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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: 2018-07-05Bibliographically approved
Jaldemark, J., Hrastinski, S., Olofsson, A. D. & Öberg, L.-M. (Eds.). (2018). Editorial introduction: Collaborative learning enhanced by mobile technologies. John Wiley & Sons, 49(2)
Open this publication in new window or tab >>Editorial introduction: Collaborative learning enhanced by mobile technologies
2018 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
John Wiley & Sons, 2018. p. 150
National Category
Social Sciences Educational Sciences Pedagogy
Identifiers
urn:nbn:se:miun:diva-32512 (URN)10.1111/bjet.12596 (DOI)
Note

Special Issue published in British Journal of Educational Technology

Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-07
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: 2018-12-06Bibliographically 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)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: 2018-01-19Bibliographically approved
Borglund, E. A. M. & Öberg, L.-M. (2017). Using Scenario Planning and Personas as an Aid to Reducing Uncertainty About Future Users (1ed.). In: Karen F. Gracy (Ed.), Emerging Trends in Archival Science: (pp. 111-138). London: Rowman & Littlefield International
Open this publication in new window or tab >>Using Scenario Planning and Personas as an Aid to Reducing Uncertainty About Future Users
2017 (English)In: Emerging Trends in Archival Science / [ed] Karen F. Gracy, London: Rowman & Littlefield International, 2017, 1, p. 111-138Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Rowman & Littlefield International, 2017 Edition: 1
Keywords
Archives, Appraisal, Records, Users
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-32545 (URN)9781442275140 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-20Bibliographically approved
Öberg, L.-M. & Nyström, C. A. (2016). Evaluation of the level of collaboration in a regional crisis exercise setting: - the use of Community of Inquiry. In: Proceedings of Information systems research seminar in Scandinavia (IRIS) 2016: . Paper presented at The 39th Information Systems Research Conference in Scandinavia, Ljungskile, Sweden, 7-10 August 2016.
Open this publication in new window or tab >>Evaluation of the level of collaboration in a regional crisis exercise setting: - the use of Community of Inquiry
2016 (English)In: Proceedings of Information systems research seminar in Scandinavia (IRIS) 2016, 2016Conference paper, Published paper (Refereed)
Abstract [en]

Planning for regional security and crisis management could be supported by well performed exercises. These exercises should be evaluated from different views in order to investigate the participants learning from the exercise. Since the evaluation seldom rest upon established learning theories it will be difficult to evaluate if the exercise will lead to the stated goals. Authorities in the counties of Jämtland and Västernorrland, intend to implement such exercise spring, 2016. The Theme for the exercise is “Flooding” - “Höga flöden” based on a scenario describing extremely high rainfall which could affect hydroelectric dams. The authorities should act and collaborate based on local crisis plans and how the scenario changes over time. We intend to use the Community of inquiry model when evaluating how the participants act, reflect and learn from the exercise. The Community of inquiry (CoI) model consists of three elements: social presence, cognitive presence and teaching presence. The model assumes that learning occurs within the Community through the interaction of this three core elements.  We intend to use a validated version of a survey instrument connected to the CoI model (Arbaugh et al, 2008). Hence, the aim of this paper is to propose an evaluation method to evaluate levels of communities in regional exercises.

Keywords
community of Inquiry, regional security and crisis management, exercises, evaluation, learning, presence
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-29640 (URN)
Conference
The 39th Information Systems Research Conference in Scandinavia, Ljungskile, Sweden, 7-10 August 2016
Projects
GSS 2
Funder
Interreg Öresund-Kattegat-Skagerrak
Available from: 2016-12-18 Created: 2016-12-18 Last updated: 2016-12-21Bibliographically approved
Öberg, L.-M. (2016). Special section introduction: Examining the Context of Technical Information Use. Communication Design Quarterly, 4(3), 9-11
Open this publication in new window or tab >>Special section introduction: Examining the Context of Technical Information Use
2016 (English)In: Communication Design Quarterly, ISSN 2166-1642, Vol. 4, no 3, p. 9-11Article in journal, Editorial material (Other academic) Published
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:miun:diva-29641 (URN)10.1145/3071078.3071080 (DOI)
Projects
Teknikinformationscentrum 2
Available from: 2016-12-18 Created: 2016-12-18 Last updated: 2017-08-09Bibliographically approved
Magnusson, M. & Öberg, L.-M. (2015). Crisis training software and user needs - Research directions. In: ISCRAM 2015 Conference Proceedings - 12th International Conference on Information Systems for Crisis Response and Management: . Paper presented at 12th International Conference on Information Systems for Crisis Response and Management, ISCRAM 2015, 24 May 2015 through 27 May 2015. ISCRAM
Open this publication in new window or tab >>Crisis training software and user needs - Research directions
2015 (English)In: ISCRAM 2015 Conference Proceedings - 12th International Conference on Information Systems for Crisis Response and Management, ISCRAM, 2015Conference paper, Published paper (Refereed)
Abstract [en]

Crisis management training software is gaining researchers' as well as practitioners' interest. In order to truly support organizations it is important that such software responds to actual user needs. The aim of this study is to compare existing initiative described in research with the needs of the users and to identify possible research directions for forthcoming studies. The literature review shows that discussions on users' needs are superficial at best. The software described in research mainly focus on co-located execution of exercises, often in the form of simulations. Furthermore, a "right or wrong" behavior is usually built-in. Empirical data from a web survey indicate that flexibility in time and space during training is a fundamental user need. This is not particularly acknowledged in earlier research. Neither is the users' wish for better support in designing exercises. We propose that system flexibility, modularity and pedagogy for computer based crisis training are urgent issues for future research.

Place, publisher, year, edition, pages
ISCRAM, 2015
Keywords
Computer based training, Crisis management, Crisis training software, Emergency management, User needs
National Category
Human Computer Interaction Computer and Information Sciences
Identifiers
urn:nbn:se:miun:diva-26916 (URN)2-s2.0-84947771302 (Scopus ID)9788271177881 (ISBN)
Conference
12th International Conference on Information Systems for Crisis Response and Management, ISCRAM 2015, 24 May 2015 through 27 May 2015
Note

Conference Paper

Available from: 2016-01-25 Created: 2016-01-25 Last updated: 2018-01-10Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4153-5549

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