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Mozelius, P., Jaldemark, J., Eriksson Bergström, S. & Sundgren, M. (2019). Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions. In: Vladimir Geroimenko (Ed.), Augmented Reality Games I: (pp. 217-235). Springer
Open this publication in new window or tab >>Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions
2019 (English)In: Augmented Reality Games I / [ed] Vladimir Geroimenko, Springer, 2019, p. 217-235Chapter in book (Refereed)
Abstract [en]

GPS-equipped smartphones have enabled the construction of location-based games. In augmented reality (AR), fantasy worlds are mapped to real-world settings. Two location-based AR games that use historical markers as points of interest are Ingress and Pokémon GO. This chapter describes and discusses how PokéStop statues in Pokémon GO can be used in primary school outdoor sessions. A case study was conducted on how fifth-grade students learned about local history, social sciences and humanities during game sessions. Findings suggest that AR could be an inspiring  extension in educational settings, if activities are aligned to the surroundings and learning objectives and outdoor gaming activities are followed up in more traditional classroom sessions.

Place, publisher, year, edition, pages
Springer, 2019
Series
Augmented Reality Games ; 1
Keywords
augmented reality, location-based games, Pokémon GO, outdoor learning
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-36148 (URN)10.1007/978-3-030-15616-9_14 (DOI)978-3-030-15615-2 (ISBN)
Available from: 2019-05-15 Created: 2019-05-15 Last updated: 2019-06-03Bibliographically 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
Boström, L. & Sundgren, M. (2019). Digital Visualization Compared toTraditional Teaching in Geometry: -about Students' Results and Attitudes. In: : . Paper presented at ECER 2019, Hamburg, 3-6 September, 2019.
Open this publication in new window or tab >>Digital Visualization Compared toTraditional Teaching in Geometry: -about Students' Results and Attitudes
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-37114 (URN)
Conference
ECER 2019, Hamburg, 3-6 September, 2019
Available from: 2019-09-05 Created: 2019-09-05 Last updated: 2019-09-17Bibliographically approved
Sundgren, M. & Mozelius, P. (2018). Active Learning Classrooms to Support Collaborative Group Learning in Higher Education - the Teacher Perspective. In: : . Paper presented at ECER 2018, Bolzano Italy, 4-7 September, 2018. European Educational Research Association
Open this publication in new window or tab >>Active Learning Classrooms to Support Collaborative Group Learning in Higher Education - the Teacher Perspective
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

At the same time as most learning and teaching activities today are technology enhanced to some degree (Watson, 2008; Davies et al, 2017), a majority of classrooms are designed the same way as they were a hundred years ago. Several studies indicate that we have to redesign our classrooms to open up for more flexible learning sessions and to support collaborative learning (Cotner et al., 2013; Bernade, 2017). A promising concept seems to be technology enhanced active learning classrooms where the furnishing is meant to facilitate group based activities (Charles & Whitaker, 2015; Cotner et al., 2013; Vercellotti, 2017). This study is an evaluation of two active learning classrooms equipped with Internet connected computers where students can be divided into groups of up to six students, each group with a separate digital screen and a separate whiteboard.

These classrooms are inspired by the active learning classrooms that have been built at the University of Minnesota and the evaluation of the classrooms was also based on an interview schedule from the same university (see Note 1 in Baepler & Walker, 2014). At the university where this study was conducted blended synchronous learning is frequently used. An educational blend that can be defined as the mix of on-campus and distance students participating synchronously in common learning and teaching activities. Research studies have highlighted the importance of bridging the gap between these two groups and create equivalent learning conditions (Turoff, 2000; Popov, 2009). The aim of the study was to analyse and discuss if and how the technology equipped and group work furnished classrooms might support university teachers’ work with various types of collaborative learning. Traditional classrooms are furnished for traditional lecture-based rostrum teaching, this study explores how classrooms that better supports student centred learning should be designed.  

As theoretical frameworks for the analysis, Gibsons concept of affordances (Gibson, 1979; Hutchby, 2001; John & Sutherland, 2005) and instructional proxemics (McArthur, 2015) was used. The concept of affordances can be defined as ”functional and relational aspects which frame, while not determining, the possibilities for agentic action in relation to an object” (Hutchby, 2001, p. 444), and was useful for discussing how the room, the ICT equipment and, its furnishing affects teaching and learning activities. Instructional proxemics, defined as “[e]ducational space and the use of space in the classroom” (McArthur III, 2008, p. 4) was used to discuss the impact of physical space on student behaviour.

Place, publisher, year, edition, pages
European Educational Research Association, 2018
Keywords
Active Learning, Active Learning Classrooms, ALC, Group based collaborative learning, Technology enhanced learning, Higher education
National Category
Didactics
Identifiers
urn:nbn:se:miun:diva-34352 (URN)
Conference
ECER 2018, Bolzano Italy, 4-7 September, 2018
Available from: 2018-09-08 Created: 2018-09-08 Last updated: 2018-12-12Bibliographically approved
Boström, L., Sjöström, M., Karlsson, H., Sundgren, M., Andersson, M., Olsson, R. & Åhlander, J. (2018). Digital visualisering i skolan: Mittuniversitetets slutrapport från förstudien. Sundsvall: Mittuniversitetet
Open this publication in new window or tab >>Digital visualisering i skolan: Mittuniversitetets slutrapport från förstudien
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2018 (Swedish)Report (Other academic)
Abstract [sv]

Den här studiens syfte har varit tvåfaldigt, nämligen att testa alternativa lärmetoder via ett digitalt läromedel i matematik i en kvasiexperimentell studie samt att tillämpa metoder av användarupplevelser för interaktiva visualiseringar, och därigenom öka kunskapen kring hur upplevd kvalitet beror på använd teknik. Pilotstudien sätter också fokus på flera angelägna områden inom skolutveckling både regionalt och nationellt samt viktiga aspekter när det gäller kopplingen teknik, pedagogik och utvärderingsmetoder inom “den tekniska delen”. Det förra handlar om sjunkande matematikresultat i skolan, praktiknära skolforskning, stärkt digital kompetens, visualisering och lärande samt forskning om visualisering och utvärdering. Den senare svarar på frågor om vilka tekniska lösningar som tidigare använts och med vilket syfte har de skapats samt hur visualiseringar har utvärderats enligt läroböcker och i forskningslitteratur.

 

När det gäller elevernas resultat, en av de stora forskningsfrågorna i studien, så fann vi inga signifikanta skillnader mellan traditionell undervisning och undervisning med visualiseringsläromedlet (3D). Beträffande elevers attityder till matematikmomentet kan konstateras att i kontrollgruppen för årskurs 6 förbättrades attityden signifikans, men inte i klass 8. Gällande flickors och pojkars resultat och attityder kan vi konstatera att flickorna i båda klasserna hade bättre förkunskaper än pojkarna samt att i årskurs 6 var flickorna mer positiva till matematikmomentet än pojkarna i kontrollgruppen. Därutöver kan vi inte skönja några signifikanta skillnader. Andra viktiga rön i studien var att provkonstruktionen inte var optimal samt att tiden för provgenomförande har stor betydelse när på dagen det genomfördes. Andra resultat resultaten i den kvalitativa analysen pekar på positiva attityder och beteenden från eleverna vid arbetet med det visuella läromedlet. Elevernas samarbete och kommunikation förbättrades under lektionerna. Vidare pekade lärarna på att med 3D-läromedlet gavs större möjligheter till att stimulera flera sinnen under lärprocessen. En tydlig slutsats är att 3D-läromedlet är ett viktigt komplement i undervisningen, men kan inte användas helt självt.

 

Vi kan varken sälla oss till de forskare som anser att 3D-visualisering är överlägset som läromedel för elevers resultat eller till de forskare som varnar för dess effekter för elevers kognitiva överbelastning.  Våra resultat ligger mer i linje med de slutsatser Skolforskningsinstitutet (2017) drar, nämligen att undervisning med digitala läromedel i matematik kan ha positiva effekter, men en lika effektiv undervisning kan möjligen designas på andra sätt. Däremot pekar resultaten i vår studie på ett flertal störningsmoment som kan ha påverkat möjliga resultat och behovet av god teknologin och välutvecklade programvaror.

 

I studien har vi analyserat resultaten med hjälp av två övergripande ramverk för integrering av teknikstöd i lärande, SAMR och TPACK. Det förra ramverket bidrog med en taxonomi vid diskussionen av hur väl teknikens möjligheter tagits tillvara av läromedel och i läraktiviteter, det senare för en diskussion om de didaktiska frågeställningarna med fokus på teknikens roll. Båda aspekterna är högaktuella med tanke på den ökande digitaliseringen i skolan.

 

Utifrån tidigare forskning och denna pilotstudie förstår vi att det är viktigt att designa forskningsmetoderna noggrant. En randomisering av grupper vore önskvärt. Prestandamått kan också vara svåra att välja. Tester där personer får utvärdera användbarhet (usability) och användarupplevelse (user experience, UX) baserade på både kvalitativa och kvantitativa metoder blir viktiga för själva användandet av tekniken, men det måste till ytterligare utvärderingar för att koppla tekniken och visualiseringen till kvaliteten i lärandet och undervisningen. Flera metoder behövs således och det blir viktigt med samarbete mellan olika ämnen och discipliner.

Place, publisher, year, edition, pages
Sundsvall: Mittuniversitetet, 2018. p. 60
National Category
Pedagogical Work
Identifiers
urn:nbn:se:miun:diva-35376 (URN)
Available from: 2018-12-31 Created: 2018-12-31 Last updated: 2019-01-07Bibliographically approved
Mozelius, P. & Sundgren, M. (2018). Furnishing for the future - teacher experiences of Active Learning Classrooms. In: L. Gómez Chova, A. López Martínez and I. Candel Torres (Ed.), INTED 2018 PROCEEDINGS: . Paper presented at INTED 2018, 12th International Technology, Education and Development Conference, Valencia, Spain. 5-7 March, 2018 (pp. 3115-3123). Valencia: IATED, 12
Open this publication in new window or tab >>Furnishing for the future - teacher experiences of Active Learning Classrooms
2018 (English)In: INTED 2018 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Valencia: IATED , 2018, Vol. 12, p. 3115-3123Conference paper, Published paper (Refereed)
Abstract [en]

Despite the rapid technological development most classrooms looks the same as they did one hundred years ago. In the 21st century education has become technology enhanced and blended in various ways. In blended synchronous learning on-campus students participate in the same teaching and learning sessions as distance students with the idea of active and collaborative learning. The aim of this study is to evaluate and discuss how active learning classrooms best should be designed and equipped to support blended synchronous learning.

The overall research strategy has been a case study approach with two active learning classrooms as the cases. Nine teachers with experiences from the two active learning classrooms have been interviewed. Questions were based on a question scheme constructed at the Office of information technology at the University of Minnesota. Answers to the semi-structured interviews have been thematically analysed with the qualitative data analysis tool Atlas.ti.

Results from the analysis show that furnishing is a crucial issue and that there are several reasons to carefully consider how active learning classrooms should be designed and equipped. Teachers had different ideas on how the classrooms should better be furnished to support active group learning, but they were in general surprisingly satisfied with the technology and the technical support. Except for minor hardware problems in the inception phase the reported technical problems have mainly been software based. Some informants had not been able to always book the classrooms and recommended further investment in the construction of more active learning spaces. 

Place, publisher, year, edition, pages
Valencia: IATED, 2018
Series
INTED Proceedings, ISSN 2340-1079 ; 12
Keywords
Active learning classrooms, ALC, Blended synchronous learning, Technology enhanced learning, Technology acceptance model, Higher education
National Category
Learning
Identifiers
urn:nbn:se:miun:diva-33227 (URN)10.21125/inted.2018 (DOI)000447408803026 ()978-84-697-9480-7 (ISBN)
Conference
INTED 2018, 12th International Technology, Education and Development Conference, Valencia, Spain. 5-7 March, 2018
Projects
HEEL
Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-12-04Bibliographically approved
Sundgren, M. (2017). Blurring Time And Place In Higher Education With Bring Your Own Device Applications: A Literature Review. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 22(6), 3081-3119
Open this publication in new window or tab >>Blurring Time And Place In Higher Education With Bring Your Own Device Applications: A Literature Review
2017 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, no 6, p. 3081-3119Article in journal (Refereed) Published
Abstract [en]

The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009–2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students. 

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Bring Your Own Device, BYOD, higher education, mobile learning, place, review, time
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-29849 (URN)10.1007/s10639-017-9576-3 (DOI)000416853900023 ()2-s2.0-85010716494 (Scopus ID)
Note

First Online: 24 January 2017

Available from: 2017-01-12 Created: 2017-01-12 Last updated: 2018-03-26Bibliographically 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
Sundgren, M. & Jaldemark, J. (2016). Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education. In: Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA. (Ed.), : . Paper presented at 10th International Conference on Networked Learning 2016, Lancaster, 9-11 may 2016 (pp. 332-335).
Open this publication in new window or tab >>Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education
2016 (English)In: / [ed] Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA., 2016, p. 332-335Conference paper, Published paper (Refereed)
Keywords
BYOD, Higher Education, Mobile Learning, Review
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-29183 (URN)978-1-86220-324-2 (ISBN)
Conference
10th International Conference on Networked Learning 2016, Lancaster, 9-11 may 2016
Projects
Higher Education and E-Learning
Available from: 2016-11-02 Created: 2016-11-02 Last updated: 2016-12-12Bibliographically approved
Jaldemark, J., Fredriksson, G., Sundgren, M. & Jonsson, J.-E. (2014). Slutrapport MUML – MittUniversitetet och Mobilt Lärande: En försöksverksamhet. Härnösand: Mittuniversitetet
Open this publication in new window or tab >>Slutrapport MUML – MittUniversitetet och Mobilt Lärande: En försöksverksamhet
2014 (Swedish)Report (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Härnösand: Mittuniversitetet, 2014. p. 24
Keywords
e-lärande, högre utbildning, mobilt lärande, Utbildningsstrategiprojekt, utvecklingsprojekt
National Category
Pedagogy
Identifiers
urn:nbn:se:miun:diva-23279 (URN)
Projects
MUML - MittUniversitetet och Mobilt Lärande: En försöksverksamhet
Available from: 2014-10-23 Created: 2014-10-23 Last updated: 2015-01-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0020-4137

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