| 1. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
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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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Ingår i: The design of digital learning environments. - New York : Routledge. - 9781003246206 ; , s. 193-214
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Bokkapitel (refereegranskat)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.
(författare)
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Higher education transformation towards lifelong learning in a digital era : a scoping literature review
- 2024
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Ingår i: International Journal of Lifelong Education. - London : Routledge. - 0260-1370 .- 1464-519X. ; , s. 24-38
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Tidskriftsartikel (refereegranskat)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.
(författare)
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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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Ingår i: Proceedings of the Fourteenth International Conference on Networked Learning 2024. - Aalborg : Aalborg University Open Publishing. ; , s. 1-4
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Konferensbidrag (refereegranskat)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. |
- Jaldemark, Jimmy, Professor, 1970-, et al.
(författare)
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Higher education lifelong learning initiatives in the tension between organisational and continuous professional development
- 2024
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Konferensbidrag (refereegranskat)abstract
- Higher education institutions' collaboration with organisations in the surrounding society includes education, research and development initiatives. Such initiatives are often discussed in terms of lifelong learning and should, in an ideal situation, include the continuous professional development of individuals as well as organisational development (2). Such an ideal embraces the dissolving of boundaries between individual and organisational development and the idea that successful continuous professional development should occur at both individual and aggregated levels. Based on a networked mode, higher education institutions are closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations (3). Formal education and informal work-related tasks are blurred and emphasised as equally important (1).This paper aims to analyse and discuss the tensions that occur when higher education lifelong learning initiatives intersect with initiatives for employees' continuous professional development and with organisations' goals. The following research questions are posed: 1) Which tensions between individual and organisational goals emerge when higher education lifelong learning initiatives aimed at providing continuous professional development are implemented? and 2) How can the intersection between employees’ continuous professional development in terms of higher education courses be understood from an organisational perspective?The study is based on a higher education initiative planned and performed in collaboration with eight organisations belonging to an established network of bank and insurance companies. A casestudy-inspired approach was conducted. Data were gathered from professional development courses and embraced conversations with leading representatives of participating organisations, email interviews with teachers, e-mail conversations between teachers and course participants, and course evaluations (open-ended and Likert scale questions).The findings show that while participants in the courses found the courses to contribute to continuous professional development, the organisations did not have the same view. Thus, tensions in the intersection between professional development for individuals and organisations were identified. Bringing organisation-relevant data as input to the courses was identified as a key to providing the establishment of solid links between theoretical perspectives and work-related practices. In focus were collaborative features and the idea of linking theoretical reasoning to authentic organisational problems.The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed professional development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to continuous professional development. This includes increased responsibility to ensure that investments in continuous professional development are beneficial for organisations.1.Cremers, et al. (2014). Self-directed lifelong learning in hybrid learning configurations. International Journal of Lifelong Education, 33(2), 207–232.2. Mlambo, et al. (2021). Lifelong learning and nurses’ continuing professional development: A metasynthesis of the literature. BMC Nursing, 20, 1–13.3. Nørgård, et al. (2019). Networked learning in, for, and with the world. In A. Littlejohn, J. et al.(Eds.), Networked professional learning: Emerging and equitable discourses for professional development (pp. 71–88). Springer.
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| 5. |
- Mozelius, Peter, Docent, 1959-, et al.
(författare)
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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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Ingår i: Electronic Journal of Knowledge Management. - Curtis Farm : ACI Academic Conferences International. - 1479-4411. ; 22:1, s. 26-39
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Tidskriftsartikel (refereegranskat)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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| 6. |
- Calvo-Morata, Antonio, et al.
(författare)
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Games for coding to attract new students to STEM
- 2024
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Ingår i: 2024 IEEE Global Engineering Education Conference (EDUCON). - : IEEE conference proceedings.
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Konferensbidrag (refereegranskat)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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| 7. |
- Falkeman, Mats, et al.
(författare)
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Identified Key Factors in Information System Procurement in the Public Sector in Sweden
- 2024
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Ingår i: CEUR Workshop Proceedings. - : CEUR-WS.
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Konferensbidrag (refereegranskat)abstract
- Before the pandemic, many public sectors in Sweden relied heavily on American cloud services. The pandemic's onset necessitated remote work, highlighting the need for secure and legally compliant communication systems. The dSam project (Digital Collaboration Platform for the Public Sector) evaluated the market for such solutions, completing its report in autumn 2022. The project's main purpose was to investigate, analyze, and present factors influencing the procurement of digital information systems within the public sector in Sweden, and to understand the interaction between people and technology. This understanding aims to optimize behaviors and attitudes for successful procurement. The empirical material includes semi-structured interviews with authorities and supplementary observations. The study identifies ten key factors affecting the procurement of digital information systems in the Swedish public sector and highlights a significant research gap in theories related to IT artifacts.
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| 8. |
- García-Martínez, Aránzazu, et al.
(författare)
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A Proposal for an Immersive Virtual Reality Competencies Framework for History Teachers : Towards a Specialization of TPACK
- 2024
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Ingår i: Proceedings of ICICTE 2024.
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Konferensbidrag (refereegranskat)abstract
- History education faces challenges engaging students due to its complexity, hindering understanding of key concepts like causality. Immersive virtual reality (iVR) is being broadly implemented in heritage institutions, with some history teachers beginning to explore its potential. However, insufficient technological-pedagogical knowledge complicates its implementation and the competencies needed for K-12 history teachers remain unexplored. Knowledge required to effectively implement iVR in history education is presented, aiming to discuss a model covering the various areas that should be developed for successful history education through iVR.
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| 9. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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Continuous professional development inside and outside of the university : Suggestions from a Delphi expert panel
- 2024
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Ingår i: EARLI SIG14 Conference 2024. - Jyväskylä : University of Jyväskylä, Finnish Institute for Educational Research. - 9789528602637 ; , s. 92-93
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Konferensbidrag (refereegranskat)abstract
- In the current discussion on the reformation of higher education for continuous lifelong learning, there are several reports on the importance of opening up higher education. As highlighted by lifelong and work-integrated learning this is one of the main challenges in the rapidly growing knowledge society, where the Corona pandemic has acted as a catalyst for technology enhancement. One often-mentioned idea is that of work-integrated learning and to practice what is preached inside the university. Other emphasised ideas are flexibility, continuity, and the possibility to study anywhere and anytime (Rientes et al., 2023). However, there is no consensus on how professional development in higher education should be redesigned to best support continuous professional development. This study is part of the third phase in a modified four-phase Delphi study (Mozelius et al., 2023), building on suggestions by a global panel of experienced researchers in the field of lifelong learning. After a survey in the first phase, and a reading assignment in the second phase, data has been collected by structured interviews. Interview questions were partly created around the themes in the survey answers and the themes in the reading assignment literature.The aim of the study is to analyse and discuss the Delphi expert panels' views on the need for reformation for quality lifelong learning in higher education. The research question that guided the study was: "What are the experts’ suggestions for a redesign of higher education to create conditions for continuous lifelong learning?”Interview answers have been analysed according to the Grounded theory methods of Open coding and Axial Coding. In the initial Open coding phase, the focus was more on a general reformation of higher education for lifelong learning. Preliminary categories in the Open coding phase were later aggregated into 1) ' Digital literacy' 2) 'Multi-modal learning delivery' 3) 'Infrastructure' with the subcategories, 4) 'Quality considerations', 5) 'Pedagogical change', 6) 'Continuous lifelong learning', 7) 'Accessibility', 8) 'Equity, diversity, inclusion (EDI)' and finally, 9) Miscellaneous with the subcategories of 'Economy', 'Financial aspects' and 'The Corona pandemic'.In the Axial coding phase, the same data were reanalysed with 6) 'Continuous lifelong learning' ' as the central or axial category. Other important supporting categories in this study were found to be: 'Infrastructure', 'Pedagogical change and multimodality', 'Accessibility', and 'Financial aspects'. All of these categories, based on the experts’ views, warrant deeper study for insight into possible formation of higher education. More research is needed to understand these crucial aspects of continuous professional development inside and outside of the university.
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| 10. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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Developing a support model for hybrid work-integrated continuous professional development
- 2024
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Ingår i: Discover Education. - : Springer. - 2731-5525. ; 3:1
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Tidskriftsartikel (refereegranskat)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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