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  • 1.
    Englund, Claire
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Price, Linda
    Centre for Higher Education Research and Practice (CHERP), Kingston University, Kingston-upon-Thames, London, UK.
    Teaching with technology in higher education: understanding conceptual change and development in practice2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 1, 73-87 p.Article in journal (Refereed)
    Abstract [en]

    Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

  • 2.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå Universitet.
    Hauge, Trond Eiliv
    Universitetet i Olso .
    Förväntningar och realiteter: Om digitala teknologier i spänningsfältet mellan formulerings- och realiseringsarenor2012In: Små skritt eller store sprang?: Om digitala tillstander i skolen / [ed] Trond Eiliv Hauge och Andreas Lund, Oslo: Cappelen Damm AS, 2012, 274-293 p.Chapter in book (Refereed)
  • 3.
    From, Jörgen
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Holmgren, Carina
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Tolkning och bildning. Eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara: Paper presenterat vid symposiet Begreppet ut/bildningsvetenskap ett försök att fånga det gemensamma i pedagogik, lärande, pedagogiskt arbete mm. Stockholm, 041021-22.2004Conference paper (Other academic)
  • 4.
    Grankvist, Olov
    et al.
    Department of Obstetrics and Gynecology, Sunderby Hospital, Norrbotten County Council, Luleå , Sweden.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Isaksson, Rose-Marie
    Department of Research, Norrbotten County Council, Luleå , Sweden & Division of Nursing, Department of Medical and Health Sciences, Linko¨ping University, Sweden.
    Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.2014In: Patient Education and Counseling, ISSN 0738-3991, E-ISSN 1873-5134, Vol. 96, no 1, 50-54 p.Article in journal (Refereed)
    Abstract [en]

    Objective The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW.

    Methods Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants’ experiences and to understand social interactions.

    Results Five themes revealed in the medical students’ experiences: “Hoping that anxiety will be replaced with security,” “Meeting as equals creates a sense of calm,” “Succeeding creates a sense of security for the future,” “Wanting but not having the opportunity to learn more,” and “Feeling relieved and grateful.” One theme revealed in the GTW experiences: “Hoping to relate in a trustworthy way.”

    Conclusion To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students’ basic medical examination techniques and physician–patient relationships.

    Practice implications Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students.

  • 5.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Att förstå hur man deltar via redskap i en lärgemenskap2005In: Att förstå lärgemenskaper och mötesplatser på nätet, Lund: Studentlitteratur , 2005, 109-147 p.Chapter in book (Refereed)
    Abstract [sv]

    Syftet med detta kapitel är att fördjupa förståelsen av ett deltagande via redskap i utbildningsrelaterade nätbaserade lärgemenskaper. För att kunna sammanfläta redskap med deltagande, och samtidigt lyfta fram hur innebörden av deltagandet kan tillskrivas ett teoretiskt perspektiv, problematiserar vi behavioristisk, kognitiv och sociokulturell teoribildning. De nämnda perspektiven utgör en tolkningsram för en generell analys och diskussion av användningen av redskap vid deltagande i utbildningsrelaterade nätbaserade lärgemenskaper. I kapitlet illustreras deltagandet via redskapen med hjälp av chatt, e-post och videokonferens. En diskussion förs kring konsekvenserna av att deltaga i en utbildningsplattform där flera redskap ingår. Skillnader mellan perspektiven tydliggörs för deltagandet.

  • 6.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Learning through others as learning for myself2004In: Paper presented at The Challange of integrating ICT in teacher education. The need for dialogue, change and innovation. A scandinavian/Asian Pacific conference, June 2-4  2004, Jönköping: Högskolan i Jönköping , 2004Conference paper (Refereed)
    Abstract [en]

    This paper is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The paper contains some early results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. Preliminary findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.

  • 7.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Sharing the distance or a distance shared: Social and individual aspects of participation in ICT-supported distance-based teacher education2005In: ICT in teacher education: Challenging prospects, Jönköping: Jönköping University Press , 2005, 142-160 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter is about ICT and participation. Our aim is to initiate a discussion about student participation in a web-based learning environment. The chapter contains some results of a philosophical hermeneutical study of a distance-based teacher education in which ICT is used for sharing materials and teaching. Data was collected by interviewing 19 students, who had been using ICT in their teacher education for more than two years. As a framework for understanding, interpretations about student participation were made based on an explicit description of three different perspectives of learning � social constructivist, social constructionist, and sociocultural - and the divergent assumptions these perspectives could be claimed to hold. The findings indicate that students participate in distance-based teacher education in such a way that their participation is not part of a social, but rather, an individual process of learning. The findings also suggest that there is a need to be more explicit about expectations inherent in the use of ICT as a learning environment, and that the current design of such environments for collaboration and learning are challenging.

  • 8.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.Umeå universitet, pedagogiska institutionen.
    Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery2009Collection (editor) (Other academic)
    Abstract [en]

    In today’s society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices.

    Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery features innovative applications and solutions useful for teachers in developing knowledge and skills for the integration of technology into everyday teaching practices. This defining collection of field research discusses how technology itself can serve as an important resource in terms of providing arenas for professional development.

  • 9.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå Universitet.
    Sustaining a professional dimension in the use of educational technology in European higher educational pracitices2012In: Educational Technology, ISSN 0013-1962, Vol. 52, no 2, 34-38 p.Article in journal (Other academic)
  • 10.
    Lindberg, J Ola
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Fransson, Göran
    University of Gävle, Sweden.
    Contrasting views: Student and teacherperceptions on ICT in education2016In: ICICTE 2016 Proceedings, 2016, 1-10 p.Conference 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.

  • 11.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet.
    Stödberg, Ulf
    Pedagogiska institutionen, Umeå universitet.
    Signs for learning to perform in a digital environment2010In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, no 7, 996-1011 p.Article in journal (Refereed)
    Abstract [en]

    This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

  • 12.
    Lindberg, J.O.
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet.
    Distancing Democracy: Organising on-line teacher training to promote community values2006In: UCFV Research Review, ISSN 1715-9849, Vol. 1, no 1Article in journal (Refereed)
  • 13.
    Lindberg, J.O.
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet.
    Individual and flexible: Working conditions in the practice of Swedish distance-based teacher education2006In: International Education Journal, ISSN 1443-1475, E-ISSN 2202-493X, Vol. 7, no 5, 699-708 p.Article in journal (Refereed)
    Abstract [en]

    This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.

  • 14.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    Conditioned content: Democratic aspects on learning in netbased education2006Conference paper (Other academic)
  • 15.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Design for learning to perform in a digital environment: Paper presented at the conference Designs for learning. First international conference 2008 - defining the field, 3-4 march 2008, Stoockholm, Sweden.2008Conference paper (Refereed)
  • 16.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet. Pedagogiska institutionen.
    Education one by one - for the benefit of all? ICT and the end of democracy as we know it.2004Conference paper (Other academic)
  • 17.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    Edukation: Ett möjligt studieobjekt?2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, 52-64 p.Article in journal (Refereed)
  • 18.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    E-OLC in a context of the Other: Face, trace and cyberspace2008In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, no 2, 188-198 p.Article in journal (Refereed)
    Abstract [en]

    This paper starts with an investigation of the concept of community, various meanings and understandings that may be related to its use, and how community as a concept has been reconceptualised when being transferred from an offline to an online context. It continues by considering an understanding of 'Educational Online Learning Communities (E-OLC) in its context' as a question of being-together. Finally, it provides a discussion inspired by the thoughts of Emanuel Levinas, concluding that E-OLCs are conditioned in the unconditioned responsibility of being-for-the-other and that education and teaching, both on- and offline, becomes a question of taking the Other as the necessary condition for knowing oneself, and the responsibility for the Other becomes the first imperative as ethics becomes the first philosophy.

  • 19.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    On teachers' knowing in practice - towards phronesis as embodied moral.: Paper presented at the Umeå University and the University of Wisconsin Madison Scholar Exchange Seminar, april 5-8, Madison, US2004Conference paper (Other academic)
  • 20.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    Phronesis - on teachers' knowing in practice: Towards teaching as embodied moral. Paper presented at the University of Umeå and the University of Wisconsin Madison Scholar Excange Seminar. May 24-27 2004, Umeå, Sweden.2004Conference paper (Other academic)
  • 21.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå universitet.
    Telling them apart - participation in teacher education through the use of ICT.: The 5th International Conference on Information Communication Technologies in Education ICICTE, Samos, Greece, 20042004Conference paper (Other academic)
  • 22.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education. Pedagogiska institutionen, Umeå universitet .
    Olofsson, Anders D.
    Pedagogiska institutionen, Umeå universitet .
    Training Teachers Through Technology: A case study of a distance-based teacher training programme2005Doctoral thesis, monograph (Other scientific)
  • 23.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Discussions in Online Learning Community Forums - Do They Facilitate Teachers Professional Development?2010In: Research Review, ISSN 1715-9849, Vol. 3, no 2, 54-68 p.Article in journal (Refereed)
    Abstract [en]

    Do memberships in online learning communities (OLCs) provide teachers with possibilities to continuously develop, reflect upon, and deepen their understanding of the teacher profession? In this article an informal Swedish OLC, called lektion.se, is examined and some findings from an ongoing larger project aimed at understanding teachers’ use of lektion.se for their professional development are presented. More specifically, the purpose in this article is to investigate if and how discussions in the forums on lektion.se facilitate teachers’ professional development. Lektion.se as a potential OLC for shared teacher professional development is discussed at the end of the article.

  • 24.
    Olofsson, Anders D.
    et al.
    Umeå universitet.
    Håkansson Lindqvist, Marcia
    Umeå universitet.
    Lindberg, J. Ola
    Umeå universitet.
    From, J.
    Umeå universitet.
    Stödberg, U.
    Umeå universitet.
    Holmgren, T.
    Umeå universitet.
    Pedagogical digital competence for police teachers in relation to distance-based police education2017In: INTED2017 Proceedings, IATED , 2017, 4219-4227 p.Conference 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).

  • 25.
    Olofsson, Anders D.
    et al.
    Umeå Universitet, Pedagogiska Institutionen.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    An Ethical Perspective on ICT in the Context of the Other2008In: Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues, IGI Global, 2008, 498-513 p.Chapter in book (Other academic)
  • 26.
    Olofsson, Anders D.
    et al.
    Umeå universitet.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Assumptions about participation in teacher education through the use of ICT.2005In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 22, no 3, 154-161 p.Article in journal (Refereed)
    Abstract [en]

    The paper is based on early results from two studies, both of which involved a group of teacher-trainees, with one interview and one questionnaire. – The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart. Originality/value – Helps in understanding how ICT, and its use, can have different effects on different groups.

  • 27.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Can OLC in TPD be TEL2010In: Proceedings of The First Nordic Symposium on Technology-Enhanced Learning (TEL), Växjö, 2010, 59-61 p.Conference paper (Refereed)
  • 28.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J. OlaMid Sweden University, Faculty of Human Sciences, Institution of education.
    Informed design of educational technologies in higher education: Enhanced learning and teaching2012Collection (editor) (Other academic)
  • 29.
    Olofsson, Anders D.
    et al.
    Umeå Univ, S-90187 Umeå, Sweden.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    INTRODUCTION: Moving from theory into practice: on the informed design of educational technologies2014In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 3, 285-291 p.Article in journal (Other academic)
  • 30.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Preface2012In: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Olofsson, A.D. & Lindberg, J.O., Hearshy, PA, USA: IGI Global, 2012Chapter in book (Refereed)
  • 31.
    Olofsson, Anders D.
    et al.
    Department of Education, Umeå University, Umeå.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hauge, T. E.
    Department of Education, Umeå University, Umeå.
    Blogs and the design of reflective peer-to-peer technology-enhanced learning and formative assessment2011In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 28, no 3, 183-194 p.Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used. Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design. Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning. Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning. Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices. © Emerald Group Publishing Limited.

  • 32.
    Olofsson, Anders D.
    et al.
    Umeå University.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Hauge, Trond Eiliv
    University of Olso.
    GCP5 Multi-level Evaluations of TEL2014In: 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, 12-15 p.Chapter in book (Refereed)
  • 33.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Hauge, Trond-Eiliv
    Department of teacher education and school development, University of Oslo.
    Assessment through the use of blogs - could it facilitate peer-to-peer learning in online higher education2010In: Readings in Technology and Education: Proceedings of ICICTE 2010, 2010, 245-255 p.Conference paper (Refereed)
  • 34.
    Olofsson, Anders D.
    et al.
    Department of Education, Umeå University.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jiao, Jianli
    South China Normal University, Guangzhou, China.
    Gu, Limin
    Department of Education, Umeå University.
    Editorial2013In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 4, no 4, 595-606 p.Article in journal (Other academic)
  • 35.
    Olofsson, Anders D.
    et al.
    Department of Education, Umeå University.
    Lindberg, J OlaMid Sweden University, Faculty of Human Sciences, Department of Education.Jiao, JianliSouth China Normal University, Guangzhou, China.Gu, LiminDepartment of Education, Umeå University.
    Education Inquiry2013Collection (editor) (Refereed)
  • 36.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Stödberg, Ulf
    Pedagogiska institutionen, Umeå universitet.
    E-assessment through shared videomedia and blogging online2010In: International conference on designs for learning - towards a new conceptualization of learning, Stockholm, 17-19 March, 2010, 2010Conference paper (Refereed)
  • 37.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Stödberg, Ulf
    Pedagogiska institutionen, Umeå universitet.
    Shared video media and blogging online - educational technologies for enhancing formative e-assessment?2011In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 28, no 1, 41-55 p.Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to provide an understanding of students' meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own, and their co-students' performances, presented online through shared video media. Design/methodology/approach: The research relies on qualitative data to provide an analysis of students' use of the educational technology tool called VoiceThread©. These data were provided by collecting Swedish higher education students' postings and comments in relation to two video clips published in VoiceThread. The formal learning sequence model by Selander together with theories on communication and reflection were used in the analysis. Findings: The data and the analysis show that shared video media and blogging embrace a potential to facilitate communication and reflection among online higher education students. In addition, the design of the course seems to strengthen the use of formative e-assessment. Research limitations/implications: The research reported on in this paper should, preferably, be followed by additional research on educational technology, social software and e-assessment; informed design of practices of formative e-assessment; and the role of formative e-assessment in the facilitating and enhancement of the students' learning and meaning-making processes. Practical implications: This paper provides researched-based ideas of ways in which teachers in online higher education can design their courses, if they want to cultivate the students' communicative and reflective skills. Originality/value: This paper provides an important insight into the use of shared video media and blogging in online higher education, especially, the way it can be designed for within a formative e-assessment course approach.

  • 38.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Enhancing phronesis - Bridging Communities Through Technology (reprint)2007In: Online and Distance Education Learning: Concepts, Methodologies, Tools, and Applications (6 volumes) / [ed] L.A.Tomei, Hearshey, PA, USA: Information Science Reference, 2007Chapter in book (Refereed)
  • 39.
    Olofsson, Anders D.
    et al.
    Pedagogiska insitutionen, Umeå universitet.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Enhancing phronesis: Bridging Communities through Technology2006In: Enhancing learning through technology / [ed] O Murchu, D., & Korsgaard Sorensen, E., London: Information Science Publishing, 2006Chapter in book (Refereed)
  • 40.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lärares professionella utveckling på nätet2011In: Mer om nätbaserad utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur , 2011, 195-214 p.Chapter in book (Refereed)
    Abstract [sv]

    Innehåll:

    KAPITEL 11 Lärares professionella utveckling på nätet 195    Anders D Olofsson och J Ola Lindberg     Nätbaserade lärgemenskaper 196    Sex olika nätbaserade lärgemenskaper 198    The Inquiry Learning Forum 199    Transformation Teachers Programme 200    Florida Online Reading Professional Development 201    Lektionse 202    MirandaNet Fellowship 203    Pedanet – skolnätverk 204    Gemensamma teman 205    Möjligheter till förändring 210    Sammanfattning 211    Webbstöd 212    Litteratur 213

  • 41.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    On the Issue of TPD (Teachers’ Professional Development) in an OLC (Online Learning Community) as TEL (Technology Enhanced Learning)2011In: US-China Education Review, ISSN 1548-6613, Vol. 8, no 12Article in journal (Refereed)
  • 42.
    Olofsson, Anders D.
    et al.
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Hauge, T.
    University of Oslo.
    Fransson, G.
    Högskolan i Gävle.
    Uptake and use of digital technologies in primary and secondary schools: a thematic review of research2011In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 6, no 4, 208-226 p.Article in journal (Refereed)
  • 43.
    Olofsson, Anders D.
    et al.
    Umeå universitet. Pedagogiska institutionen.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    ACCESS DENIED. Participation in an Educational OLC: Paper presented at Netlearning 2006, 8-10/5 2006, Ronneby, Sweden2006Conference paper (Other academic)
  • 44.
    Olofsson, Anders D.
    et al.
    Umeå universitet. Pedagogiska institutionen.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    OLC in the context of the Other: Paper presented at the Learnit international seminar OLC in context, 30/10-1/11 2006, Gothenburg, Sweden2006Conference paper (Other academic)
  • 45.
    Olofsson, Anders D.
    et al.
    Umeå universitet.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Pedagogik, tolkning och förståelse: en metodologisk reflektion kring studieobjektet edukation.2005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 2, 99-118 p.Article in journal (Refereed)
    Abstract [en]

    In this article we argue for an approach to educational research based on philosophical hermeneutics. In this approach an understanding of educational issues could be based on interpretations of empirical data related to theory. Our argument is that various aspects of the educational system can be understood if a distance is enabled between a pre-specified theoretical frame and empirical data. Conceptualised as a field the interpretational frame suggested in this article illuminates different aspects related to educational theory, and thereby interpretations of that which is near and taken for granted are made both explicit and possible.

  • 46.
    Olofsson, Anders D.
    et al.
    Umeå universitet. Pedagogiska institutionen.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Review of "Global perspectives on E-learning. Rhetoric and reality."2008In: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 4, no 1Article in journal (Refereed)
  • 47.
    Olofsson, Anders D.
    et al.
    Umeå universitet. Pedagogiska institutionen.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    The Learning Community An Understanding of Web-based Education?: Paper presented at the Unison Conference Crossborder NetWorking and Learning. Vaasa, Finland, 20050518-192005Conference paper (Other academic)
  • 48.
    Olofsson, Anders D.
    et al.
    Umeå University, Department of Education, Umeå.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    "Whatever Happened to the Social Dimension?": Aspects of Learning in a Distance-based Teacher Training Programme2006In: Education and Information Technologies, ISSN 1360-2357, Vol. 11, no 1, 7-20 p.Article in journal (Refereed)
    Abstract [en]

    In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning environment. Educational research today often stresses the importance of a social dimension in learning and education and computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing them together in their learning.

  • 49.
    Pettersson, Fanny L. M.
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Pedagogiska institutionen.
    Ljungberg, Christina
    Umeå universitet, Institutionen för kirurgisk och perioperativ vetenskap.
    Educating students in a Swedish regionalized medical program through the use of digital technologies2011In: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, Rhodes, Greece: ICICTE 2011 , 2011, 282-293 p.Conference paper (Refereed)
    Abstract [en]

    In 2011, the first regionalized medical program (RMP) started in Sweden. Digital technologies are used for educational and administrational purposes. This paper explores medical teachers and administrators understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP. A survey was distributed to teachers and administrators. Early findings indicate that the use of digital technologies began at a small scale, but there is potential for increased development. It is concluded that although teachers and administrators have a limited experience of distance education, the faculty has been able to create a feeling of being prepared.

  • 50.
    Pettersson, Fanny L. M.
    et al.
    Umeå universitet, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Pedagogiska institutionen.
    Ljungberg, Christina
    Umeå universitet, Institutionen för kirurgisk och perioperativ vetenskap.
    Medical education through the use of digital technologies: The implementation of a Swedish regionalized medical program2013In: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, no 3, 16-30 p.Article in journal (Refereed)
    Abstract [en]

    In 2011, the first regionalized medical program (RMP) started in Sweden. The Swedish RMP means that students are distributed in groups while doing their five clinical clerkship semesters. To enable the medical students' theoretical studies when being regionalized, digital technologies are used for educational and administrational purposes. This paper explores medical teachers' and administrators' understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP supported by digital technologies. A survey was distributed to teachers and administrators before the first regionalized semester was conducted. Findings indicate that the use of digital technologies began at a small scale, but that there is potential for increased development. It is concluded that although teachers and administrators have limited experience of distance education, the faculty has been able to create a feeling of being prepared.

12 1 - 50 of 53
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