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  • 1.
    Ahlin, Karin
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision2017Inngår i: ICERI2017 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Sevilla, Spain: The International Academy of Technology, Education and Development, 2017, Vol. 10, s. 636-643Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Thesis supervision is an important activity in higher education with Bachelor's and Master's theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University.  The research question that the study aims to answer is:  Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment? 

    This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor's thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions.

    Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction.  Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation. 

  • 2.
    Asklund, Helen
    et al.
    Mittuniversitetet.
    Näsström, Linda
    Mittuniversitetet.
    Brander, Laura
    Mittuniversitetet.
    Implementing New Educational Strategies: Synergetic effects from a university overarching project2018Inngår i: Exploring the Micro, Meso and Macro: Navigating between dimensions in the digital learning landscape / [ed] Airina Volungeviciene, András Szűcs, 2018, s. 87-92Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In 2011 Mid Sweden University launched an educational strategy, which focused on creating active learning environments for the students, on increasing and improving the technical support for teaching and learning and on enhancing the teachers’ professional competence (Dnr MIUN 2011/277, 2009/1671). Several educational development projects were initiated. One of these, called Teaching and learning resources, was based on the idea that cooperation and shared experiences between teachers from different faculties and departments in different ways can promote educational development at the university. Our aim is to describe this university overarching project, and to discuss experiences and synergetic effects that have arisen from it. What happens when teachers from various faculties, departments and subjects come together and are assigned to work with educational development? What effects have we noticed and what would be our recommendations for future projects?

    An invitation to participate in the project was sent to all departments of both the Faculty of Human Science and the Faculty of Science, Technology and Media. In the end, seventeen out of twenty departments joined the project with altogether thirty teachers. Each participant focused on one or several subprojects, all with their own purposes and contents, but with the joint intention to develop new educational traits and methods of teaching and learning. The subprojects dealt with issues such as academic writing, constructing a guide for new teachers, and forming teaching and learning fora. These subprojects are useful examples of how teachers can develop teaching methods that can be shared across department and subject boundaries.

    According to our experience, the project has been successful due to several factors concerning strategical enhancement. The project has focused on exchanging knowledge and advancing the learning-teaching engagement, the subprojects were started by enquiring the departments’ needs, and we have wished to engage the management in forming strategies for a continual teaching and learning enhancement. Above all, this project has worked as a means for surfacing and sharing good practices.

    As a result, we would like to stress the importance of interdisciplinary collaboration, since this can give valuable synergy effects within an organization. Firstly, interdisciplinary collaboration is a way of bringing together the different subcultures that are always at work at different levels in a large organization, such as in various departments and within groups of fellow-teachers. When working on forming a university overarching educational/academic culture, it is vital to bring these subcultures together in order to find out what shared values and norms there are to build on in the organization. Secondly, when working with interdisciplinary projects, the risk of tunnel vision thinking and duplication of work is minimized. This kind of collaboration could thus save resources. Thirdly, at a university like ours, where many teachers are struggling with a heavy workload and symptoms of fatigue and burnout, collaboration and shared experiences might work as tools not only for individual empowerment, but also for group empowerment and job satisfaction. Therefore, in order to achieve a creative and supportive environment we need to continue encouraging staff collaboration.

    In sum, the project Teaching and learning resources has contributed, in our experience, to not only individual professional development of the teachers that participated in the project, but also to educational development and enhancement at group and organizational level. The unexpected forms of collaboration and united action across department and faculty borders has given us an understanding of the importance of structured forms of teaching and learning dialogue and fora. Learning on micro and meso level is broadened to macro level. It is surely worth the effort to give teachers time to participate in this type of activity, due to the synergetic effects that are discussed above. Our strong belief is that our university would greatly benefit from continually providing the prerequisites for the kind of cooperative teaching and learning environment of which our project is an example. For that, we need leaders on all levels who prioritize this sort of activity.

  • 3.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    The client company marginally utilises the knowledge of highly skilled temporary staff2016Inngår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 29, nr 5, s. 519-539Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study is based on the presumption that there is often an underuse of temporary staff in client companies (CC) with highly skilled professionals. The study combines theories of the flexible organisation and a sociocultural perspective on learning within the framework of an inter-organisational context. The data are based partly on 17 transcribed, semi-structured interviews with individuals in various types of health care and social services. The data are also based on two semi-structured focus group interviews with managers responsible for hiring social workers, nurses and doctors in two different temporary work agencies (TWA) as well as semi-structured focus group interviews with eight managers from a large health care organisation. The results show that CCs only use a limited amount of the highly skilled personnel’s capacity and exclude preconditions for taking over and absorbing knowledge from temporary workers. This contradicts the idea that staffing allows temps to increase their skills and enhance their employability. In addition, both TWA and the CC pronounce an interest in and readiness for deepening the business relationships between them, but they claim the other is responsible for initiation. The results reflect information not only about temporary workers with higher education but also the new business relationship between TWA and CC in the form of combined skills and workplace validation.

  • 4.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Rasmusson, Maria
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Regular and Temporary Employees in Project Organized Business Pay Different Attention to Preconditions for Learning2018Inngår i: Organizacija, ISSN 1318-5454, E-ISSN 1581-1832, Vol. 51, nr 2, s. 97-111Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Background and purpose: The purpose is to investigate whether regular and temporary staff differ in their per- ceptions of preconditions for learning and if there are some qualitative aspects that can be considered particularly significant in these differences. Design/Methodology/Approach: The approach consists of a case study based on both quantitative and qualitative data collected via an online questionnaire and individual interviews.

    Results: The paper question the understanding of the organization as a singular and more or less cohesive unit. On an organizational level, the project owner who hires staff does not care for competence transfer between regulars and temps, or between different groups of staff. At the individual level, temps are more focused on their specific task compared to regulars. Regulars’ seems to safeguarding a community or an organizational perspective, while temps are looking for their own good.

    Conclusions: There is a risk that one social unit differs, in attention payed to preconditions for learning, from an- other, when an organization use temporary staff. Therefore, the scientific value of this paper is that using temps may result in or be a consequence of a fragmented organization. The findings show no competence transfer in projects with both temps and regulars, and the project owner takes no active responsibility for human resource planning in terms of competence transfer between different groups of staff. The implications underline that long-term efficiency and rationality in an organization does not always have priority over organizational affiliation even with the hiring of expertise. When this happens, it may lead to a fragmented personnel group that is divided in thinkers/organizers and, performers/doers. When this happens, important practical skills fall outside of the organization, which in a metaphor- ical sense means that the hand is separated from the brain. Therefore, organizations with temporary staff need to plan for how to enable competence transfer between temporary and regular staff.

  • 5.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Rasmusson, Maria
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Unstructured skills transfer between regular and temporary staff in project organized business2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This study analyzes regular and temporary staff’s (temps’) perception of opportunities for learning in an inter-organizational project organization. Theoretically, aspects of organizational culture and dimensions of learning are combined. Data consist of a case study with mixed methods in terms of an online survey and individual interviews. The results show that male temps and female regulars are more aware of the learning preconditions than male regulars. On an organizational level, it appears to be misleading to assume that the project owner who hires staff strives for competence transfer between regulars and temps. Similarly, it is misleading to assume that the project owner takes responsibility for transferring competences between different groups of staff. At the individual level, temps tend to be more focused on their specific task compared to regulars.

  • 6.
    Clancy, Gunilla
    et al.
    Chalmers University of Technology.
    Fröling, Morgan
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Svanström, Magdalena
    Chalmers University of Technology.
    Insights from guiding material development towards more sustainable products2013Inngår i: International Journal of Sustainable Design, ISSN 1743-8284, Vol. 2, nr 2, s. 149-166Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Faced with current challenges in society, many companies will need to develop more sustainable products in order to continue operations in the long term. Therefore, ways of identifying important sustainability considerations already in the early stages of material or product development are of importance. The article is based on action research in a material development project. The article provides a description of activities that were performed in the project in order to guide the material development process to enable more sustainable final products, reflections on the lessons learned from this project, and suggestions to similar projects in the form of an overall process based on team learning with the aim of guiding material development towards more sustainable products. The suggested process emphasises the material or product development team's need to understand which surrounding world and future-oriented considerations will have significant impacts on the specific product's sustainability performance.

  • 7.
    Clancy, Gunilla
    et al.
    Chalmers University of Technology.
    Fröling, Morgan
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Svanström, Magdalena
    Chalmers University of Technology.
    Alänge, Sverker
    Chalmers University of Technology.
    Actionable knowledge to develop more sustainable products2013Inngår i: Proceedings of the 6th International Conference on Life Cycle Management, August 25-28, 2013, Göteborg, Sweden., 2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Companies need to develop more sustainable products to fit into more sustainable future markets, and there is need for ways to guide towards and compare sustainability already early in material or product development. How this can be handled has been studied through action research in a material development project aiming to develop wood-based materials to replace petroleum-based materials while ensuring a more sustainable product. A specific focus was put on creating actionable knowledge to facilitate innovation towards more sustainable products by translating and integrating significant product sustainability characteristics into each team member’s specific area of expertise and everyday work. The insights are now used in different other on-going projects in a textile industry setting and in relation to companies’ management systems.

  • 8.
    Hansson, Henrik
    et al.
    Stockholms universitet.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Jungselius, Albert
    Stockholms universitet.
    Boman, William
    Stockholms universitet.
    Chat yourself into the society: The development of an audio-visual online environment for the newly arrived2019Inngår i: INTED2019 Proceedings, Valencia: The International Academy of Technology, Education and Development, 2019, Vol. 13, s. 553-557Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Large groups of refugees have arrived in Sweden during the last years with a peak in 2015 when there were around 1.3 million asylum applications. Many of the newly arrived are still not yet integrated into the Swedish society and language skills is a key factor for a successful inclusion and integration process. There is a need for new digital language learning tools, not least for informal self-learning. The aim of the study is to describe and discuss the development and evaluation of an audio-visual online tool for informal language learning as a complement to formal language training.

    The overall research strategy has been action research with a qualitative investigation where data were gathered in a mix of usability tests, observations and interviews. Main informants were 12 students from three separate courses on Swedish for newly arrived. Since the group of informants constitute an exposed group, personal details have been kept as anonymous as possible.

    Findings indicate that several design concepts were useful and appreciated by the test group, but several users wanted an alternative to the Facebook based login. Gamification seemed to be a promising way to increase motivation, and many participants perceived that a feature with direct translation of messages would be a good way to improve the language learning. Furthermore, there were requests for tool mechanisms to filter conversation partners by gender and by interests.

       

  • 9.
    Hansson, Henrik
    et al.
    Department of Computer and Systems Sciences, Stockholm University.
    Qazi, Hadia
    Department of Computer and Systems Sciences, Stockholm University.
    Sundqvist, Ida
    Department of Computer and Systems Sciences, Stockholm University.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Online Digital Mentorship: How Might a Digital Communication Tool Facilitate Informal Learning and Integration of Newly Arrived in Sweden2017Inngår i: Proceedings of the 16th European Conference on e-Learning - ECEL 2017 / [ed] Anabela Mesquita and Paula Peres, Reading, UK: Academic Conferences and Publishing International Limited, 2017, Vol. 16, s. 178-184Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The arrival of large groups of refugees is one of the great challenges in Europe today. In Sweden around 100 000 new immigrants is expected to arrive from Syria only during 2017 and there are large groups from various countries already staying in Sweden that are not properly integrated. There are no quick and smart solution to solve the inclusion of the large number of new citizens and the idea should rather be a holistic approach combining several initiatives. Lack of language skills is one of the underlying reasons for new arrivals exclusion from the labour market and social networks. Online informal language learning and digital mentorship with two way communication between New Arrivals and established Swedes might be a way to facilitate the inclusion and integration process.   The aim of the study was to examine to which extent a digital communication tool could act as a resource in order to make the integration process more effective for newly arrived immigrants and refugees. Research was carried out as a qualitative cross‐sectional study with data gathered by semi‐ structured interviews. Five educators who are actively working with newly arrived immigrants and refugees were interviewed with use of the Skype tool. A thematic analysis was conducted to find patterns and to create themes and categories that could answer the main research question: How might a digital communication tool be designed to facilitate the integration and inclusion of new arrived refugees in Sweden? The answers could be structured according to two overall themes: “Usable” and “Flexible”. The theme “Usable” consisted of three sub‐themes Ease of Access, Improved language skills and Integrity Facilitation, while the theme “Flexible” was divided into two subcategories Adaptable and Educational content.   The findings confirm that a digital communication tool would support integration of new arrivals by facilitating personal dialogues with established Swedes. The recommendation is to create an online platform that supports language learning and enables multi‐way digital mentorship in a social network with benefits for the established Swedes as well.  

  • 10.
    Hellerstedt, Andreas
    et al.
    Stockholms Universitet.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Game-based learning: a long history2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Several studies on Game-based learning (GBL) start out in the era of Tetris and PacMan and are limited to digital learning games. However, the GBL concept has a long pre-history with board games like Kalaha, Xiangxi, Chess and other forms of game having been used for thousands of years in educational contexts, training strategic and tactical thinking, as well as language skills, mathematics and other subjects. Games and play-based learning were well-known didactic ideas in ancient Greece and during the Roman Empire. The oldest African board games were built more than 5000 years ago.

    The aim of this study is to analyse and discuss ideas on the role of games in education from a historical perspective. A literature study was carried out with a focus on the intellectual history of educational theory, followed by discussions of a number of key texts. Authors have analysed the changing conceptions of play and games in the context of the philosophy of education. 

    Findings indicate that the view of games and game-based learning varies between the studied époques.  However, the idea of complementing theoretic and abstract education with concrete and motivating play seems to have a constant value. A concept that for several reasons can be even more important in contemporary, technology enhanced mass education. 

  • 11.
    Hellman, Annika
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Aesthetic Learning Encounters at the Old Church of Jokmokk2019Inngår i: Relate North: Collaboration in Art, Design and Education / [ed] Timo Jokela and Glen Coutts, Rovaniemi: Lapland University Press, 2019, s. 68-83Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The purpose of the present chapter is to add to the body of knowledge about what aesthetic learning encounters might be and become by investigating local events of learning in a Swedish higher education visual art course. By making visible how aesthetic learning encounters unfold in an educational practice, the aim is to improve understandings of what learning in open-ended and experimental processes might mean for a learner and for visual art education. The research material consists of one student’s portfolio from a visual art course at the teacher training programe. To create a sustainable and ethical visual art education, it seems necessary to collaborate with the students on their learning processes, and being sensitive to the student’s expectations. At the same time, the collectively shared image of thoughtregarding what visual art learning should be and look like needs to be challenged. Doing so allows student subjectivity to expand beyond the academic fields of knowledge, which in turn helps students to access the power of being heard and trusting their own abilities to change and make changes as a collaborate process.

  • 12.
    Humble, Niklas
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Sällvin, Lisa
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationssystem och –teknologi.
    Teacher Challenges And Choice Of Programming Tools For Teaching K-12 Technology And Mathematics2019Inngår i: Education and new developments (END2019) / [ed] Mafalda Carmo, Porto, Portugal: inScience Press, 2019, Vol. 1, s. 431-435Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming in their subjects. On the other hand, the introduction of programming could also open opportunities for programming as a new and improved way of learning and understanding technology and mathematics. For Swedish K-12 teachers this should be rapidly implemented, but without any concrete guidelines for how or for which tools to use. The aim of this study was to explore teachers' perceptions of learning and integrating programming in technology and mathematics, and their preferences of programming tools. 

    The overall research strategy was a case study approach, with two instances of a programming course as the case study units. In both course instances the main choice has been between block programming with Scratch, and textual programming with Python. Data was collected in a combination of submitted essays, programming assignments and workshop observations. Findings from a content analysis of the submitted essays have been compared to workshop observations, and to the analysis of programming assignments. 

    Results suggests that the main challenge in learning and integrating programming is the perceived time trouble. In parallel, many teachers highlight the potential benefits of renewing their teaching and learning sessions with programming-based problem solving. Considering the choice between block programming and textual programming several teachers brings up the idea of combining the two rather than excluding one of them. Furthermore, there seems to be minor differences in the preferences of programming tools between teachers with different subjects and different age groups of students. Finally, the most positive finding is the improved self confidence that many teachers show, when their own ability to manage programming in their classrooms increase after learning the fundamentals of programming.  

  • 13.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Game-Construction Students Experiences of Educational Games: Gaming Outcomes and Learning Outcomes2018Inngår i: International Journal of Information and Communication Technology in Education, ISSN 1805-3726, Vol. 7, nr 2, s. 5-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Game-based learning has been a rapidly expanding field in the 21th century, with research reports praising the motivational effects and learning outcomes of games. At the same time there have been doubts on the learning outcomes of even the most seriously designed learning games. The generation that today enrols for university programmes is in general a gaming generation, and game construction students are often so called hard core gamers. What are the game construction students’ experiences of educational games, and what are their perceived learning outcomes?

    This study is based on student essays on gaming habits and game-based learning outcomes, written by students taking a course on game-based learning. Essays from four course batches have been thematically analysed to answer the two research questions. Findings show that students have a rich experience of various kinds of games, but that they do not make any clear distinction between games developed for educational purposes, and other games. Students also perceive that there are cognitive, behavioural as well as affective learning outcomes from both standard entertainment games, and more serious learning games.

  • 14.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Ahlin, Karin
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Ahmad, Awais
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    A game-based approach for motoric stroke rehabilitation: defining the requirements2019Inngår i: Proceedings of ECGBL 2019 / [ed] Lars Elbaek and Gunvor Majgaard, Reading, UK, 2019, Vol. 13, s. 519-526Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The global phenomenon with an increased percentage of older adults is clearly identified in the Mid Sweden region. With a population that is older than the average, the need for medical care and rehabilitation is also higher. All diseases have their specialised treatments and rehabilitation requirements, and this study has a focus on defining requirements for game-based motoric stroke rehabilitation. The important research question to answer was: How might a game-based approach to motoric stroke rehabilitation support the idea of independent living?

    This study was carried out as a Requirement-Focused Design Science project, with the aim to define requirements for a stroke rehabilitation testbed. Requirements have been outlined with the Design science idea of asking the experts to explain their predictions of what they think will produce the effects. Eight domain experts with different professional roles were interviewed to obtain a multi-stakeholder perspective on technology enhanced and game-based stroke rehabilitation. Patterns and themes in the interview answers created categories in a thematic analysis. Furthermore, the concept was discussed with research colleagues with rich experience of e-health.

    All of the interviewed experts had a surprisingly positive attitude toward the game-based approach, but with the strong recommendation of an individualised rehabilitation schedule. There are large variations in both the rehabilitation needs and the stroke patients’ digital skills. An interesting comment from one of the informants was to involve dancing activities, as a complement to the game-based rehabilitation. Out of the three discussed stroke rehabilitation categories: cognitive, motoric and speech rehabilitation, motoric stroke rehabilitation seems to be the one with the highest potential for a game-based approach to support independent living. The outlined requirements could be an important part in the future implementation of a testbed for stroke rehabilitation

  • 15.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Hernandez, Wilfredo
    Stockholms universitet.
    Sällström, Johan
    Stockholms universitet.
    Hellerstedt, Andreas
    Södertörns högskola.
    Teacher Attitudes Toward Game-based Learning in History Education2017Inngår i: International Journal of Information and Communication Technologies in Education, ISSN 1805-3726, Vol. 5, nr 2, s. 29-50Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Game-based learning (GBL) is an emerging field reaching new contexts.  Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.

    Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers.  Furthermore, teachers have described their own gaming habits and their game design preferences. 

    Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.

  • 16.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Hoff, Camilla
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    The Introduction Of Programming In Compulsory School: A Multi-Stakeholder Perspective2019Inngår i: ICERI2019 Proceedings, Valencia, Spain: IATED , 2019, Vol. 12Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As in many other countries, the Swedish Government have decided to digitalise the school system with programming as an important component. The implementation of programming in the Swedish school system is planned to take place in a short period of time. In the subjects of mathematics and technology, teachers are supposed to use programming as a tool for problem solving in their daily teaching. However, programming is a discipline in which most mathematic and technology teachers in compulsory school lack knowledge and skills. The aim of this study was to identify and discuss opportunities and obstacles for teachers in the process of involving programming as a teaching and learning tool in mathematics. The investigation of opportunities and obstacles was aligned to studies of the plans for school management, and to the plans for the municipality regarding the introduction of programming in K-12 education.

    This study was conducted as a qualitative cross-sectional study conducted during the time period for the introduction of programming in the Swedish schools. To get a snapshot of the current situation data was gathered by semi-structured interviews with three teachers, a school leader and a digitalisation strategist. Informants were selected in a purposive sample, with the idea of interviewing persons with knowledge that could help to meet the research aim.

    Findings shows that several factors affect the introduction of programming in the daily teaching and learning activities. There are external factors such as government decisions, curricula and the municipality's digitalisation strategies, and also school management decisions, functioning technology and infrastructure. Other found factors were teaching tools, teachers’ lack of time, and their need for professional development. Teachers are largely dependent on further professional development as they perceive programming to be an almost entirely new topic.

    Recommendations to facilitate the introduction of programming in compulsory school are:

    1) Allocate time for teachers to study programming and for joint reflection and discussion on programming,

    2) Provide clear information about what teachers are expected to learn in their professional training,

    3) Teacher support on how to cope with the increased amount of programming content in their teaching and finally,

    4) Guidance to find new teaching and learning tools that can help teachers to use programming in a meaningful way in mathematics and technology.

  • 17.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Humble, Niklas
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Lessons learnt from teacher professional development in programming2020Inngår i: Proceeedings of the 14th International Technology, Education and Development Conference / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torre, Valencia, Spain: The International Academy of Technology, Education and Development, 2020, Vol. 14, s. 3903-3908Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As pointed out by Seymour Papert, teaching teachers might be more complex and difficult than otherforms of adult learning. In Sweden, as in many other countries, the introduction of computerprogramming in compulsory education is an ongoing process that involves teacher professionaldevelopment. Results from the first generation of teacher training in fundamental programmingindicates that motivation and high pass rates are not always the case. The aim of the study is toanalyse and discuss success factors and lessons learnt in teacher professional development.This study was conducted with a case study approach, with data collected from various data sources.All the courses where data have been gathered are part of a nation-wide training program formathematics and technology teachers in K-12 education. The data triangulation and themethodological triangulation were built around course evaluations, group discussions with courseparticipants, and a survey directed to the subject matter experts of the teacher training courses. Athematic analysis was filtered through the theoretical assumptions of communities of practise andadult learning.Four interesting main findings are, 1) the relevance of study groups, 2) course participants’appreciations of concrete workshop sessions, 3) teachers’ perception of a two-folded time trouble, and4) teachers’ expectations of reusable takeaways from the course. Finally, the recommendation is tofree more time for teachers to participate in collaborative hands-on activities and collegial reflection.

  • 18.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Sundgren, Marcus
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Furnishing for the future - teacher experiences of Active Learning Classrooms2018Inngår i: INTED 2018 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2018, Vol. 12, s. 3115-3123Konferansepaper (Fagfellevurdert)
    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. 

  • 19.
    Mozelius, Peter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Ulfenborg, Malin
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Persson, Nicklas
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Teacher Attitudes Towards The Integration Of Programming In Middle School Mathematics2019Inngår i: INTED 2019 Proceedings, Valencia: The International Academy of Technology, Education and Development, 2019, s. 701-706Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Involving computer programming in primary school is an urgent issue in many countries, and in Sweden this should be done during 2018. In Mathematics this will a rapid and mandatory process for teachers that often lack programming proficiency. There are several studies conducted on the student impact of programming and the potential learning outcomes. Less has been published on the teacher attitudes and the teacher perspective of programming in primary school. The aim of this study was to explore and discuss teacher attitudes towards the introduction of programming in middle school.

    The study was carried out as a qualitative cross-sectional study with the idea of capturing the attitudes and beliefs amongst middle school teachers during the second half of the 2018 spring semester. Eight Mathematic teachers were selected for semi-structured interviews that were carried out by distance with rich media communication tools. Audio-recorded answers were analysed and divided into five predefined categories in a deductive thematic analysis. Interviewees have been kept as anonymous as possible through the process, and they all participated on a voluntary basis with the option to quit the interviews immediately at any moment.

    A main finding was that the majority of teachers are positive about the introduction of programming in middle school mathematics, although some challenges and shortcomings were identified. Furthermore, the interviewed teachers’ beliefs are that computer programming could have a positive impact on students’ mathematic skills through improved their problem-solving ability and improved their logical thinking. Some teachers also brought up the idea of programming as a way of creating energy and motivation in middle school mathematics. However, the fast introduction of programming will probably create stress on teachers without earlier programming experience. Teachers’ recommendation for facilitating and coping with stress is to provide courses in fundamental programming as soon as possible.

  • 20.
    Partanen, Petri
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för samhällsvetenskap.
    Educational Assessment as a Learning Process2011Inngår i: With a Different Glance: Dynamic Assessment of Functioning of Children Oriented at Development & Inclusive Learning / [ed] Jo Lebeer, Adelinda Candeias & Luísa Grácio, Garant, 2011, s. 147-151Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Partanen, Petri
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för psykologi och socialt arbete.
    Hälsa för lärande - lärande för hälsa2019Rapport (Annet vitenskapelig)
    Abstract [sv]

    Forskning visar entydigt att det finns ett starkt dubbelriktat samband mellan studieresultat och hälsa. Goda resultat leder till bättre hälsa samti-digt som god hälsa ger bättre förutsättningar att nå kunskapsmålen. Vad innebär detta samband mellan hälsa och lärande för undervisningen, för en förskolas eller skolas samlade hälsofrämjande och förebyggande arbete, för utformande av lärmiljöer, för rektorns roll i ledarskapet och för personal som möter barn och unga i vardagen? Vilka frisk- eller skyddsfaktorer kan förskolan och skolan främja och hur kan förekomsten av olika riskfaktorer minskas genom förebyggande arbete?

    Syftet med Hälsa för lärande – lärande för hälsa är att inspirera till diskussion och egen fördjupning kring hur hälsa och välbefinnande kan främjas och hur problem och svårigheter kan förebyggas av alla som arbetar i skola och förskola.

  • 22.
    Reberg, Mikael
    Mittuniversitetet. The University Library and Learning Resource Centre.
    Rum för lärande, rum för ordning2016Inngår i: Tidskriften bis, ISSN 0345-1135, nr 2, s. 22-24Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 23.
    Reberg, Mikael
    Mittuniversitetet.
    The E-campus-project – the transformation of a student administrative tool into a personal learning environment2016Inngår i: Re-imagining Learning Environments: Proceedings of the European Distance and E-Learning Network 2016 Annual Conference / [ed] Moreira, A., Szűcs, T. A. & Mázár, I., 2016, s. 726-730Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The web technologies of the present time together with the diverse plethora of digital applications for mobile technologies offer unique opportunities to design mobile and flexible Personal Learning Environments (PLE). Even though the concept of PLE doesn’t have a widely established single definition, the common factor seems to be the potential for offering new ways of using digital technology for student-centred learning, and are typically described as a collection of different applications, usually web based and collaborative (“social”), which aims at foster self-regulated and collaborative learning. A PLE should offer the learners possibilities to

    • Learn with other people
    • Control their learning resources
    • Manage the activities they participate in
    • Integrate their learning

    In 2010, Mid Sweden University decided on an educational strategy for the coming years 2011 –2017, in which e-learning was established as one of two main areas for strategic development. E-learning should be a part of the educational activities carried out on campus as well as a part of the courses given on distance. An important part within the framework of the strategy was that Mid Sweden University should have a presence on the Internet that could be understood as a “digital campus” or an “e-campus”.

    The “e-campus-project” started in 2013 with the ambition to build an e-campus for students. This digital environment would be organized around the existing student administrative tool “The Student Portal”. Together with a new personalised interface the portal would be developed towards potential integration with other learning resources and learning support services located on the university websites, including the university library services, as well as the learning management system Moodle and GoogleApps licensed to the university. Functions for personalised schedules, possibilities to access transcripts of learning achievements and functions for course registration as well as resources for booking rooms for group work should be easily accessible. Students should have the possibility to easily communicate with each other and with their teachers via group or programme sites and messaging systems.

    Also, based on the increasing adoption of smartphones and iPads, the demand for mobile access to this new environment was obvious. The new environment should therefore have a responsive interface.

    In conclusion, the possibilities to transform the existing environment into a PLE is present and vital.

    The poster presentation aims at further the discussion on the concept of PLEs and the different solutions for digital learning environments among universities by presenting the key elements of the personalised and responsive interface in this still ongoing project. The poster gives an overview of what functionality is present in the digital environment and what possibilities exist in the coming steps of the continued development.

  • 24.
    Reinikainen, Lasse
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för samhällsvetenskap. Umeå universitet.
    Zetterström Dahlqvist, Heléne
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för hälsovetenskap.
    Curating an exhibition in a university setting.: An autoethnographic study of an autoethnographic work2016Inngår i: Academic autoethnographies: Inside teaching in higher education / [ed] Pillay, D., Naicker, I. and Pithouse-Morgan, K., Rotterdam: Sense Publishers, 2016, s. 69-84Kapittel i bok, del av antologi (Fagfellevurdert)
  • 25.
    Skytt, Torbjörn
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Nors Nielsen, Sören
    Aalborg University, Copenhagen.
    Grönlund, Erik
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Fröling, Morgan
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Involvement of Advanced Level Students Using Ecological Modelling in Research About Regional Sustainability2016Inngår i: Engaging Stakeholders in Education for Sustainable Development at University Level / [ed] Walter Leal Filho and Luciana Brandli, Springer, 2016, 1, s. 145-162Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The purpose of this paper is to present a pilot educational project where ecological modelling has been used to integrate advanced level students into the research about regional sustainability. Addressing regional sustainability with an ecological systems model based on carbon and energy balances is a way to understand the basics of sustainability integrating detail and holistic views. Such model has been developed in a case study on the Danish island Samsø, and currently a similar model is now being developed for the Jämtland county. Even though Jämtland, located in mid Sweden, is a sparsely populated area with large forests, a lot of hydro power, and only one major city, it is still not obvious how to reach long term sustainability. For educational purposes ecological models are excellent tools, since complex interactions can be studied, analysed and discussed in a structured way. It can be expected future sustainable society development presupposes integration between research and education, thus building a long term strategy for the possibilities to change negative cultural patters of whatever kind these might be. To strengthen the authorisation of the education for sustainability, clarification of the university’s integrative role in society may well be used, to give students self-confidence for continuous development within the field.

  • 26.
    Stenmark, Petter
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för kvalitets- och maskinteknik.
    Olsson Lindberg, Marianne
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för matematik och ämnesdidaktik.
    Barthelson, Mats
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för ekoteknik och hållbart byggande.
    Flodén, Liselott
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för matematik och ämnesdidaktik.
    Ständiga förbättringar i högre utbildning: En modell för systematisk kursutveckling2018Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Utmaningarna för lärare i högre utbildning att fullgöra sitt pedagogiska uppdrag har uppmärksammats och debatterats i olika sammanhang den senaste tiden (e.g. SvD, 2018-01-21; DN, 2017-09-27). Enligt Högskoleverket (2009) har skillnaderna i förkunskaper bland studenter ökat och studentgrupperna blivit större. Brommesson et al. (2016) menar att den förändrade studentpopulationen innebär en utmaning för den enskilde läraren i konkreta undervisningssituationer. Därtill förändras samhällets kompetensbehov över tid och teknisk utveckling ger möjligheter att bedriva undervisning under andra former än tidigare. Kurser och utbildningar behöver därför utvecklas över tid, för att fortsätta vara aktuella och anpassade efter de behov och förutsättningar som finns. Vid utveckling av kurser och utbildningar krävs både pedagogiska idéer och en fungerande struktur som gör denna utveckling möjlig, där idéerna tas tillvara för att senare omsättas i praktiken. Det har vid ett pedagogiskt utvecklingsprojekt vid mittuniversitetet uppmärksammats några problem med nuvarande stöd:  Resurser och information finns inte på ett ställe  Kunskapsutbyte är begränsat  Det finns inget systematiskt stöd Syfte med detta bidrag är att presentera, diskutera, och få feedback på, en modell för systematisk kursutveckling över tid, för att bemöta ovanstående problem. En modell för ständiga förbättringar presenteras, där pedagogisk utveckling och kursadministration samverkar för att på ett systematiskt sätt tillvarata idéer och lärdomar, och underlätta kunskapsutbyte. Visuellt består modellen av ett administrativt och ett pedagogiskt kurshjul som tillsammans ska täcka upp allt som behövs för att planera, genomföra och utveckla en kurs - från deadlines för administrativa moment till idéer om undervisningsformer och utvärdering. Idén är att man enkelt ska kunna klicka sig fram på en webbsida, till allt som är aktuellt/intressant i det stadie kursen befinner sig - planering, genomförande eller utvärdering och utveckling. Vi kommer att argumentera för att en fungerande kursutveckling underlättas av visuellt stöd och en tydlig arbetsgång. Målgrupp för den här presentationen är i huvudsak undervisande lärare som vill hitta vägar för att mer systematiskt arbeta med kursutveckling.

  • 27.
    Sundberg, Leif
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationssystem och –teknologi.
    Teaching Fundamental Concepts of Industrial Engineering and Management by Using Examples from the Video Game Industry2019Inngår i: 2019 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), IEEE, 2019, s. 911-915, artikkel-id 8978916Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper presents experiences from using examples from the video game industry to teach fundamental concepts and theories of Industrial Engineering and Management. The video game console Dreamcast, which was released by SEGA in Japan in 1998, and discontinued in 2001, was used as a case to let engineering students analyze the trajectory of the console. A framework based on First Principles of Instruction was used to analyze the learning situation. The material consists of students’ assignment and evaluations, and the responsible teacher’s reflections. Students generally appreciated the opportunity to apply skills to explain a real-world problem. Pre-knowledge of the context was different between male and female students, which needs to be taken into consideration in future variants of the course. Teacher’s reflections summarized advantages in using an example from a differentiated market that many students are familiar with and that has a history related to engineering and economics. Disadvantages included formal limitations in course duration and evaluation, but also lack of peer-reviewed material, and the reputation of video-games asjust being “toys”.

  • 28.
    Österholm, Magnus
    Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
    What aspects of quality do students focus on when evaluating oral and written mathematical presentations?2011Inngår i: Mathematics: Traditions and [New] Practices. Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011 / [ed] J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton, Adelaide, Australia: AAMT and MERGA , 2011, s. 590-598Konferansepaper (Fagfellevurdert)
    Abstract [en]

    University students' evaluations of mathematical presentations are examined in this paper, which reports on part of a pilot study about different types of presentations, regarding different topics, formats (oral or written), and discourses (process- or object-oriented). In this paper focus is on different formats; oral lectures and written texts. Students’ written comments about what is good or bad about given presentations are analysed in order to examine what students focus on when evaluating the quality of presentations. In addition, evaluations given about written and oral presentations are compared in order to examine if/how format affects students’ evaluations regarding quality.

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