| 1. |
- Algers, Anne, 1961, et al.
(författare)
-
Insights into teachers’ views on sharing ways of knowing and ways of teaching between and beyond existing disciplines
- 2020
-
Ingår i: Journal of Praxis in Higher Education. - : University of Boras, Faculty of Librarianship, Information, Education and IT. - 2003-3605. ; 2:2, s. 11-34
-
Tidskriftsartikel (refereegranskat)abstract
- Since academic teachers belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent societal challenges call for thinking beyond boundaries and re-visiting academic practices. The purpose of this study is to investigate how academic teachers view sharing of knowledge and teaching. The study is based on survey data from eight faculties and interviews of teachers from each of these faculties at the University of Gothenburg. The results show that professional development courses in higher education teaching and learning, as well as open practices, and collaboration between academic disciplines and society are practices, which Galison (1997) termed trading zones. These trading zones are sources of learning to theorize and to facilitate exchange among peers with the potential to develop knowledge, identity and moral commitments necessary to address societal challenges. Further, the results suggest that universities need to scaffold these sharing practices. The findings inform how academic teachers’ practices can be transformed into sharing between and beyond academic disciplines.
|
|
| 2. |
- Bradley, Linda, 1961, et al.
(författare)
-
Designing mobile language learning with Arabic speaking migrants
- 2023
-
Ingår i: Interactive Learning Environments. - : Informa UK Limited. - 1744-5191 .- 1049-4820. ; 31:1, s. 514-526
-
Tidskriftsartikel (refereegranskat)abstract
- Learning the language is crucial to be included in a new society. For migrants, the smartphone is a commonly used device for staying connected, which could also be used for language learning purposes. This research concerns mobile literacy with newly arrived Arabic speaking migrants to Sweden and the use of mobile learning as a means for integration. The purpose is to investigate how mobile technology can be designed to support migrants' language learning process. The research concerns technology development where versions of a mobile application (app) are explored from a bottom-up perspective with Arabic speaking migrants. A qualitative method approach is applied, built on design principles focusing on the construction of situated artefacts and evaluation of performance. The results show that intuitive design and engaging content with connections to everyday social situations play important parts in sustaining motivation to engage with an app.
|
|
| 3. |
- Bradley, Linda, 1961, et al.
(författare)
-
Higher education pedagogy courses as trading zones
- 2019
-
Ingår i: HERDSA 2019 Next Generation, Higher Education: Challenges, Changes and Opportunities.
-
Konferensbidrag (refereegranskat)abstract
- Since teachers of higher education belong to different disciplines and thus discourses, they have different ways of knowing and teaching. Recent development in society such as the importance of digital literacy and open sharing of knowledge calls for re-visiting educational practices among disciplines in higher education. At University of Gothenburg, the Unit for Pedagogical Development and Interactive Learning hosts three six-month-courses in learning and teaching in higher education. The majority of the teachers who attend the courses engage in cross-disciplinary discussions about teaching and learning in higher education for the first time. In the courses, the teachers have the potential to learn from each other by sharing their experiences and developing their teaching practice. The purpose is to investigate how these “trading zones” can open up for critical thinking and new views on knowledge and teaching among the teachers. Further, our research also explores how teachers address digital literacy and openness (open interactions and sharing of knowledge, with peers as well as students). The study is based on 1) a systematic literature review on signature pedagogy in higher education, 2) survey data from teachers at University of Gothenburg from our eight different faculties and 3) complementary interviews with teachers from each faculty. The voluntary interviews are recorded, transcribed and translated from Swedish. We applied a mixed-method approach for data analysis. The results are based on 58 articles and also surveys from 155 higher education teachers (response rate of 33%), together with two interviews per faculty. Outcomes show that ways of teaching are pervasive among disciplines, whereas ways of knowing are connected to values, disciplinary identities and epistemological approaches. In our presentation we will discuss how enhanced digital literacy and increased open sharing can inform how professional development in pedagogies of academic staff can be dealt with in higher education.
|
|
| 4. |
- Olsson, Fredrik, 1979, et al.
(författare)
-
Lärande för integration: breddad rekrytering i högre utbildning
- 2020
-
Ingår i: NU2020 "Hållbart lärande", Södertörns högskola, 7-9 oktober 2020.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- För migranter är utbildning ett avgörande steg mot arbete och anställning (Strang & Ager 2010). Samtidigt kan det vara en stor utmaning att finna vägar till utbildning och arbetsliv, både för individen och för samhället. Det finns många hinder för den som har kommit till Sverige i vuxen ålder, såsom att ta upp avbrutna studier, validera yrkeserfarenhet, eller börja en ny karriär. Socialt kapital är en central faktor för integration, vilket synliggör behovet av livslångt lärande i formella såväl som informella kontexter (Morrice 2007). Landets lärosäten har ansvar för att underlätta för integration genom att skapa nya vägar till högre utbildning för de som är i behov av ytterligare utbildning eller vill påbörja sina högskolestudier. Sedan propositionen om den öppna högskolan 2001 har lärosätena haft i uppdrag att arbeta för breddad rekrytering genom att stödja mångfalden bland studenterna och minska snedrekryteringen. De senaste åren arbetar också de flesta lärosäten med breddat deltagande, där det betonas att det inte bara handlar om att öppna upp för nya studentgrupper, utan också att få dem att känna sig välkomna och vilja stanna kvar. Vidare formulerade regeringen 2016 ett antal nya uppgifter för högskolesektorn för validering, kompletterande utbildning och snabbspår. Denna presentation är en del av ett forskningsprojekt som har till syfte att undersöka vilka lärandepraktiker som möjliggör utomeuropeiska migranters väg till högre utbildning och integration. Projektet anlägger ett bottom-up perspektiv som utgår från migranternas egna berättelser. På så vis hoppas vi uppnå ökad förståelse för hur integrering går till utifrån ett migrantperspektiv och vilka behov som finns för insatser från berörda aktörer. Vi grundar oss på distinktionen mellan formellt, icke-formellt och informellt lärande, som alla bidrar till individens livslånga lärande (OECD 2010). Vidare spelar digitalt lärande en viktig roll för främjandet av breddad rekrytering av migranter (Kukulska-Hulme & Pegrum 2018). I presentationen tar vi upp resultaten från en pilotstudie där vi har undersökt vilka förväntningar, attityder, erfarenheter och framtidsdrömmar migranter har när det gäller utbildning och karriär. Utifrån UKÄ:s statistik om nationalitet hos utländska förstagångsstudenter har vi genomfört intervjuer med personer som har kommit till Sverige som vuxna från Mellanöstern. Vi kommer att presentera några resultat från studien där vi fokuserar på möjligheten för människor i etableringsfasen att bli medskapare gällande organiseringen av sin egen utbildning. Presentationen riktar sig till alla som arbetar med högre utbildning, men i synnerhet de som arbetar med frågor om breddat deltagande och social inkludering.
|
|
| 5. |
- Algers, Anne, 1961, et al.
(författare)
-
A New Format for Learning about Farm Animal Welfare
- 2011
-
Ingår i: Journal of Agricultural and Environmental Ethics. - : Springer Science and Business Media LLC. - 1187-7863 .- 1573-322X. ; 24:4, s. 367-379
-
Tidskriftsartikel (refereegranskat)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.
|
|
| 6. |
- Algers, Anne, 1961, et al.
(författare)
-
Animal welfare at slaughter – A social learning process
- 2015
-
Ingår i: Hubrecht, R. & Ostovic, M. (Eds.) Proceedings of HSA International Symposium – Recent Advances II, Zagreb, Croatia, 16-17 July, 2015.. ; , s. 22-22
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
|
|
| 8. |
- Algers, Anne, 1961
(författare)
-
Involving the general public in creation and sharing of knowledge about food
- 2017
-
Ingår i: CAB Reviews: Perspectives in Agriculture, Veterinary Science, Nutrition and Natural Resources. - 1749-8848. ; 12
-
Tidskriftsartikel (refereegranskat)abstract
- Research suggests that since the whole society is dependent on the quality of food, food science and education need a dialogue with the citizens. Trust in food is decreasing, the concerns are increasing and the societal needs of knowledge about food are more extensive than what can be accomplished by traditional learning. However, very few approaches have been applied in food science allowing scientists and citizens to inform each other. This paper begins by introducing the concepts of open educational resources (OERs) and citizen science (CS). Secondly, a review of the literature on the use of these approaches in the field of food science is presented. Finally, a rationale is introduced to apply these approaches in contested and complex food issues. A literature review resulted in 14 articles that outline the potential or practical involvement of citizens in production or sharing of knowledge about food. OER can be used to facilitate interaction between different stakeholders within and beyond academia and to collaboratively create more robust knowledge that is shared openly and builds on reuse of prior knowledge. CS can be used to collect and analyse data by members of the general public, typically as part of a collaborative project with scientists. In seven out of eight intervention studies the citizens were heavily involved. The studies focused on: food security, food labelling, food aesthetics, food quality, food & biodiversity and general food science. The arguments presented by the authors extend beyond established reasoning for these approaches (usually limited to access and monitoring of large data sets). This literature review suggests that the involvement of the citizens in knowledge about food through CS and OER is beneficial for information symmetry, empowerment, trust and relevance. When research has led to contradictory results and ethical concerns, it is argued that the involvement of citizens has great potential, because a plurality of opinions can lead to sustainable solutions. © CAB International 2017.
|
|
| 9. |
- Algers, Anne, 1961, et al.
(författare)
-
Open Educational Resources in Animal Ethics and Food Ethics.
- 2011
-
Ingår i: 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
-
Konferensbidrag (refereegranskat)
|
|
| 10. |
- Algers, Anne, 1961, et al.
(författare)
-
Open educational resources in animal welfare
- 2010
-
Ingår i: Paper presented at the International conference on animal welfare education: Everyone is responsible., Brussels,1-2 October 2010.. ; , s. 46-53
-
Konferensbidrag (refereegranskat)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.
|
|
| 11. |
- Algers, Anne, 1961, et al.
(författare)
-
Open educational resources in animal welfare.
- 2010
-
Ingår i: 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
-
Konferensbidrag (refereegranskat)
|
|
| 12. |
- Algers, Anne, 1961, et al.
(författare)
-
Open Knowledge about Slaughter on the Internet-A Case Study on Controversies.
- 2017
-
Ingår i: Animals : an open access journal from MDPI. - : MDPI AG. - 2076-2615. ; 7:12, s. 1-11
-
Tidskriftsartikel (refereegranskat)abstract
- Knowledge about slaughter of animals for human food is often perceived as controversial and therefore not made widely available. An open educational resource on the Internet about the slaughter of animals has created tension at launch but also resolved tension. Aiming to explore how this resource at the boundary between academia and society is perceived, a study was carried out with participants from slaughterhouses, universities, authorities and NGOs. Focus group sessions were video recorded and transcripts were coded using an interpretive thematic analysis. The results show that an open educational resource in addition to contributing to learning and awareness raising can also induce dialogue (and thus resolve tension) about animal welfare and contribute to animal welfare resilience. Our results also indicate that participants had diverse opinions about the influence of multimedia on attitudes towards animal slaughter. The use of additional instruments such as comment fields may lead to more knowledgeable citizens and socially robust knowledge, but has to be carefully weighed against the risk of false or fake data.
|
|
| 13. |
- Algers, Anne, 1961
(författare)
-
OPEN LEARNING IN LIFE SCIENCES – Studies of open educational resources in animal welfare and work-based learning in food science.
- 2015
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore ways of organising and supporting open learning in food science, food quality and animal welfare at the boundary between society, the university and other academic institutions. Two specific practices are explored, work-based learning (WBL) and the use of open educational resources (OER). The aim is both analytical - to understand boundary activities in these domains - and design oriented - to develop models and methods for working with and enhancing open learning practices. The thesis also attempts to make a contribution to sustainable development and a system of food production that is in compliance with the views of society. The theoretical approach is cultural historical activity theory, and more specifically theories on boundary crossing and learning at the boundary between activity systems. The empirical research the thesis build on is presented in five articles focusing on questions about boundary activities of students, teachers and actors in industry, concerned with a local WBL practice, a global community using OER and quality assessment of OER. The empirical material was collected through surveys, video recordings and interviews, and analysed with qualitative as well as statistical methods. A main contribution of this thesis is that it demonstrates how WBL can support boundary crossing activities between academia and industry and carry a potential for learning at the boundary. Furthermore, the use of OER supports boundary activities between academic institutions. Both these practices challenge established structures and involve tensions that are subject of negotiations. In WBL student projects as boundary crossing activities must fulfill demands from both higher education and industry, where students have a mediating function and individual student agency becomes important. In working with OER there is a tension between institutional quality concerns on one hand and participatory approaches and a sharing culture on the other. Furthermore, the study indicates that open learning approaches are most vigorous when situated in content-driven, subject specific and rather small and open communities. A local community of higher education teachers in food science is one example and the global community of animal welfare teachers another. This thesis does not aim at generalising to higher education in other scientific fields than food science, food quality and animal welfare. However, some of the results could be generally applicable to learning at the boundary such as WBL carrying a learning potential and OER carrying a potential for a sharing culture. WBL and OER as approaches to open learning can be instruments for higher education to be in dialogue with society. Finally, the thesis points at the complexity of our relationship to food and suggests that more inclusive learning approaches could contribute to sustainable development and more democratic food systems.
|
|
| 14. |
- Algers, Anne, 1961
(författare)
-
Open Textbooks: A Balance Between Empowerment and Disruption
- 2020
-
Ingår i: Technology, Knowledge and Learning. - : Springer Science and Business Media LLC. - 2211-1662 .- 2211-1670. ; 25, s. 569-584
-
Tidskriftsartikel (refereegranskat)abstract
- The use of open textbooks in universities is according to some organisations changing the higher education landscape and is promising for the mainstream adoption of OER. The aim of this paper is to analyse authors’ views of agency and empowerment when they plan, create and reflect on their open textbooks, their teaching and students’ learning. Another aim is to analyse the ways in which knowledge supports authors’ creation of open textbooks and tensions inherent in this practice. This qualitative study used a modified version of a validated questionnaire for 1 h long semi-structured interviews with four interviewees, conducted over 4 days. The data from the interviews were analysed in three steps combining two coding structures, for self-regulated learning and levels of contradictions. The results suggest that the four authors engendered a sense of relational agency in the creation process. They indicated that they valued openness and the pedagogical project itself by highlighting both teachers’ and learners’ perception of agency and empowerment. The data also support the authors’ concerns about the disruptive nature of open textbooks regarding stability versus adaptation and data ownership as it relates to use of learning analytics and commercial interests, indicating considerable contradictions in open textbook practices.
|
|
| 15. |
- Algers, Anne, 1961, et al.
(författare)
-
Peer Reviewing of OER in a Contested Domain – an Activity Theoretical Analysis
- 2015
-
Ingår i: Journal of Interactive Online Learning. - 1541-4914. ; 13:4, s. 21-38
-
Tidskriftsartikel (refereegranskat)abstract
- Globally, we experience numerous initiatives to increase the adoption of open educational resources (OER), but quality concerns challenge the adoption. In this study we present an analysis of the peer review process of an OER. The OER under review is produced by the European Commission (EU). It has the goal to teach children about farm animal welfare. Following discussions with the EU about its quality, a panel review was conducted. The group of peers used a quality evaluation tool for initial individual assessment, which was then discussed in four consecutive meetings. Video recordings from the meetings and the final report constitute the research data. Cultural historical activity theory (CHAT) was used as the analytical framework. The results indicated that the main areas of negotiations were the content quality of the OER and the adoption of the OER in teaching practices. The examination of these concerns using CHAT indicated that the peer review process neither leads to accuracy nor legitimacy. In summary, OER and in particular the quality assessment of OER challenge the boundaries of higher education. A combination of peer review and crowd source review is suggested to underpin the openness and thus increase adoption of OER.
|
|
| 16. |
- Algers, Anne, 1961, et al.
(författare)
-
“Planning, planning and planning”: the case of Swedish medical students’ perception of wellbeing and success"
- 2019
-
Ingår i: HERDSA 2019 Next Generation, Higher Education: Challenges, Changes and Opportunities. 2-5 July 2019. Auckland, New Zealand.
-
Konferensbidrag (refereegranskat)abstract
- Overview Students in medical education sometimes delay their studies due to circumstances such as background, entry qualifications and psychological variables. Few studies have focused on the relationship between educational organisation and teaching practices for academic achievement. Recent development in society such as the introduction of digital technologies in medical schools and increased need for critical thinking give further arguments for such a study. The aim of this study is to map medical students’ self-reported reasons for delay of studies, measured as not passing exams the first time, with the focus on teaching practices, grit and self-regulated learning (SRL). This cross-sectional study is based on two cohorts of students, in total 239 students (response rate 96,4%) in a Swedish medical school. The students voluntarily replied online surveys after one term of study. The survey focused on students’ perceptions of studies, well-being, their academic struggling measured on a grit-scale and their autonomy and control by directing and regulating their own actions toward their learning goals, measured on a SRL-scale. The results show that high achievement is related to high self-reported grit and autonomy related to individual learning. Further, the retention rate is higher when students collaborate with other students. Fourteen percent of the students had problems with wellbeing and pointed at social arrangements in their studies as important for their wellbeing. The results also show that the only predictors of delay of studies was that native speakers and students with high entry qualifications had a better retention rate, confirming results from previous research. The problems are addressed from a higher education pedagogy perspective. Changing higher education curricula in order to make it more relevant, focusing on student agency and critical thinking, making use of digital resources, and increasing collaborative activities are discussed to improve academic achievement and wellbeing in medical education. References Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087–1101. Hovdhaugen, E. (2009). Transfer and dropout: Different forms of student departure in Norway. Studies in Higher Education, 34(1), 1-17. Jouhari, Z., Haghani, F., & Changiz, T. (2016). Assessment of medical students’ learning and study strategies in self-regulated learning. Journal of advances in medical education & professionalism, 4(2), 72. O’Neill, L. D., Wallstedt, B., Eika, B., & Hartvigsen, J. (2011). Factors associated with dropout in medical education: a literature review. Medical Education, 45(5), 440–454.
|
|
| 17. |
- Algers, Anne, 1961, et al.
(författare)
-
Teachers’ perceived value, motivations for and adoption of open educational resources in animal and food sciences.
- 2015
-
Ingår i: International Journal: Emerging Technologies in Learning. - : International Association of Online Engineering (IAOE). - 1863-0383. ; 10:2, s. 35-45
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers' motivations behind their view on value and adoption of open educational resources (OER) were investigated based on 101 questionnaire answers from teachers in animal welfare, animal science and food science. A factor analysis uncovered the underlying dimensions for teachers’ motives and indicated that they were complex and linked to subject area. Underlying dimensions for the motives to adopt OER were identified at three levels; individual (e.g. altruism), institutional (e.g. collaboration with peers), and societal (e.g. reaching beyond borders of the academy). The underlying dimensions for the inhibitors for adoption at individual and institutional level were challenges regarding individual competences, quality assessment and teaching practices. When using activity theory, an affinity space could be identified for teachers in animal welfare with its own norms and expectations with regards to the open educational practices. The results suggested that sharing for the benefit of others and collective collaboration with other peers were stronger incentives for teachers in the specific subject of animal welfare than it was for teachers in broader and less contested subject areas. Animal welfare teachers also had low agreement with problems such as OER being deviant to higher education and for being difficult to adapt to teaching context, and these teachers also had a higher adoption rate than other teachers. Furthermore, this study provides evidence that OER challenges the boundaries of higher education and that an affinity space can enable OER adoption.
|
|
| 18. |
- Algers, Anne, 1961
(författare)
-
The influence of open textbooks and learning analytics on agency and empowerment
- 2018
-
Ingår i: E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference. - Chesapeake, VA : Association for the Advancement of Computing in Education (AACE). - 9781939797322
-
Konferensbidrag (refereegranskat)abstract
- The use of OER in faculties is a well-known trend and some organisations claim that open textbooks in particular, represent a great promise for mainstream adoption of OER between teachers and students in universities. It is argued to give the learners agency since they can design their own learning path, make use of multimodality and sometimes also comment on or change the content. Teachers can use and remix open textbooks in order to assemble knowledge and use them in ways that best meet their instructional needs. The aim of this paper is to analyse how authors of open textbooks view agency and empowerment when they plan, create, and reflect on their open textbooks, their teaching and their students’ learning. Another aim is to analyse if the authors scored high on self-regulated learning. Further, it will be evaluated how these higher education teachers experience learning analytics and if they perceive any ethical problems. The study is based on semi-structured interviews of teachers in faculties in British Columbia. Preliminary results show that they valued the pedagogical project higher than the issue of access. Their view on the creation process, agency, empowerment and learning analytics is discussed in the light of their own learning process when creating and using open textbooks.
|
|
| 19. |
- Algers, Anne, 1961, et al.
(författare)
-
Transformative Sustainability-Oriented Open Education
- 2020
-
Ingår i: Open(ing) Education. Dianne Conrad; Paul Prinsloo (red.). - Leiden, The Netherlands : Brill/Sense. - 9789004422964 ; , s. 103-120
-
Bokkapitel (refereegranskat)abstract
- How can open education play a role in making academia more responsive and responsible in addressing ill-defined and ambiguous, but ever so urgent, sustainable development challenges? In this chapter, a case study from the field of sustainable development of food systems will provide a narrative that illustrates the possible impact of open education; and the value of a culture of openness to individuals, to a community, and to society. First, we provide a contextual background on the implications of openness in higher education. Second, we introduce the subject of sustainable development (SD) of our global food systems; and third, we discuss the concept of education for sustainable development (ESD). Fourth, by means of thick description (Geertz, 1973), we report a case study on open education which we discuss in light of learning theory, critical pedagogy, and sustainable development. In the end we argue for a radical interpretation of open education which we refer to as transformative sustainability-oriented open education, where ”open” refers to inviting and expressing critique and marginalized perspectives in controversial societal issues, while transformative refers to enabling learners to bring about change.
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
- Farrow, R., et al.
(författare)
-
GO-GN Conceptual Frameworks Guide
- 2021
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- If you’re a doctoral researcher (in any discipline) or someone who produces research in a professional capacity you’ve perhaps encountered the phrase “conceptual framework”. Sometimes a whole chapter of a Ph.D or Ed.D might be given over to investigating the relevance of different frameworks for an area of inquiry, or to synthesizing several frameworks together to ground the approach taken to answering a specific research question. Alternatively, you might not have heard much mention of conceptual frameworks or how they relate to what you are trying to achieve with your research. A conceptual framework brings together a set of ideas and articulates the different concepts that will be used in a study or research project. Because this is highly contextual - and often specific to a particular research question or approach - there aren’t really any general rules that cover how to do this. In addition, there is a lot of ambiguity and impreciseness in the language used to describe this stuff. Sometimes people talk about theoretical frameworks, or models, or a ‘theory of action’ that guides their research project. But do these mean different things? And are there differences between disciplines? In an empirical project the conceptual framework might be used to determine the kinds of questions to ask in a survey, or which data points to collect and focus on. A conceptual framework might be used to generate a hypothesis that is to be tested, or to facilitate the interpretation of results. On the qualitative side a conceptual framework might be used to provide the right kinds of descriptions at different stages of the research process; to identify or explore categories of analysis; or to guide and refine the conclusions drawn by a study. All of these things can happen in a single project! Given the importance and centrality of these frameworks, it might be surprising to learn that relatively little has been written about using them in research. There’s certainly a lot less published about this than research methods or methodology, for instance. (Though different methods often come with specific conceptual frameworks built in or with a more obvious alignment). So, to start making sense of all this we begin by looking at some of the papers that offer systematic guidance or understanding of the role of conceptual frameworks in research. As this guide progresses we’ll bring in perspectives from GO-GN members on their experiences with developing and using conceptual frameworks.
|
|
| 23. |
|
|
| 24. |
- kaiser, matthias, et al.
(författare)
-
Food ethics: a Wide Field in Need of Dialogue
- 2016
-
Ingår i: Food Ethics. - : Springer Science and Business Media LLC. - 2364-6853 .- 2364-6861. ; 1:1, s. 1-7
-
Tidskriftsartikel (refereegranskat)abstract
- There are a few things which are obviously a central part of everyone’s life, at all times, and all over the globe, and which are crucial for our wellbeing. Food is, like sex, such an essential ingredient of our life, an ingredient of what we expect of a good life. What is on our plates is always a result of nature and culture, to the extent that it may seem hard to find commonalities in our global diet. As academics we have asked different questions about food. For a long time these questions have been dominated by the quest to secure enough food and to improve what we have got. It is, however, noteworthy that we also always have asked the normative questions in relation to food: Is it right to eat this kind of food? Do we produce our food the right way? Is there injustice and bad power in the way we distribute the food? Are we lied to in regard to what is on our plate? When we enter the normative realm, we enter the realm of ethics, understood in a wide and comprehensive way. As all normative questions, we need to be well informed by knowledge about how the world is, and what is at stake and for whom. We call this food ethics. Food ethics raises issues and asks questions in relation to food all along the value chains. It also puts things into relation with each other. At the same time it disentangles complex heaps of factors and pieces of knowledge, and looks for guidance. It is issue driven, rather than interest driven. It unites scholars with farmers and fishermen, chefs with industry, consumers with lawyers, and food citizens with authorities. As a young field within academia it is important to guard against efforts to appropriate the field for narrow interests, and instead to combine the natural and social sciences in analysing and addressing the challenges. We do not necessarily call for the grand ethical theory that explains it all, but rather start with the simple things in a very complex overall picture. We want to draw attention to ethically significant facts, discuss problematic developments, point to genuine dilemmas, learn about food relevant contexts and history, and look for individual, professional and institutional responses to ethical challenges and issues. Thus, one of the missions of this new journal Food Ethics, is to widen the scope and the discussion on the topic, and to be inclusive in terms of who has something to contribute to the field. There is no escaping from confronting very complex issues when it comes to managing one of the most basic needs we all have, food. As editors of this new journal we maintain that food ethics deserves special and inter-disciplinary attention by researchers, that it is not sufficiently dealt with by what is currently known as bioethics, that it is intrinsically connected with the so-called grand societal challenges of our time, that it is a globally important field which demands particular attention to complexities and uncertainties, as much as it needs to be explicit about what values are at stake and for whom, and which normative principles it touches upon.
|
|
| 25. |
- Kaiser, Matthias, et al.
(författare)
-
Trust in Food and Trust in Science
- 2017
-
Ingår i: Food Ethics. - : Springer Science and Business Media LLC. - 2364-6853 .- 2364-6861. ; 1:2, s. 93-95
-
Tidskriftsartikel (refereegranskat)
|
|
| 26. |
- Spante, Maria, 1967-, et al.
(författare)
-
Digital competence and digital literacy in higher education research : Systematic review of concept use
- 2018
-
Ingår i: Cogent Education. - Abingdon : Cogent OA. - 2331-186X. ; 5:1
-
Tidskriftsartikel (refereegranskat)abstract
- Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.
|
|
