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  • 1.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Online supervision: a theory of supervisors' strategic communicative influence on student dissertations2014Ingår i: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 67, nr 1, s. 19-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Online supervision mainly focuses on written communication and electronic drafts, while offline supervision comprises physical and social clues, verbal communication, and drafts of texts. This article focuses on supervisors' written online communication about drafts of undergraduate student dissertations. Theoretically, these utterances form part of the communicative exchanges performed in the practice of supervision. This means that supervision is an emergent phenomenon that relates to its past, current, and future states. The setting was a dissertation course within a bachelor programme in behavioural science. The data consists of 423 utterances from four supervisors. The utterances were analysed and categorised, and the results show different qualities and degrees of identifications in the supervisors' communicated utterances. The study shows that the quality of supervisors' utterances embraces the difference between the application of comments, points of view, instructions, and questions. This implicates the importance of supervisors' awareness of the nature and the combination of their utterances if they want to increase the student autonomy when supervising online.

  • 2.
    Augustsson, Gunnar
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Supervisors' utterances in online supervision of first-year students dissertations2012Ingår i: Proceedings of the 8th International Conference on Networked Learning 2012 / [ed] Hodgson V, Jones C, de Laat M, McConnell D, Ryberg T & Sloep P, 2012, s. 136-143Konferensbidrag (Refereegranskat)
    Abstract [en]

    While offline supervision is comprised of physical social clues, verbal communication, and drafts of texts, online supervision mainly focuses on written communication and electronic drafts. Participating in online supervision probably sets other requirements regarding clarity in the utterances of the supervisor. In online student supervision, it helps if supervisors are aware of differences in how their utterances of drafts are interpreted by students. Earlier research of supervision in online education has overlooked these differences in qualities of utterances. A problem that arises out of this omission is a deemphasizing of the quality in the social interplay between students and teachers in online supervision. A study of differences in written utterances of supervisors pays attention to this overlooking.

    As part of a greater research project of online supervision, the current study expands on earlier studies of the practice of online supervision by focusing on written utterances of supervisors and identifying and analysing differences in their comments on drafts of students’ dissertations. To fulfil this purpose online utterances' of supervisors were analysed. Theoretical ideas of communication and online participation were used to interpret the empirical data. Overall we identify four categories of utterances: comments, points of view, instructions, and questions.

    The preliminary results of the research project implicate the importance of awareness among supervisors in online supervision, particularly on the nature of the utterances they make use of when supervising students' academic writing. Such awareness makes it possible for supervisors to strategically emphasise students 'independence'. That could guide students through their writing by applying a balanced mix of comments, point of views, instructions, and questions. Reaching a balance in online supervisions may be very valuable in the process of supervising dissertation work.

    The preliminary results of the research project of online supervision suggest scrutinising how students perceive supervisor's utterances of their drafts. That task will, together with an analysis of how supervisors perceive their own utterances, be examined more closely in further studies. Those studies could focus on how the dialogue between students and supervisors intersects in drafts of student's dissertation.

  • 3.
    Cleveland-Innes, Martha
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Feng, X
    Garner, A.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    McKenzie, G
    Assessing emotional presence in Communities of Inquiry: From the instructors point of view2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    For Garrison, a Community of Inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding. In this study, we add Lehman’s argument that emotions are necessary to create a presence in an online learning environment and suggest that emotional presence supports reflection and knowledge construction. Using the Community of Inquiry theoretical framework and measurement tools as a base, this study measures to the extent to which instructors identify the existence of emotional presence among their students. This identification of emotion may allow instructors to respond according, if and when needed, to deflect or direct emotion in reference to building presence and, ultimately, a community of inquiry.In 2016 pilot testing of a revised CoI measurement tool, written from the instructor ‘s point of view, was tested in faculty development workshops. Following this pilot test, the instrument was used with a total of 287 higher education faculty from Portland, Oregon USA, in Beijing, China, and Sundsval, Sweden. Results indicate a correlation between years of teaching and acknowledgement of emotion but not a separate place for emotional presence in the community of inquiry framework. This is in contrast to studies of online learners where emotional presence emerges as a unique element in a community of inquiry. This paper presentation will review these findings in contrast to other similar studies and facilitate discussion of possible differences in perceptions of emotional presence between instructors and learners.

  • 4.
    Eriksson Bergström, Sofia
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Students’ expressions of learning on the move: Game-based learning and mobile devices in formal outdoor educational settings2017Ingår i: ACM International Conference Proceeding Series / [ed] Fernando Loizides, George Papadopoulos, Nicos Souleles, Association for Computing Machinery (ACM), 2017, s. 1-3, artikel-id a14Konferensbidrag (Refereegranskat)
    Abstract [en]

    The study reported here is part of a project that draws on research from mobile learning, game-based learning and the state-of-the-art view of childhood. These three strands of the wider field of learning meet in this short paper’s intersection of students’ expressions of mobile game-based learning in formal outdoor educational settings. It built on a mobile game-based learning approach that applied a commercial off-the-shelf game included in two teachers’ planning of lessons in mathematics and social science. The study included students’ expressions of learning while playing the game Pokémon Go during an excursion. The students carried spy glasses during the recording of data implying that they were co-producers in the data-collection. The expressions were collected through five focus group interviews, each involving 3-4 students. This data helped to answer the research question: What expressions of applying mobile gamebased learning in formal outdoor educational settings have students aged 11-12 years? The preliminary analysis resulted in categories based on the students’ expressions of various aspects related to the game Pokémon Go, the excursion lesson, using the smartphone, and how they consider learning and teaching at the school. From the preliminary results, the conclusion was that students found the lessons they participated in intriguing. The design of the lessons allowed them to have an open discussion about how learning occurs and to explore different crossdisciplinary themes that they otherwise not might have been able to explore. This conclusion is in line with results from state-of-the-art research within childhood studies. Therefore, the results from the current study suggest that mobile game-based learning in formal outdoor educational settings invited students to be coproducers of the content they were supposed to learn.

  • 5.
    Fransson, Göran
    et al.
    Högskolan i Gävle.
    Hrastinski, Stefan
    Kungliga Tekniska Högskolan.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Lindberg, J. Ola
    Umeå universitet.
    Lundin, Johan
    Göteborgs universitet.
    Olofsson, Anders D.
    Umeå universitet.
    Svensson, Lars
    Högskolan Väst.
    Öberg, Lena-Marie
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors2018Ingår i: ICERI2018 Proceedings, The International Academy of Technology, Education and Development, 2018, s. 769-774Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.

  • 6.
    Heidtmann, Pia
    et al.
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för matematik och ämnesdidaktik.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Diskret matematik på distans2018Ingår i: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, s. 215-219Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I detta kapitel beskrivs en nätbaserad matematikkurs med stödmaterial, såsom datorrättade quiz, diskussionsforum, inspelade föreläsningar och nätbaserade träffar samt nätbaserad examination. Det överordnade målet är att skapa en lärgemenskap. 

  • 7. Hrastinski, Stefan
    et al.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Designing for participation in dynamic settings of online education2007Ingår i: Interaction Design in Pedagogical Practice, 1-2 november 2007, Haninge, Södertörns Högskola, Sverige, Haninge: Södertörns Högskola , 2007Konferensbidrag (Refereegranskat)
  • 8.
    Hrastinski, Stefan
    et al.
    Kungliga Tekniska Högskolan.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    How and why do students of higher education participate in online seminars?2012Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 17, nr 3, s. 253-271Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.

  • 9.
    Hrastinski, Stefan
    et al.
    KTH.
    Olofsson, Anders D.
    Umeå Universitet.
    Arkenback, Charlotte
    Göteborgs universitet.
    Ekström, Sara
    Högskolan i Väst.
    Ericsson, Elin
    Göteborgs universitet.
    Fransson, Göran
    Högskolan i Gävle, Avdelningen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Ryberg, Thomas
    Aalborgs universitet.
    Öberg, Lena-Marie
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Fuentes, Ana
    Högskolan i Väst.
    Gustafsson, Ulrika
    Umeå Universitet.
    Humble, Niklas
    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.
    Sundgren, Marcus
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Utterberg, Marie
    Göteborgs universitet.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019Ingår i: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, nr 2, s. 427-445Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they operates, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

  • 10.
    Håkansson Lindqvist, Marcia
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Professional development as a collaborative endeavour of networked learning in higher educational settings: Dissemination of knowledge among teacher training professionals2018Ingår i: Proceedings of the Eleventh International Conference on Networked Learning 2018 / [ed] Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T, 2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.

  • 11.
    Jaldemark, Jimmy
    Högskolan i Jönköping.
    Aquila: The Magazine for Children Who Enjoy Challenges1998Ingår i: High Ability Studies, ISSN 1359-8139, Vol. 9, nr 1, s. 141-142Artikel, recension (Övrigt vetenskapligt)
  • 12.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Boundless writing: Applying a transactional approach to design of a thesis course in higher education2012Ingår i: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Anders D. Olofsson & Ola J. Lindberg, Hershey, PA: IGI Global, 2012, s. 135-151Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Kapitlet diskuterar hur skrivandet av ett självständigt arbete/uppsats pedagogiskt kan organiseras. i fokus är den roll som nätbaserad handledning har. Utgångspunkten är ett så kallat transaktionellt perspektiv. Ett perspektiv som försöker ta ett vidare grepp på förståelsen av hur människor kommunicerar med varandra. Detta perspektiv utgår från ett holistisk och dynamiskt perspektiv på människan. Därmed undviks dualistiska utgångspunkter och begrepp som interaktion undviks då de avgränsar förståelsen av mänsklig kommunikation. I korthet, kommunikation via nätet förstås som något större än bara det som händer online, både online och fysiska aspekter behövs för att förklara nätbaserad kommunikation.  

    Syftet med kapitlet är att diskutera appliceringen av det transaktionella tänkandet i en uppsatskurs. Ett motiv är att handledningsprocessen utmanas av pedagogiska och tekniska förändringar i det omgivande samhället. Teknikstött deltagande i handledning är ett svar på den utmaningen. I kapitlet beskrivs hur det transaktionella synsättet (inspirerat av bl.a. Bakhtin, Dewey, och Vygotsky) med hjälp av ideer om dialoger och utbildningssammanhang (educational setting) kan  implementeras i en kurs.

    Två designprinciper faller ur det transaktionella synsättet

    - samarbete i grupp

    - öppen och allmänt tillgängligt informationsflöde

    Tillsammans möjliggör designprinciperna och det transaktionella synsättet vad jag skulle vilja kalla för ett gränslöst skrivande.

  • 13.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Changes in the practice of distance education: The entrance of online communities2006Ingår i: Paper presented at the LearnIT-seminar "OLC in Context", October 30 - November 1, 2006., Göteborg: Göteborgs Universitet , 2006Konferensbidrag (Övrigt vetenskapligt)
  • 14.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Changes within the practice of higher education: Participating in educational communication through distance settings2008Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 4, nr 2, s. 173-187Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper is about changes within the practice of higher education. These changes relate to students’ and teachers’ participation in educational communication through distance settings. Here, this communication is analysed and described in terms of different dialogical intersections, which embrace the tools used in educational communication and the locations where students and teachers are physically situated. The Swedish practice of higher education illustrates these changes in participation in educational communication. In short, the number of intersections has increased, and the use of tools and locations has changed over the years. This is visible both in discourse and in the practice of higher education. Finally, this paper questions whether the distinction between distance, face-to-face and online education nowadays is meaningful.

  • 15.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Context and concepts in mobile learning2013Ingår i: Proceedings of the IADIS International Conference Mobile Learning 2013, ML 2013 2013 / [ed] Inmaculada Arnedillo Sanchez & Pedro Isaias, IADIS Press, 2013, s. 230-234Konferensbidrag (Refereegranskat)
    Abstract [en]

    This reflective paper discusses the contextual and situated character of concepts in mobile learning. It aims at challenging current conceptualizations of mobile learning by utilizing ideas from pragmatist and socio-cultural perspectives. This challenge includes a framework that embraces a distinction between interactional and transactional world-views. The paper suggests a dynamic non-dualistic view of mobile learning. This view includes examples of concepts that might be appropriate for conceptualizations of mobile learning. 

  • 16.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Contexts of learning and challenges of mobility: Designing for a blur between formal and informal learning2018Ingår i: Mobile and Ubiquitous Learning: An International Handbook / [ed] S. Yu, M. Ally, & A. Tsinakos, Singapore: Springer, 2018, s. 141-156Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The chapter aims at discussing challenges for design based on a context-dependent and complex understanding of mobile learning. The chapter elaborates on contextual aspects of learning and how these are related to mobility in terms of various issues involving physical space (locations), conceptual space (content), social space (social groups), technology, and learning dispersed over time. From these aspects, mobile learning is emphasised as a complex social process, including learning mediated by personal, wireless, and mobile devices through communication between human beings that participate in multiple contexts. Four challenges are discussed based on this complex understanding of mobile learning. Three of these challenges include the relationship between learning and educational settings. The first challenge relates to learning as a phenomenon occurring in the intersection of various physical locations and social groups. The second concerns the impact that personal, mobile, and wireless Internet-connected technology has on the monopoly of knowledge. The third concerns the boundaries between formal and informal learning. To reach a coherent conceptualisation useful in designing for mobile learning the chapter links these challenges to pragmatist and sociocultural ideas about the relation between human beings and the surrounding context. These three challenges are embraced by a fourth challenge: the conceptualisation of mobile learning and how it relates to concepts and principles for design. To meet these challenges designing for mobile learning benefit from the deployment of concepts built from a transactional worldview. Such worldview suggests the use of intersectional concepts that embrace several conceptual aspects of mobility in designing for learning.

  • 17.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Critical Remarks on Conceptualisations of Online Education2011Ingår i: UFV Research Review, ISSN 1715-9849, Vol. 4, nr 1, s. 12-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper deals with the question of how to conceptualise education performed online. To answer this question data from an online course were interpreted through a theoretical frame consisting of interactional and transactional approaches to human action. Consequences for understanding and conceptualising the environment, technology, and communication in education performed online were unfolded. Conceptualisations building on the concept of learning environment were found to be problematic.

  • 18.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Effektivt lärande via nätet: - Ett maktperspektiv2002Ingår i: Sundsvall42 ADB i verksamhetens tjänst 15-17 oktober 2002, Sundsvall: Tivoli, Evaluate , 2002, s. 145-147Konferensbidrag (Övrigt vetenskapligt)
  • 19.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Ett deltagande för alla?: En kritisk diskussion2005Ingår i: Att förstå lärgemenskaper och mötesplatser på nätet, Lund: Studentlitteratur, 2005, s. 149-172Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Detta kapitel utgår från den skenbara polarisering som finns mellan de som anser att ett deltagande i en utbildning via nätet ger stora möjligheter till utbildning och de som ser stora begränsningar i den allt större andelen nätbaserad utbildning som numera finns till förfogande. Syftet med föreliggande kapitel är att föra en kritisk diskussion om denna polarisering och om skilda förutsättningar medger olika möjligheter och begränsningar för deltagandet i nätbaserad utbildning. Ett deltagande via nätet äger rum i gemenskaper tillsammans med andra deltagare, och deras normer och värderingar formar deltagandet i gemenskapen. Deltagande blir även möjligt och begränsat av andra historiska och sociala förutsättningar såsom deltagarens erfarenhet, kunskap, livssituation, etniska tillhörighet, kön, och socialgrupp. Ett deltagande via nätet blir då en del av deltagarens identitetsutveckling och en formning av deltagarens sätt att tänka. De nämnda förutsättningarna sätter fokus på deltagarens användning av tekniken i ett socialt sammanhang. Användningen av teknik kan i sig själv därför inte sägas vara neutral och fri från värderingar i den meningen att förutsättningarna är lika för alla deltagare i en nätbaserad utbildning. Kapitlet mynnar ut i en diskussion där deltagandet blir diskuterat i termer av makt. En makt som i kapitlet ej beskrivs som ensidigt negativt laddad. Makt är en relation mellan deltagaren och den värld som denne befinner sig i. En relation där deltagaren liksom utbildningsanordnaren båda är delaktiga och kan påverka förutsättningarna för deltagandet i den nätbaserade lärgemenskapen.

  • 20.
    Jaldemark, Jimmy
    Högskolan i Jönköping.
    Frågelådor på Internet: Museernas förlängda arm1998Ingår i: Museum och skola samverkar rapport från en konferens om museer som läromedel i Göteborg 12-14 nov 1997, Stockholm: Skolverket , 1998, s. 39-40Konferensbidrag (Övrigt vetenskapligt)
  • 21.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Mänskliga nätverk och lärande via nätet2003Ingår i: Sundsvall42 ADB i verksamhetens tjänst 14-16 oktober 2003, Sundsvall: Tivoli, Evaluate , 2003, s. 111-112Konferensbidrag (Övrigt vetenskapligt)
  • 22.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Nästa generations lärande: När pedagogiken får utveckla tekniken2016Övrigt (Övrigt vetenskapligt)
  • 23.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Om den lärandes makt över lärandet i nätbaserad utbildning2003Ingår i: Didaktikens mångfald: Artiklar presenterade vid 2002 års Rikskonferens i didaktik vid Högskolan i Gävle, Gävle: Högskolan i Gävle , 2003, s. 144-164Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Artikeln behandlar frågor rörande den vuxne lärandes makt över lärandet i nätbaserad utbildning. Makten agerar här i den lärandes handlingar och visar sig genom användning av och kommunikation med hjälp av datoriserade nätverk samt genom fysisk separation mellan utbildningens aktörer i en officiell utbildningsmiljö. Syftet med artikeln är att utifrån ett maktperspektiv undersöka förutsättningarna för ett kvalitativt djuplärande i nätbaserad utbildning. Utifrån ekonomiskt och kulturellt kapital, etnicitet, kön och socialgrupp uppstår maktproblem för den lärande med avseende på access till och genomförande av nätbaserad utbildning. Den lärande erbjuds en begrän-sad mängd positioner för lärandet med avseende på kontroll, styrning och ägarskap. Dessa problem behöver i större utsträckning behandlas både empiriskt och teoretiskt inom fältet nätbaserad utbildning.

  • 24.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Om lärandets sammanhang och mobilitetens utmaningar2013Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 18, nr 1-2, s. 102-118Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Sedan 1960-talets första steg i utvecklingen av internet har utökade möjligheter för individer att lära sig med stöd av informations- och kommunikationstekniska redskap växt fram. Denna utveckling inbegrep till en början enbart stationärt lokaliserad teknik, men medger numera även en hög grad av mobilitet. Detta har möjliggjort att formellt och informellt lärande i stor utsträckning kan inbegripa aspekter av mobilitet. I artikeln betonades lärandets sammanhang och hur det kan relateras till mobila kontextuella aspekter såsom fysisk lokalisering, innehåll, sociala grupperingar, teknik och tid. Utifrån dessa aspekter definieras mobilt lärande som en komplex social process där kunskapsutveckling medieras via personlig och bärbar teknik genom kommunikation mellan individer som deltar i multipla kontexter och sammanhang. Utifrån denna komplexitet diskuteras sedan fem utmaningar för förståelsen av lärande. Tre av utmaningarna berör lärandets pedagogiska praktik. Den första utmaningen diskuterar lärande som ett fenomen i skärningspunkten mellan olika fysiska lokaliseringar och sociala grupperingar. Den andra handlar om den inverkan personlig, bärbar och trådlös teknik har på befintliga informations- och kunskapsmonopol. Den tredje berör gränsdragningen mellan formellt och informellt lärande. De två sista utmaningarna diskuterar det vetenskapliga studiet av lärande. Den fjärde utmaningen berör därför ansatser och begrepp för att studera lärande. Den femte utmaningen handlar om den disciplinära anknytningen till forskningsfältet mobilt lärande. I artikeln dras slutsatsen att studiet av lärande och mobilitet kan bidra till pedagogikämnets utveckling.

  • 25.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Participation and genres of communication in online settings of higher education2008Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 13, nr 2, s. 129-146Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper focuses on written utterances in online settings of higher education. It concerns the constitution of the initiation, turn taking and the steering of exchanges of utterances; and it describes these patterns in terms of different genres. The study also concerns participation in higher education and, specifically, participation in educational settings where students and teachers rarely meet face-to-face. Their participation is thus dependant on written utterances in online settings. Overall, this paper discusses constitutive aspects of these written utterances. The educational communication between students and teachers embraced both behaviourist and constructivist genres. The distinction between these two genres relates to the functionality of the utterances, the main metaphor for learning and the responsibilities for the communication taken by students and teachers. The emergence of these genres seems to be affected by interplay between the composition of the study-groups, the structure of the task and other aspects of participation through online settings.

  • 26.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap. Pedagogiska institutionen, Umeå universitet.
    Participation in a boundless activity: Computer-mediated communication in Swedish higher education2010Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.

  • 27.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Participation in online learning communities2012Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [en]

    A special issue of International Journal of Web Based Communities published as no. 4 vol. 8 2012

  • 28.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Patterns of participation in online courses2005Ingår i: Proceedings. Interlearn 2005: Multidisciplinary Approaches to Learning, Helsinki: Helsinki University Press , 2005, s. 87-88Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper focuses on participation patterns of written utterances in online courses. Patterns concern how initiation, turn taking and the maintaining of a conversation are constituted in different speech genres. The contextual frame is in general participation in education and specifically participation in online courses. In this context the participants rarely meet face-to-face. Their participation in the online course is thus dependent on utterances written in an online conversation. The purpose of this paper is partly to describe the participation patterns of teachers and participants in online courses as speech genres, and partly to discuss the constitutive and maintaining dynamic aspects of these patterns. The online conversations have been investigated with a frame including conversational analysis and speech genres. The theory of speech genre has been used to put conversations into context. Utterances by participants and teachers are understood as interplay between speakers and the surrounding context. This theory connects speech genres used by the participants in other settings, including content and authority similar to everyday conversations between friends. Conversational analysis, including different conversational sequences in education, contributes to the study by revealing ideas and conditions concerning conversation in formal education. For example the way IRE-sequences, and the following steering of content and structures, contributes to maintaining an asymmetric balance of power.

  • 29.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    Rethinking the conceptualisation of online education2009Ingår i: Readings in Technology and Education: Proceeding of ICICTE 2009 / [ed] Ken Fernstrom, Abbotsford, BC, Canada: University of Fraser Valley Press , 2009, s. 882-896Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper deals with the question of how to conceptualise online education. To answere this question data from an online course were interpreted through a theoretical frame consisting of interactional and transactional approaches to human action. Consequences for understanding and conceptualise the environment, technology, and communication in online education were unfolded. Conceptualisations building on the concept of learning environment were found to be problematic.

  • 30.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Självständigt arbete genom digitala verktyg2018Ingår i: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, s. 197-202Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    I detta kapitel diskuteras hur olika former av dialoger i en kurs i självständigt arbete kan stödjas med digitala verktyg. Här visas hur verktygen länkas ihop med pedagogiska designidéer om grupp och öppenhet i syfte att stärka studenternas lärande om hur forskningsprocesser planeras, genomförs och avrapporteras.

  • 31.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    The relevance of the concept learning environment for understanding online education2008Ingår i: Paper presentede at the Networked Learning, Collaboration and Competence: Evolving issues, May 15-16, 2008, Jönköping: CenIT, Högskolan i Jönköping , 2008Konferensbidrag (Refereegranskat)
  • 32.
    Jaldemark, Jimmy
    Mittuniversitetet, Lärarutbildning, Institutionen för utbildningsvetenskap.
    The ups and downs of learning online2005Ingår i: Recent research developments in learning technologies: m-ICTE2005, the 3rd International Conference on Multimedia and ICTs in Education, Badajoz, Spain: FORMATEX , 2005, s. 1233-1238Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper focuses on the problem - or ups and downs - of online participation in higher education. Models of participation drawn from instructional design (ID) and computer-supported collaborative learning (CSCL) are contrasted with data gathered from thirteen participants and one teacher during a fulltime online course lasting five months. This paper indicates that participation in online courses in higher education is more complex than the views offered within conventional theories of CSCL and ID. Personal conditions, for example, are more important than noticed in these theories. A view of participation as a relationship between the student, the study group and the educational institution is proposed as an alternative model for understanding the ups and downs of learning online.

  • 33.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Theories of participation in online learning communities: An intersectional understanding2012Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 3, s. 375-388Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with the question of how participation in online learning communities can be understood. Starting from the idea that participation in such communities has an intersectional character; it investigates how understanding of this character of participation relates to different rhetoric. Such rhetoric is discussed as being either interactional or transactional. The discussion links the application of rhetoric to both human beings and non-human objects such as content and technologies. The article concludes that application of a dualistic interactional rhetoric is suitable to a narrow conceptualisation and design of participation in online learning communities. However, a non-dualistic transactional rhetoric is suitable if a wider conceptualisation and design of participation in online learning communities is sought. An example from the health-care sector is used to illustrate how the ideas discussed in the article could be applied to designing for participation in online learning communities.

  • 34.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Understanding participation in online learning communities: An editorial introduction2012Ingår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 4, s. 403-407Artikel i tidskrift (Övrigt vetenskapligt)
  • 35.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Universitetskanslerämbetets kvalitetsutvärderingar: Självvärdering Mittuniversitetet Pedagogik Kandidatexamen2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 36.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Universitetskanslerämbetets kvalitetsutvärderingar: Självvärdering Mittuniversitetet Pedagogik Magisterexamen2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 37.
    Jaldemark, Jimmy
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Utbildning på nätet: En historisk exposé2011Ingår i: Mer om nätbaserad utbildning - fördjupning och exempel / [ed] Stefan Hrastinski, Lund: Studentlitteratur, 2011, s. 17-30Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Detta kapitel berör hur deltagandet i nätbaserad utbildning och distansutbildning växt fram. En diskussion förs hur förutsättningarna för deltagandet förändrats i takt med att samhälleliga och tekniska förändringar ägt rum.

  • 38.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Anderson, Karen
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationsteknologi och medier.
    Lindberg, J. Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Persson Slumpi, Thomas
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationsteknologi och medier.
    Sefyrin, Johanna
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationsteknologi och medier.
    Snyder, Kristen
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Sjöström, Mårten
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för informationsteknologi och medier.
    Slutrapport delprojekt 3.5.1 Forskning och forskarskolan i e-lärande2011Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 39.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Augustsson, Gunnar
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Qualitatively different utterances from supervisors about students' papers2012Ingår i: Proceedings of the 8th International Conference on Networked Learning 2012 / [ed] Hodgson V, Jones C, de Laat M, McConnell D, Ryberg T & Sloep P, University of Lancaster, 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to identify and analyze qualitative differences in supervisors’ written utterances over drafts of students’ thesis and to exemplify how students understand such utterances. To fulfill this purpose interviews with students and online utterances of supervisors and students will be analyzed. 

  • 40.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Eriksson Bergström, Sofia
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Applying mobile devices and game-based learning in formal educational settings: Playing Pokémon Go as a tool for learning in a Swedish elementary school2017Ingår i: Recent Trends in the Digitalization of the Nordic K-12 Schools / [ed] Ola Lindberg, Anders D: Olofsson, Umeå, 2017, s. 1-4Konferensbidrag (Refereegranskat)
  • 41.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Eriksson Bergström, Sofia
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Orchestrating learning as an emergent practice in the use of location-based games with mobile devices2019Ingår i: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman and Isa Jahnke, Cham, Switzerland: Springer, 2019, s. 163-180Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This study discusses the inclusion of location-based games and mobile devices in an educational setting that embraces both indoor and outdoor sessions. The study was built on a framework including learning as a social and collaborative phenomenon. Two case units, in terms of a 5th grade Social Science class and a 6th grade Mathematics class, were included in the study. Each case unit embraced an indoor preparing session, an outdoor session including mobile devices and the location-based game Pokémon GO, and an indoor follow-up session. The chapter aims at contributing to the understanding of how students and teachers together, in an emergent practice of orchestrating learning, apply mobile devices and location-based games in their educational setting. From this aim, the following research question unfolds: How could location-based games and mobile devices be applied by students and teachers to orchestrate learning in middle school settings? Data were gathered by semi-structured group interviews and video recordings with 20 students and two teachers. Moreover, documents such as lesson plans were included in the dataset. In the study, it was found that students and teachers participated in a shared and emerging practice of orchestrating learning and teaching. In this practice students and teachers acted as co-designers to orchestrate the application of location-based games and mobile devices in the educational setting. Findings suggest that an orchestration including a combination of a collaborative approach to learning, location-based games and activities that embrace outdoor and indoor sessions has the potential to vitalise and enhance traditional classroom-based education. However, there is not a guarantee that all students will concentrate on the given task, and just as in an ordinary classroom setting, teaching and learning also require careful orchestration. 

  • 42.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Eriksson Bergström, Sofia
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    von Zeipel, Hugo
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för matematik och ämnesdidaktik.
    Westman, Anna-Karin
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för matematik och ämnesdidaktik.
    Wearable technologies as a research tool for studying learning: The application of spy glasses in data collection of children's learning2019Ingår i: Handbook of mobile teaching and learning / [ed] Yu Aimee Zhang, Dean Cristol, Springer, 2019, 2Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter discusses the potential that wearable technologies have for studying and understanding how people learn. In particular, the focus is on how spy glasses can be used as a tool for collecting data from educational situations. The chapter report from two different cases performed by the authors in which spy glasses were used, including considerations made from a methodological point of view. From the first case a conclusion is that spy-glass recording made it possible to closely follow teaching and learning during science labwork and find specific elements not found in video data from ordinary video cameras. The second case reports on valuable information about how the motivation for learning works in young children. Drawing further from these studies, the study elaborate on themes that arise as central to video research: ethics, technology and methodology as well as selection and analysis. The chapter discusses a transformation in how childhood is considered in relation to new technology. Here children are seen as more active and participatory in the shaping of their own childhoods. This can also result in developing new research methods in order to understand and visualise the child’s perspective, and using wearable technologies could certainly be one of these areas. In other words, it is a unique perspective when participants are co-creators of research studies. This implies important future work ahead, developing and applying wearable technologies for education and educational research.

  • 43.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Fredriksson, Gunnel
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Sundgren, Marcus
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Jonsson, Jan-Erik
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för informations- och kommunikationssystem.
    Slutrapport MUML – MittUniversitetet och Mobilt Lärande: En försöksverksamhet2014Rapport (Övrig (populärvetenskap, debatt, mm))
  • 44.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Hrastinski, Stefan
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap. KTH, Stockholm.
    Olofsson, Anders D.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap. Umeå University.
    Öberg, Lena-Maria
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Editorial introduction: Collaborative learning enhanced by mobile technologies2018Ingår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, nr 2, s. 201-206Artikel i tidskrift (Refereegranskat)
  • 45.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Hrastinski, Stefan
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap. Kungliga tekniska högskolan.
    Olofsson, Anders D.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Öberg, Lena-Marie
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Avdelningen för data- och systemvetenskap.
    Collaborative learning enhanced by mobile technologies: New perspectives and opportunities2018Övrigt (Övrigt vetenskapligt)
  • 46.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Håkansson Lindqvist, Marcia
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Professional development with the help of mobile and blended learning: Teachers beliefs about changing higher education practices2017Konferensbidrag (Refereegranskat)
  • 47.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Håkansson Lindqvist, Marcia
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Mozelius, Peter
    Mittuniversitetet, Fakulteten för naturvetenskap, teknik och medier, Institutionen för data- och systemvetenskap.
    Teachers’ beliefs about professional development: Supporting emerging networked practices in higher education2019Ingår i: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, s. 147-164Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    During recent decades society has gone through changes related to social and technological development. These changes have impacted higher education. This has led to emerging networked practices that professionals and the organisations they work within need to respond to. An answer to this challenge to higher education is efforts in professional development. This chapter discusses teachers’ beliefs about such professional development. Particularly, it focuses on how networked practices in higher education are supported and fostered by professional development projects. The study was based at a Swedish university and included the dissemination of beliefs of teachers from three different departments that participated in two development projects. The data materials were collected by using semi-structured interviews from a sample of 19 teachers. The results revealed that professional development concerns beliefs on both individual and collective levels. Within these levels teachers related their professional development to both social and technological networks.

  • 48.
    Jaldemark, Jimmy
    et al.
    Högskolan i Jönköping.
    Ivancic, Valdi
    Högskolan i Jönköping.
    Edison - naturvetenskap och teknik för unga1996Ingår i: Naturvetenskapen i skolan inför 2000-talet: Rapport från det femte nordiska forskarsymposiet om undervisning i naturvetenskap, Kristianstad 18-22 mars 1996, Kristianstad: Fagus , 1996, s. 280-288Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 49.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för utbildningsvetenskap.
    Jakobsson Lund, Anna
    Annorlunda Konsult.
    Utvärdering av Länkskafferiet2011Övrigt (Övrigt vetenskapligt)
  • 50.
    Jaldemark, Jimmy
    et al.
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Lindberg, J. Ola
    Mittuniversitetet, Fakulteten för humanvetenskap, Avdelningen för utbildningsvetenskap.
    Designing for mobile learning in higher education2014Ingår i: NGL 2014: Next Generation Learning: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun, Sweden: Dalarna University , 2014, s. 22-26Konferensbidrag (Refereegranskat)
    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. 

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