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Olofsson, A. D., Håkansson Lindqvist, M., Lindberg, J. O., From, J., Stödberg, U. & Holmgren, T. (2017). Pedagogical digital competence for police teachers in relation to distance-based police education. In: INTED2017 Proceedings: . Paper presented at INTED2017: 11th International Technology, Education and Development Conference, Valencia, Spain, 6-8 March, 2017 (pp. 4219-4227). IATED
Open this publication in new window or tab >>Pedagogical digital competence for police teachers in relation to distance-based police education
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2017 (English)In: INTED2017 Proceedings, IATED , 2017, p. 4219-4227Conference paper, Published paper (Refereed)
Abstract [en]

Academisation and digitalisation are two processes functioning as catalysts for the changes vocational programs in higher education are undergoing. In this paper, a distance-based police education to be launched during spring 2017 in a Swedish university is studied as an example of one such program. In specific, the focus in this paper is a professional development course on pedagogical digital competence (PDC) which 18 police teachers working at the program participated in. The course contained both conceptual (know-why) knowledge and practical (know-how) knowledge about teaching and learning in a distance context. Results from a survey, building on the Technological Pedagogical and Content Knowledge (TPACK)-model, taken before and after the course show tendencies that the police teachers had developed their PDC, especially their technological content knowledge (TCK).

Place, publisher, year, edition, pages
IATED, 2017
Series
INTED2017 Proceedings, ISSN 2340-1079
Keywords
police education, police teachers, distance education, pedagogical digital competence
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-30481 (URN)10.21125/inted.2017.1010 (DOI)000413668604043 ()978-84-617-8491-2 (ISBN)
Conference
INTED2017: 11th International Technology, Education and Development Conference, Valencia, Spain, 6-8 March, 2017
Available from: 2017-03-21 Created: 2017-03-21 Last updated: 2017-12-15Bibliographically approved
Lindberg, J. O., Olofsson, A. D. & Fransson, G. (2016). Contrasting views: Student and teacherperceptions on ICT in education. In: ICICTE 2016 Proceedings: . Paper presented at ICICTE 2016, International Conference on Information and Communication Technologies in Education, Rhodes, Greece, 7-9 July, 2016 (pp. 1-10).
Open this publication in new window or tab >>Contrasting views: Student and teacherperceptions on ICT in education
2016 (English)In: ICICTE 2016 Proceedings, 2016, p. 1-10Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish fouryear project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use ofICT, out of school they rely more on their smartphones than they do in school.

National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-30002 (URN)
Conference
ICICTE 2016, International Conference on Information and Communication Technologies in Education, Rhodes, Greece, 7-9 July, 2016
Available from: 2016-09-09 Created: 2017-02-07 Last updated: 2017-02-23Bibliographically approved
Brander, L. & Lindberg, J. O. (2015). Capacity Development For E-Learning – Educational Strategies At Mid Sweden Universities. In: António Moreira Teixeira, András Szűcs and Ildikó Mázár (Ed.), Expanding Learning Scenarios: Opening Out the Educational Landscape. Paper presented at EDEN 2015 Annual Conference (pp. 126-126). Budapest: European Distance and E-Learning Network
Open this publication in new window or tab >>Capacity Development For E-Learning – Educational Strategies At Mid Sweden Universities
2015 (English)In: Expanding Learning Scenarios: Opening Out the Educational Landscape / [ed] António Moreira Teixeira, András Szűcs and Ildikó Mázár, Budapest: European Distance and E-Learning Network , 2015, p. 126-126Conference paper, Poster (with or without abstract) (Refereed)
Place, publisher, year, edition, pages
Budapest: European Distance and E-Learning Network, 2015
Keywords
Educational strategy, E-learning
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:miun:diva-26557 (URN)978-615-5511-02-8 (ISBN)
Conference
EDEN 2015 Annual Conference
Available from: 2015-12-16 Created: 2015-12-16 Last updated: 2017-10-30Bibliographically approved
Olofsson, A. D., Lindberg, J., Hauge, T. & Fransson, G. (2015). Uptake and use of digital technologies in primary and secondary schools: a thematic review of research. Nordic Journal of Digital Literacy (4), 103-121
Open this publication in new window or tab >>Uptake and use of digital technologies in primary and secondary schools: a thematic review of research
2015 (English)In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, no 4, p. 103-121Article in journal (Refereed) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-14962 (URN)10.18261/issn.1891-943X (DOI)2-s2.0-84946574811 (Scopus ID)
Note

Även publicerad 2011

Available from: 2011-11-29 Created: 2011-11-29 Last updated: 2018-02-20Bibliographically approved
Lindberg, J. O. & Sahlin, S. (2014). A decade later: Twelve teachers' retrospective views on a national programme for teachers' professional development and ICT. In: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 1781-1790). IGI Global
Open this publication in new window or tab >>A decade later: Twelve teachers' retrospective views on a national programme for teachers' professional development and ICT
2014 (English)In: Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, IGI Global, 2014, p. 1781-1790Chapter in book (Refereed)
Abstract [en]

Today, an increased impact of information and communication technologies (ICT) in the society at large has lead teachers to engage in professional development activities related to the use of ICT. Even though this development has been prominent for more than two decades, its long term effects seem complex to determine. This paper is based on interviews with twelve Swedish teachers who participated in a national program for promoting school development and use of ICT in 2000-2001. The program was aligned with the pedagogical approaches set out in the national Swedish curriculum, such as a shift from teaching to learning and giving pupils more responsibility, introducing interdisciplinary approaches to teaching in teams, and a problem based pupils-oriented pedagogy. The analysis of the interviews show that teachers still feel a high degree of appreciation for the program, and that they share a relative agreement of the importance of the program for their teaching with ICT in the last decade. The general intentions of the program to be more concerned with school development and pedagogy rather than technology and ICT seem also to be present today as a long term effect.

Place, publisher, year, edition, pages
IGI Global, 2014
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-32912 (URN)10.4018/978-1-4666-5780-9.ch102 (DOI)2-s2.0-84960312355 (Scopus ID)9781466657809 (ISBN)9781466657816 (ISBN)
Available from: 2018-02-22 Created: 2018-02-22 Last updated: 2018-02-22Bibliographically approved
Jaldemark, J. & Lindberg, J. O. (2014). Designing for mobile learning in higher education. In: Erik Brunnert Walfridsson (Ed.), NGL 2014: Next Generation Learning: Conference Summary. Paper presented at NGL 2014: Next Generation Learning (pp. 22-26). Falun, Sweden: Dalarna University
Open this publication in new window or tab >>Designing for mobile learning in higher education
2014 (English)In: NGL 2014: Next Generation Learning: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun, Sweden: Dalarna University , 2014, p. 22-26Conference paper, Published paper (Refereed)
Abstract [en]

Abstract

This paper deals with the problem of designing for participation in mobile learning. Particularly it discusses how such participation could be designed into higher educational settings. As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviors in terms of increasingly emerging mobile communication patterns of students and teachers. Such communicative patterns are increasingly supported by technologies such as smartphones and tablets. Moreover, the number of mobile applications and devices ready to be implemented in educational settings are growing. Since the shift of the new millennium the research field of mobile learning has developed. Results from this field identifies that mobile learning is about learning through communicative actions between people and across different contexts. Personal portable and wireless devices support these communicative actions. The research field has discussed such learning in terms of aspects of physical space, technology, conceptual space, social space, and learning as dispersed over time. However, more research is needed from a Nordic perspective and with a focus on design of educational settings. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. The design of such projects is of strategic value for institutions of higher education that need to be up-to-date with the development within the mobile society. In the paper the design of a development project is used as an example of how such design could be implemented in blended higher education settings. This project secured a wide range of learning about mobile learning in higher education settings by building on research reviews and experiences from teachers that informed their planning, and discussions of trials they performed in their own courses. The project includes trials that were conducted in four different first-cycle programs. These trials included an approach to mobile applications and devices that embraced the deployment of universityowned equipment as well as bring-you-rown-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iteration was included to create loops of different features that could help participants recycle and share their experiences. The embracement of different approaches to technologies as well as the cumulative and iterative features of the design offered the opportunity to go beyond the traditional classroom in higher education settings. 

Place, publisher, year, edition, pages
Falun, Sweden: Dalarna University, 2014
Keywords
Educational design, Higher education, Mobile learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-22291 (URN)978-91-85941-58-2 (ISBN)
Conference
NGL 2014: Next Generation Learning
Projects
MUML: MittUniversitet och Mobilt Lärande
Available from: 2014-06-26 Created: 2014-06-26 Last updated: 2017-02-23Bibliographically approved
Jaldemark, J. & Lindberg, J. O. (2014). Designing for mobile participation in blended higher educational settings. In: Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. (Ed.), Proceedings of the 9th International Conference on Networked Learning 2014: . Paper presented at The ninth international conference on Networked Learning 2014 (pp. 364-367).
Open this publication in new window or tab >>Designing for mobile participation in blended higher educational settings
2014 (English)In: Proceedings of the 9th International Conference on Networked Learning 2014 / [ed] Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C., 2014, p. 364-367Conference paper, Published paper (Refereed)
Abstract [en]

As society is increasingly dependent on mobile technological solutions, higher education needs to be prepared for changing behaviours in terms of increasingly emerging mobile communication patterns of students and teachers. Therefore, projects that explore models of mobile participation in blended higher education settings are needed. This paper concerns the design for participation in mobile learning and in particular how participation could be designed into educational settings. Focus in the paper is the design of a university project aimed at exploring models of participation in blended learning through the use of mobile learning. The project "Mid Sweden University and Mobile Learning (MUML)" is used in the paper as an example of such design. This is argued to be of strategic value for institutions of higher education, the need to be up-to-date with the development within the mobile society. A wide range of learning about mobile learning in higher education settings were built into the project, including conducting research reviews and diverse experiences from teachers. The project included trials that were conducted in four different first-cycle programs, which then informed the planning and conducting of further trials in courses. These trials included approaches to mobile applications and devices that embraced the deployment of university-owned equipment as well as bring-your-own-device scenarios. Cumulative features were included in the design of the project with the purpose of informing the performance of features in later stages of the project. Iterations were included to create loops of different features that could help participants recycle and share their experiences. In this way the project had the intentions to explore different forms of participation.

Keywords
Blended learning, educational design, higher education, mobile learning
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-22292 (URN)978-1-86220-304-4 (ISBN)
Conference
The ninth international conference on Networked Learning 2014
Projects
MUML: MittUniversitetet och Mobilt Lärande
Available from: 2014-06-26 Created: 2014-06-26 Last updated: 2017-02-23Bibliographically approved
Olofsson, A. D., Lindberg, J. O. & Hauge, T. E. (2014). GCP5 Multi-level Evaluations of TEL. In: Frank Fischer, Fridolin Wild, Rosamund Sutherland, Lena Zirn (Ed.), Grand Challenges of Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous (pp. 12-15). London: Springer International Publishing
Open this publication in new window or tab >>GCP5 Multi-level Evaluations of TEL
2014 (English)In: Grand Challenges of Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous / [ed] Frank Fischer, Fridolin Wild, Rosamund Sutherland, Lena Zirn, London: Springer International Publishing , 2014, p. 12-15Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Springer International Publishing, 2014
Series
SpringerBriefs in Education, ISSN 2211-1921
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-20813 (URN)10.1007/978-3-319-01667-2 (DOI)978-3-319-01666-5 (ISBN)
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-02-23Bibliographically approved
Olofsson, A. D. & Lindberg, J. O. (2014). INTRODUCTION: Moving from theory into practice: on the informed design of educational technologies. Technology, Pedagogy and Education, 23(3), 285-291
Open this publication in new window or tab >>INTRODUCTION: Moving from theory into practice: on the informed design of educational technologies
2014 (English)In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 3, p. 285-291Article in journal, Editorial material (Other academic) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:miun:diva-23228 (URN)10.1080/1475939X.2014.945275 (DOI)000341128200001 ()2-s2.0-84905895893 (Scopus ID)
Available from: 2014-10-16 Created: 2014-10-16 Last updated: 2017-09-14Bibliographically approved
Olofsson, A. D., Lindberg, J. O., Jiao, J. & Gu, L. (2013). Editorial. Education Inquiry, 4(4), 595-606
Open this publication in new window or tab >>Editorial
2013 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, p. 595-606Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Umeå: , 2013
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-20845 (URN)10.3402/edui.v4i4.23281 (DOI)
Available from: 2013-12-20 Created: 2013-12-20 Last updated: 2017-12-06
Projects
Graduate school - Digital technologies in education - GRADE [2017-03687_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0941-9364

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