, Marcia, et al.
(author)
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Developing a support model for hybrid work-integrated continuous professional development
- 2024
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In: Discover Education. - : Springer. - 2731-5525. ; 3:1
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Journal article (peer-reviewed)abstract
- In the contemporary digitalised knowledge society, work-integrated professional development is an important andcontinuous activity. Continuous professional development should preferably be a hybrid format, where academiacollaborates with industry and the surrounding society in a multi-directed exchange of ideas. Continuous professionaldevelopment is today conducted in a blend of workplace activities, and in technology enhanced online environments.A complex blend for professionals that at the same time are working full-time with their ordinary jobs. The need fora support model to navigate in these new digital learning spaces is obvious, where the support model also shouldinclude collaboration and a community of practice. A community where the members communicate regularly to improvetheir skills and knowledge in their common professional domain. The aim of this paper is to describe and analyse thedevelopment of a support model that involves these aspects. Findings confirm the necessity of the four steps in theearlier model, at the same time as they indicate the need for a fifth step facilitating the creation of Communities andLandscapes of Practice. The use of the model may support higher education institutions in creating beneficial conditionsfor hybrid work-integrated continuous professional development for industry.
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| 7. |
- Mozelius, Peter, Docent, 1959-, et al.
(author)
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En expertgrupps syn på livslångt lärande inom högre utbildning : Förändringsbehov och vidareutveckling
- 2024
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Reports (other academic/artistic)abstract
- Det finns ett behov av kontinuerlig kompetensförstärkning och här spelar högre utbildning en viktig roll. Medan de traditionella universitetsutbildningarna ofta är utformade för studenter i tjugoårsåldern, kräver dagens kunskapssamhälle ett livslångt lärande för ett vidare åldersspann. Utifrån denna utgångspunkt genomförde Peter Mozelius, Marcia Håkansson Lindqvist och Jimmy Jaldemark vid CER, tillsammans med Martha Cleveland-Innes vid Athabasca University i Kanada, en studie där resultat från enkäter och intervjuer med en internationell expertgrupp indikerar en rad olika förändringsbehov. I denna kortrapport presenteras de aspekter som framkom i form av en konceptuell modell. Forskningsresultaten har tidigare presenterats vid två internationella konferenser: “Digging deeper with Delphi: The four step Alberta approach” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2023a) och “The transition of higher education for continuous lifelong learning: Expert views on the need for a new infrastructure” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2023b) samt i tidskriftsartikeln ”Critical aspects of a higher education reform for continuous lifelong learning opportunities in a digital era” (Mozelius, Cleveland-Innes, Håkansson Lindqvist och Jaldemark 2024).
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| 8. |
- Serrano-Ausejo, Elisa, et al.
(author)
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Design of Virtual Reality Environments to Support Learning in History Education
- 2024
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In: 10th International Conference of the Immersive Learning Research Network.
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Conference paper (peer-reviewed)abstract
- The fast development of immersive virtual reality (iVR) offers innovative teaching methods, particularly in history education. Research has explored iVR’s pedagogical benefits and challenges, but there are few studies with a focus on design of virtual environments to support history education. This scoping review explores the potential of improving teaching and learning that has been presented in previous studies of iVR design. While some iVR applications have been designed considering the potential to provide narrative to the user, fewer were designed to support critical thinking and methodological approaches to history as a science. This study underscores the need for further development in iVR design for critical and scientific thinking and provides suggestions for how to integrate iVR into history education. The conclusion of the study was that without thoughtful design, iVR would add limited value to learning.
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| 9. |
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| 10. |
- Sällvin, Lisa, et al.
(author)
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Essential Aspects of Gender-inclusive Computer Science Education
- 2024
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In: Proceedings of the 7th International Conference on Gender Research. - : ACI Academic Conferences International. ; , s. 339-346
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Conference paper (peer-reviewed)abstract
- Computer science is a higher education domain that still show a significant male dominance. Many research studies have highlighted the importance of diversity and gender balance in computer science related areas such as software engineering and system development. However, there is still a well-identified problem that university programmes and courses on computer science fail to attract the female audience. The objective of this study is to investigate the concept of gender-inclusive computer science (CS) education with the aim of broadening participation in CS courses and programs. This is conducted through a literature study, initially focusing on keywords and research areas, and subsequently searching into existing research. The research question that guided the study was: "What concepts can be found in literature to make computer science education more gender-inclusive?". Data were analysed thematically in a two-step analysis process inspired by the grounded theory methods of Open coding and Axial coding. Findings suggest that there is significant room for learning in this field, particularly from Critical CS education studies. The Open coding analysis showed that the findings can be categorised into eight main themes. In the Axial coding the themes were merged, refined, renamed, and centred around the main axial theme of 'Epistemological pluralism'. Other essential themes that all are related to the axial main theme were: 'Design and creativity', 'Bias awareness and ethics', 'Collaboration and communication', 'Self-regulated learning', 'Real-world applications', and 'Role models and mentorship'. The result of this study is presented through a visual model that illustrates essential aspects of inclusive computer science education. The paper also proposes various directions for future research.
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