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  • 1.
    Barthelson, Mats
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Ecotechnology and Sustainable Building Engineering.
    Myringer, Brittmarie
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Experiences on blended learning as an approach in higher education2013In: EDEN 2013 Annual Conference. The joy of learning. Enhancing learning experience. Improving learning quality., 2013, 99- p.Conference paper (Refereed)
  • 2.
    Brander, Laura
    et al.
    Mid Sweden University.
    Lindberg, J OLa
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Capacity Development For E-Learning – Educational Strategies At Mid Sweden Universities2015In: Expanding Learning Scenarios: Opening Out the Educational Landscape / [ed] António Moreira Teixeira, András Szűcs and Ildikó Mázár, Budapest: European Distance and E-Learning Network , 2015, 126-126 p.Conference paper (Refereed)
  • 3.
    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)
  • 4.
    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)
  • 5.
    Gu, Limin
    et al.
    Pedagogiska institutionen, Umeå Universitet.
    Jiao, Jianli
    South China Normal University.
    Wang, Xiaodong
    South China Normal University.
    Jia, Yimin
    South China Normal University.
    Qin, Dan
    Tangshan Teachers College.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Case Studies on the Use of Technology in TPD (Teacher Professional Development)2012In: US-China Education Review, ISSN 1548-6613, Vol. 2, no 3, 278-290 p.Article in journal (Refereed)
    Abstract [en]

    In this paper, the progress of a three-year cooperative project investigating the current state of TPD (teacher professional development) in Sweden and China in the area of TPD and ICT (information and communication technologies) is summarized. A brief introduction to the field of TPD is given, and thereafter, ICT is related to what in the project is referred to as TETPD (Technology Enhanced Teacher Professional Development). Thereafter, the project as such is given a short presentation, followed by findings regarding policies and initiatives related to TETPD in Sweden and China for investigating the current state of TETPD in each country respectively. The framework for investigating TETPD is presented, and four Chinese and four Swedish cases are compared to some facets showing differences in models for TETPD in the two countries.

  • 6.
    Gu, Limin
    et al.
    Umeå universitet, pedagogiska institutionen.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    IMPLEMENTING ICT IN EDUCATION: MORE THAN BUILDING THE INFRASTRUCTURE?2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, 2009, 44-55 p.Conference paper (Refereed)
  • 7. Gu, Limin
    et al.
    Lindberg, Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Technology Enhanced Teacher Professional Development in Sweden — policies,literature and recent initiatives2009In: Distance Education Journal, ISSN 1672-0008, no 4Article in journal (Refereed)
    Abstract [en]

    Information communication technology (ICT) has been bringing increasingly greater changes in education such as educational system, policies, programs, curricula, resources, teaching methods, and other aspects related to education, among which teacher education is one important area. "Technology Enhanced Teacher Professional Development (TETPD) in Sweden and China" is a three years’ research project funded by The Swedish Research Links. The purpose of the project is to study TETPD in Sweden and China, aiming at exploring status quo of TETPD in both countries, especially teachers′ attitudes, experiences, and understanding of technology-enhanced learning and teaching, and identifying TETPD models and the common factors that contribute to successful TETPD. This paper is based on the findings from the first stage of the project by Swedish researchers, which focuses on policies, literature and recent initiatives on TETPD in Sweden.

     

  • 8.
    Hrastinski, Stefan
    et al.
    KTH.
    Keller, Christina
    Högskolan i Jönköping.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Olsson, Ulf
    Stockholms universitet.
    Saalman, Elisabeth
    Chalmers Tekniska Högskola.
    Mer om nätbaserad utbildning: presentation av en bok2012In: NU2012, Gränslöst lärande, Proceedings, 2012, 122-123 p.Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Anderson, Karen
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Persson Slumpi, Thomas
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Sefyrin, Johanna
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Snyder, Kristen
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sjöström, Mårten
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Slutrapport delprojekt 3.5.1 Forskning och forskarskolan i e-lärande2011Other (Other (popular science, discussion, etc.))
  • 10.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Designing for mobile learning in higher education2014In: NGL 2014: Next Generation Learning: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun, Sweden: Dalarna University , 2014, 22-26 p.Conference paper (Refereed)
    Abstract [en]

    Abstract

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

  • 11.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Designing for mobile participation in blended higher educational settings2014In: Proceedings of the 9th International Conference on Networked Learning 2014 / [ed] Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C., 2014, 364-367 p.Conference paper (Refereed)
    Abstract [en]

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

  • 12.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindberg, J. Ola
    Enhancing supervision of undergraduate students dissertations through the use of educational technology2010In: Readings in Technology and Education: Proceedings of ICICTE 2010 / [ed] Ken Fernstrom, Fraser Valley: University of Fraser Valley Press , 2010, 146-156 p.Conference paper (Refereed)
  • 13.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lindberg, J. Ola
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Technology-mediated supervision of undergraduate students’ dissertations2013In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 38, no 9, 1382-1392 p.Article in journal (Refereed)
    Abstract [en]

    In Sweden, technology-mediated participation has increased in tertiary education, which has led to changing conditions for its delivery. However, one part has proven more resistant to change, technology-mediated or not: the supervision ofstudents’ undergraduate dissertation work. This article presents a study that analyses technological applications to mediate supervision of students’ undergraduate dissertation work. It is shown that students in general find such mediated participation helpful for supervision, both one-to-one and collaboratively. Mediation by technologies and collaborative forms for the supervision of students’ undergraduate dissertation are, therefore, suggested as productive ways to enhance students’ learning.

  • 14.
    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.
    Ser du tekniken?: Om synsätt på teknik i nätbaserad utbildning2003In: Didaktikens mångfald: Artiklar presenterade vid 2002 års Rikskonferens i didaktik vid Högskolan i Gävle, Gävle: Högskolan i Gävle , 2003, 164-174 p.Chapter in book (Other academic)
    Abstract [sv]

    I dagens utbildningssystem befinner sig de nätbaserade utbildningarna på stark frammarsch. I och med etablerandet av Nätuniversitetet, men även i och med utbredningen av distansbaserade friskolor, upplever vi att det finns behov av att klargöra de pedagogiska antaganden som undervisning vilar på i de miljöerna. Eftersom de flesta av dem dessutom använder sig av någon form av teknik för att genomföra undervisningen behöver även den syn på teknik som dominerar inom nätbaserad utbildning synliggöras. I denna studie har vi undersökt möjligheten att tydliggöra synen på teknik och underliggande teknikfilosofiska aspekter av nätbaserad utbildning. Vi har använt oss av en textanalyserande metod, där empiriskt material utgörs av artiklar ur tidskriften �Educational Technology�. Baserat på ett urval av artiklar publicerade under åren 2000-2001, har vi identifierat synen på teknik inom nätbaserad utbildning med utgångspunkt i en modell för hur teknik manifesteras i form av aktivitet, kunskap, objekt samt vilja. Vi har dessutom försökt klargöra hur de sätt att vara med teknik som finns representerat i artikelmaterialet går att ses. De sätt för teknik att manifestera sig och de sätt att vara med teknik ligger sedan till grund för en diskussion kring de synsätt på teknik som är dominerande inom nätbaserad utbildning, samt hur dessa synsätt kan tänkas påverka det sätt på vilket teknik används för undervisning inom nätbaserad utbildning.

  • 15.
    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.

  • 16.
    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.

  • 17.
    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.

  • 18.
    Jiao, Jianli
    et al.
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Wang, Xiaodong
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Dan, Qin
    Department of Physics, Tangshan Teachers College .
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Tianhe Blogisphere and Lektion.se - a comparison of two online learning communities potential for teachers professional development2010In: 17th International conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 19.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    KNOWING ABOUT ICT IN EDUCATION : REDEFINING DIGITAL COMPETENCE FOR TEACHERS?2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, Fraser Valley: University of the Fraser Valley Press , 2009, 268-277 p.Conference paper (Refereed)
  • 20.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Preface2009In: Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery / [ed] J Ola Lindberg & Anders D Olofsson, Hershey, PA: Information Science Reference, 2009, xvii-xxv p.Chapter in book (Other academic)
  • 21.
    Lindberg, J Ola
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Teachers professional development and ICT: A comparison of four Swedish cases2011In: UFV Research Review, ISSN 1715-9849, Vol. 4, no 1Article in journal (Refereed)
  • 22.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Umeå universitet, pedagogiska institutionen.
    ICT and Teacher Professional Development: Four Swedish Cases and the Theoretical Framework2009In: Distance Education Journal, ISSN 1672-0008, no 3, 24-27 p.Article in journal (Refereed)
    Abstract [en]

    In this paper,the background,theoretical framework and design of the Swedish part of an international comparative study of Technology Enhanced Teacher Professional Development(TETPD)are presented.The focus of the paper is on Teacher Professional Development(TPD)in areas of ICT and education in which ICT is considered as a technology that could enhance the practice of teaching and learning.The further aim of the paper is to provide a framework for a multiple case study in Sweden in two dimensions.The first dimension concerns ownership and management including both top-down governmental programs and bottom-up participant driven initiatives.The Second dimension concerns methods or modes in which both traditional face-to-face programs and programs run in virtual environments as online communities are included.Through the use of the framework,four different cases that are described as programs in which ICT is used in and for TPD are selected.The four cases are presented and related to the different perspectives on models and programs for TPD,and the new perspective on TPD suggested by Villegas-Reimers. The significance and prospect of the programs in terms of enhancing the use of ICT for teaching and learning are then discussed.

  • 23.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Umeå universitet, pedagogiska institutionen.
    TECHNOLOGY ENHANCED TEACHER PROFESSIONAL DEVELOPMENT: FOUR CASES IN SWEDEN FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND THE USE OF ICT2009In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Ken Fernstrom, Fraser Valley: University of the Fraser Valley Press , 2009, 35-43 p.Conference paper (Refereed)
  • 24.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    The case of Lektion.se, a Swedish Online Learning Community for Teachers Professional Development?2010In: 17th International Conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 25.
    Lindberg, J. Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Using blogs to enhance a dialogical approach to learning in higher education2011In: Education and Technology: Innovation and Research. / [ed] Ken Fernstrom, Fraser Valley: University of Fraser Valley , 2011, 11-23 p.Conference paper (Refereed)
    Abstract [en]

    This paper focuses on how the use of blogs can be seen to enhance a dialogicalapproach to learning in a higher education setting. Blogs have been in use ineducational settings for several years (see, for example, Williams & Jacobs,2004). Sixty-three students participated in the practice of writing blogs open forall students to read as assignments in which students were also expected to writecomments in the blogs of other students. The blogs were analysed through atransactional approach to dialogue using the ICE (Ideas, Connections, andExtension) model of Fostaty Young and Wilson, (2000) and Fostaty Young(2005) as a way of assessing students learning. The preliminary analysis indicatesthat students initially primarily express ideas in their comments, towards anincreased use of connections. This is discussed in the paper as an indication thatthe use of blogs support and enhance a dialogical approach to learning, eventhough their use seems to differ between different assignments and study groups.

  • 26.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Jiao, Jianli
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Gu, Limin
    Pedagogiska institutionen, Umeå universitet.
    Wang, Xiaodong
    Future Education Research Center, School Of Information Technology In Education, South China Normal University .
    Dan, Qin
    Department of Physics, Tangshan Teachers College .
    Technology Enhanced Teacher Professional Development (TETPD) - a comparative multiple-case study on teacher professional development models in Sweden and China.2010In: 17th International Conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010, 2010Conference paper (Refereed)
  • 27.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Lind, Per
    Luleå Tekniska Universitet.
    Nyberg, Marie
    Utbildningsradion.
    Lindgren, Göran
    Högskolan i Gävle.
    SNH – Samverkan för nätbaserad högskoleutbildning utvecklar Verktyg för lärande i samverkan2012In: NU2012 Gränslöst lärande, Proceedings, 2012, 206- p.Conference paper (Refereed)
  • 28.
    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.

  • 29.
    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)
  • 30.
    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.

  • 31.
    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.

  • 32.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A decade later: Twelve Teachers´retrospective views on a national programme for teachers´ professional development and ICT.2012In: International Journal of Cyber Ethics in Education, ISSN 2155-8903, Vol. 2, no 1, 25-34 p.Article in journal (Refereed)
    Abstract [en]

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

  • 33.
    Lindberg, J. Ola
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Bridging school-subjects and distances in upper secondary schools2011In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 28, no 3, 144-153 p.Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high - authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. © Emerald Group Publishing Limited.

  • 34.
    Lindberg, J Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Enhancing the European dimension in upper secondary schools - using ICT to bridge school-subjects and distances.2010In: Readings in Technology and Education: Proceedings of ICICTE 2010, 2010, 38-48 p.Conference paper (Refereed)
  • 35.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    A decade later - twelve teachers´retrospective views on a natinal programme for teachers´professional development2011In: ICICTE, 7-9 july 2011, Rhodes, Greece, 2011Conference paper (Refereed)
  • 36.
    Lindberg, J.O.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    On university-school partnerships as arenas for teachers´professional development2011In: European Conference on Educational Research, 13-16 september, 2011, Berlin, Germany, 2011Conference paper (Refereed)
  • 37.
    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)
  • 38.
    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.

  • 39.
    Lindberg, Ola
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Gu, Limin
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    TETPD in Sweden2008Conference paper (Other academic)
    Abstract [en]

    Information communication technology (ICT) has been bringing increasingly greater changes in education such as educational system, policies, programs, curricula, resources, teaching methods, and other aspects related to education, among which teacher education is one important area. “Technology Enhanced Teacher Professional Development (TETPD) in Sweden and China” is a three years’ research project funded by The Swedish Research Links. The purpose of the project is to study TETPD in Sweden and China, aiming at exploring status quo of TETPD in both countries, especially teachers´ attitudes, experiences, and understanding of technology-enhanced learning and teaching, and identifying TETPD models and the common factors that contribute to successful TETPD. This paper is based on the findings from the first stage of the project by Swedish researchers, which focuses on policies and status quo of teacher education and TETPD in Sweden. A preliminary comparative study based on the findings from Sweden and China will be carried out collaboratively by researchers from Sweden and China at the next stage.

  • 40.
    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)
  • 41.
    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)
  • 42.
    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)
  • 43.
    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)
  • 44.
    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.

  • 45.
    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)
  • 46.
    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)
  • 47.
    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)
  • 48.
    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)
  • 49.
    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).

  • 50.
    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)
12 1 - 50 of 78
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