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Öberg, L.-M., Nyström, C., Littlejohn, A. & Vrieling-Teunter, E. (2019). Communities of Inquiry in Crisis Managment Exercises. In: Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland (Ed.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 55-68). Cham, Switzerland: Springer
Open this publication in new window or tab >>Communities of Inquiry in Crisis Managment Exercises
2019 (English)In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, Femke Nijland, Cham, Switzerland: Springer, 2019, p. 55-68Chapter in book (Refereed)
Abstract [en]

Employees working in diverse settings such as schools, shops and government organisations have to be prepared for crisis situations, for example a school shooting, extreme weather flooding, a health pandemic and so on. In these situations they have to deal with the unexpected which makes it difficult to anticipate what they need to learn and how. This chapter examines how employees learn to deal with crisis situations, specifically focusing on whether a crisis management exercise could contribute to the development of a community of inquiry (CoI). The CoI model is chosen as the underpinning theory because it is assumed that learning communities create awareness, trust, and support knowledge sharing, which are necessary pre-conditions for collaboration in crisis management situations. The study uses a combination of quantitative and qualitative data to analyse a simulated crisis exercise. The first round of analysis evidences that the exercise does not contribute to the development of a learning community. Digging deeper into the data in a second round, the results show that the CoI model does not reflect the various types of learning communities that develop within a crisis management exercise, such as home communities, cohort communities, specialist communities and local working groups. A key recommendation is that the CoI model should be expanded to include these four community types. Four additional key concepts appear important for community development in crisis management exercises: adoption of the various group, considering important partnerships, value creation and visibility. The extended CoI model could help to plan, monitor and evaluate professional learning of learning communities in future crisis management exercises.

Place, publisher, year, edition, pages
Cham, Switzerland: Springer, 2019
Series
Springer Nature, ISSN 2570-4525, E-ISSN 2570-4532
Keywords
Communities of inquiry, Crisis management, Professional learning
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-37510 (URN)10.1007/978-3-030-18030-0_4 (DOI)978-3-030-18029-4 (ISBN)
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-11Bibliographically approved
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., . . . Utterberg, M. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education, 1(2), 427-445
Open this publication in new window or tab >>Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
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2019 (English)In: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, no 2, p. 427-445Article in journal (Refereed) Published
Abstract [en]

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they operates, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Keywords
Artificial intelligence, Educational robots, Postdigital education, K-12 education, Automation, Symposium
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-36243 (URN)10.1007/s42438-019-00046-x (DOI)
Projects
IT i lärande
Available from: 2019-05-27 Created: 2019-06-03 Last updated: 2019-09-09
Öberg, L.-M. (2019). Designa och utvärdera samverkansövningar med utgångspunkt i Community of Inquiry. In: Erna Danielsson, Roine Johansson, Anna Olofsson, Susanna Öhman (Ed.), Festskrift till Björn Fjæstad: Utvecklingen av en forskningsmiljö: Ett verksamhetsnära engagemang på distans (pp. 69-80). Sundsvall: Mid Sweden University
Open this publication in new window or tab >>Designa och utvärdera samverkansövningar med utgångspunkt i Community of Inquiry
2019 (Swedish)In: Festskrift till Björn Fjæstad: Utvecklingen av en forskningsmiljö: Ett verksamhetsnära engagemang på distans / [ed] Erna Danielsson, Roine Johansson, Anna Olofsson, Susanna Öhman, Sundsvall: Mid Sweden University , 2019, p. 69-80Chapter in book (Other academic)
Place, publisher, year, edition, pages
Sundsvall: Mid Sweden University, 2019
National Category
Sociology
Identifiers
urn:nbn:se:miun:diva-37893 (URN)978-91-88947-30-7 (ISBN)
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2019-12-05Bibliographically approved
Öberg, L.-M., Nyström, C., Hrastinski, S., Mozelius, P. & Söderback, J. (2019). Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention. In: Proceedings of 18th European Conference of e-learning, ECEL: . Paper presented at 18th European Conference of e-learning, Aalborg University, Copenhagen, Denmark, 7-8 November 2019 (pp. 420-427). UK: Academic Conferences Limited
Open this publication in new window or tab >>Interaction and group work in blended synchronous higher education: exploring effects on learning outcomes, satisfaction and retention
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2019 (English)In: Proceedings of 18th European Conference of e-learning, ECEL, UK: Academic Conferences Limited, 2019, p. 420-427Conference paper, Published paper (Refereed)
Abstract [en]

Technology enhanced learning is today a part of most university courses and pure traditional face-to-face courses are rare. Modern blended learning has evolved from an asynchronous design to involve a blend of technology enhanced synchronous activities. To address the identified problems with feelings of loneliness, confusion and low motivation blended learning must also be designed to support collaboration, rich teacher-student and student-student interaction. The aim of this study was to explore the relationship between collaborative learning, retention rates and learning outcomes in university courses given in blended synchronous mode. The important main research questions to answer were: “What is the relationship between student satisfaction, student interaction, learning outcomes and retention rates?, and: “What kind of variables could be used to describe how group work is being conducted?

 

The overall research strategy was a case study approach with data collected from multiple sources. Teachers from 37 courses in two bachelor programmes answered an online survey to investigate the relations between student collaboration, student interaction, pass rates and students- overall impression of courses. Survey answers were analysed and compared to answers in course evaluations and results in national study documentation system.

 

Findings indicate that there is a correlation between students’ overall impression of a course and the pass rate, where students’ overall impressions are based on the course evaluation. There is also a correlation between students’ interactions in a course and students’ overall impression of a course, where a high degree of student interactions results in a more positive overall impression. There were no correlations regarding student grades, and the various types of group work and the design differences between the two programmes require further analyses.

Place, publisher, year, edition, pages
UK: Academic Conferences Limited, 2019
Keywords
Collaborative learning, Student retention, Learning outcomes, Blended synchronous learning, Higher education
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-37944 (URN)10.34190/EEL.19.036 (DOI)2-s2.0-85077509001 (Scopus ID)978-1-912764-42-6 (ISBN)
Conference
18th European Conference of e-learning, Aalborg University, Copenhagen, Denmark, 7-8 November 2019
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2020-01-20Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Collaborative learning enhanced by mobile technologies: New perspectives and opportunities. London
Open this publication in new window or tab >>Collaborative learning enhanced by mobile technologies: New perspectives and opportunities
2018 (English)Other (Other academic)
Place, publisher, year, pages
London: , 2018
Series
THE BERA BLOG: RESEARCH MATTERS ; Tuesday 20 February 2018
Keywords
Collaborative learning, mobile devices, mobile learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35324 (URN)
Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2020-01-16Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (2018). Editorial introduction: Collaborative learning enhanced by mobile technologies. British Journal of Educational Technology, 49(2), 201-206
Open this publication in new window or tab >>Editorial introduction: Collaborative learning enhanced by mobile technologies
2018 (English)In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 201-206Article in journal, Editorial material (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-32917 (URN)10.1111/bjet.12596 (DOI)000424333000001 ()2-s2.0-85034225816 (Scopus ID)
Available from: 2018-02-22 Created: 2018-02-22 Last updated: 2020-01-16Bibliographically approved
Fransson, G., Hrastinski, S., Jaldemark, J., Lindberg, J. O., Lundin, J., Olofsson, A. D., . . . Öberg, L.-M. (2018). On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation (pp. 769-774). The International Academy of Technology, Education and Development
Open this publication in new window or tab >>On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors
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2018 (English)In: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, p. 769-774Conference paper, Published paper (Refereed)
Abstract [en]

The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2018
Keywords
digital technologies, k-12, research school
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-35007 (URN)10.21125/iceri.2018.1164 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2019-01-15Bibliographically approved
Sundgren, M., Håkansson Lindqvist, M., Jaldemark, J., Mozelius, P. & Öberg, L.-M. (2017). Design of Active Learning Spaces for Blended Learning Groups - the Teacher Perspective. In: Langley, D., Baepler, P., & Wright, R. (Ed.), International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017: . Paper presented at International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017. University of Minnesota Press
Open this publication in new window or tab >>Design of Active Learning Spaces for Blended Learning Groups - the Teacher Perspective
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2017 (English)In: International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017 / [ed] Langley, D., Baepler, P., & Wright, R., University of Minnesota Press, 2017Conference paper, Oral presentation only (Refereed)
Abstract [en]

The use of blended learning environments in higher education has rapidly increased in the 21st century, but if the term also should include blended student groups there is a need for redesign of existing learning spaces. Today many universities give courses and programmes for a mix of campus students and distance participants. There are several research studies reporting on the benefits of blended learning environments for universities and students, while there are less reports on the teacher view of blended learning design.

This study has the aim to describe, evaluate and discuss the design of selected active learning spaces from a teacher perspective. The main research question to answer is: “How should the new learning spaces be designed to support a student centred instructional design for blended student groups?”.   The overall research strategy was a case study gathering data in a mix of observations, semi-structured interviews and document studies.

Findings indicate that the new design of classrooms and lecture halls is a step in the right direction opening up new possibilities for active learning. However, there still exist needs for further refinement and teacher training.

Place, publisher, year, edition, pages
University of Minnesota Press, 2017
Keywords
Active Learning Spaces, Blended learning, Technology enhanced learning, Higher education
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-31549 (URN)
Conference
International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017
Projects
HEEL
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-10-09Bibliographically approved
Kvarnlöf, L., Magnusson, M. & Öberg, L.-M. (2017). Kunskapsöversikt: Övningsverksamhet. Mid Sweden University
Open this publication in new window or tab >>Kunskapsöversikt: Övningsverksamhet
2017 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Mid Sweden University, 2017. p. 33
Series
RCR Working Paper Series ; 2017:2
National Category
Social Sciences
Identifiers
urn:nbn:se:miun:diva-30700 (URN)978-91-88527-20-2 (ISBN)
Available from: 2017-05-04 Created: 2017-05-04 Last updated: 2017-05-04Bibliographically approved
Mozelius, P. & Öberg, L.-M. (2017). Play‐based learning for programming education in primary school: The Östersund model. In: Anabela Mesquita and Paula Peres (Ed.), Proceedings of the 16th European Conference on e-Learning ECEL 2017: . Paper presented at European Conference on e-Learning - ECEL 2017, Porto, Portugal, 26-27 October 2017 (pp. 375-383). Reading: Academic Conferences and Publishing International Limited, 16
Open this publication in new window or tab >>Play‐based learning for programming education in primary school: The Östersund model
2017 (English)In: Proceedings of the 16th European Conference on e-Learning ECEL 2017 / [ed] Anabela Mesquita and Paula Peres, Reading: Academic Conferences and Publishing International Limited, 2017, Vol. 16, p. 375-383Conference paper, Published paper (Refereed)
Abstract [en]

Learning to program has been classified as problematic learning with high drop‐outrates and low motivation at university level. Like the learning of a natural language thelearning of syntax and basic techniques in a programming language is easier and more naturalif started at a younger age. This study is based on an evaluation of a pilot project for studentsin a Primary school where computational thinking and programming concepts have beenintroduced as play‐based learning. Students have learnt concepts such as ‘Bubble sort’ byplaying the algorithm without any computer. Later the learnt concepts and algorithms havebeen implemented with Scratch and the Python programming language as main tools.The aim of the study is to describe and discuss a model for implementing computationalthinking and programming for fifth grade students by play‐based learning. As the overallresearch strategy the case study approach was used to evaluate this pilot project. Data hasbeen collected in a combination of observations, interviews and group discussions during a 15session pilot course and three workshops on teacher training. Findings have been analysedthematically and presented using the SWOT framework to identify and discuss strengths,weaknesses, opportunities and threats in the Östersund model.Learning outcomes of the pilot were promising but with individual variations in the studentgroup. The idea of introducing programming and computational thinking as early as in primaryschool seems like a good idea, but the recommendation is to keep sessions play‐based andwith enjoyment as the key feature to engage primary school students. Conducted sessions inthe pilot are worth replicating and so are the teacher training workshops. However, thechallenge that remains is to create a sustainable and scalable implementation of the describedmodel including primary school teachers’ professional development.

Place, publisher, year, edition, pages
Reading: Academic Conferences and Publishing International Limited, 2017
Series
Proceedings of the European Conference on e-Learning, ISSN 2049-100X, E-ISSN 2049-0992 ; 16
Keywords
Play‐based learning, Programming education, Computational thinking, Play‐based learning, Teacher training, NOOC
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-31955 (URN)000457842600048 ()2-s2.0-85037542099 (Scopus ID)9781911218609 (ISBN)9781911218593 (ISBN)
Conference
European Conference on e-Learning - ECEL 2017, Porto, Portugal, 26-27 October 2017
Available from: 2017-10-30 Created: 2017-10-30 Last updated: 2019-06-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4153-5549

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