| 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. |
- 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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| 5. |
- 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: IEEE EDUCON 2024.
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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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| 6. |
- 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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| 7. |
- Jaldemark, Jimmy, Professor, 1970-, et al.
(författare)
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FAITH : Educating the educators on artificial intelligence in higher education
- 2024
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Ingår i: Symposium on AI Opportunities and Challenges. - : ACI Academic Conferences International. ; , s. 15-16
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Konferensbidrag (refereegranskat)abstract
- In the current spring of Artificial Intelligence (AI), generative AI is purported to affect many areas, including higher education. To cope with this new situation there is a large-scale need for teacher professional development. The project FAITH (Frontline Application of AI and Technology-enhanced Learning for Transforming Higher Education) is a higher education pedagogical development project that aims to develop institutional teaching development and education programs further. Using AI and technology-enhanced learning, teachers in higher education will work and develop programmes which are adapted to work and study in a highly communicative, cloud-based, mobile and smart AI-based society.The project has the following objectives: To take advantage of ongoing higher education pedagogical development initiatives within the university; To harness the power and benefits of already established models and teams, and to develop professional knowledge through new higher education pedagogy; and To increase staff understanding and competence in AI and technology-enhanced learning.FAITH is based on design-based research, which involves iterative and cumulative development processes. The project will be implemented during 2024-2026. FAITH consists of three phases: preparation, implementation and evaluation. In the preparation phase, the project is planned in detail. A steering group is formed and a project team is created. In this phase, these groups are responsible for the staffing and scheduling of FAITH, including the development of a plan for the competence development action. Program managers have a primary responsibility for the pedagogical development of their respective programs. Therefore, they have a prominent role in the FAITH project group. The implementation phase includes training of teams, pedagogical development work and seminar activities. The focus is on the impact of technological development on higher education studies and its content and form. In the final evaluation phase, the experiences are compiled and, based on the conclusions drawn, proposals for further development are drawn up.This paper presents an update of the FAITH project, including ongoing and planned processes within the project. This includes insights in the FAITH project as a model for pedagogical applications of AI and technology-enhanced learning in the context of higher education.
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| 8. |
- Mozelius, Peter, Docent, 1959-, et al.
(författare)
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En expertgrupps syn på livslångt lärande inom högre utbildning : Förändringsbehov och vidareutveckling
- 2024
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Rapport (övrigt vetenskapligt/konstnärligt)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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| 9. |
- Mozelius, Peter, Docent, 1959-, et al.
(författare)
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On the Use of Generative AI for Literature Reviews : An Exploration of Tools and Techniques
- 2024
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Ingår i: Proceedings of the 23rd European Conference on Research Methodology for Business and Management Studies. - Porto, Portugal : ISCAP. ; , s. 161-168, s. 161-168
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Konferensbidrag (refereegranskat)abstract
- To carry out a literature review often involves hard and tedious work. There is a tradition of using facilitating tools, that extended to the AI field in 2018 when iris.ai appeared. Today, in the emerging field of Generative AI tools based on Large Language Models, there has been rapid development of new literature search tools and approaches. This study has the aim of exploring this vast array of Generative AI tools, in a literature study where some of the found tools were used to facilitate the selection of relevant publication. Three research questions guided this study: RQ1) "What Generative AI tools can be found in literature?", RQ2) "Which of these tools could be of use in the literature review conducted in this study, and how?", and RQ3) "What are the ethical aspects of using Generative AI tools in literature studies?” The approach has been a scoping review, built around a search that combined the keywords: "AI supported", "AI generated", "AI based" and "Literature review". An initial result set was filtered with inclusion exclusion criteria in a strive for an interesting quality answer to the research questions. However, most publications that passed the filtering lacked any potential to contribute to answer the research questions. The most interesting finding in the first search was a hint about the new feature 'Scopus AI'. A new search with the Scopus AI tool resulted in a small but very relevant set of publications. These publications were analysed in a deductive inductive thematic analysis, and primary sorted into the categories of: 'Generative AI Tools', 'Supportive AI Techniques', and 'Ethical Issues'. Findings indicate that there is a wide variety of tools that can facilitate the skimming process of a literature, and to provide adequate summaries of retrieved publication. However, authors recommendation is to keep the tools on the facilitating support level, and that the main analysis and conclusion should be human conducted. With this, rather traditional approach, researchers will have clearly less ethical issues to consider. Finally, the ethical aspects of Generative AI tools in research ought to be investigated more in detail, in a separate future study.
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| 10. |
- Serrano-Ausejo, Elisa, et al.
(författare)
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Design of Virtual Reality Environments to Support Learning in History Education
- 2024
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Ingår i: 10th International Conference of the Immersive Learning Research Network.
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Konferensbidrag (refereegranskat)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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