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  • 51.
    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, p. 364-367Conference 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.

  • 52.
    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, p. 146-156Conference paper (Refereed)
  • 53.
    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, p. 1382-1392Article 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.

  • 54.
    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, p. 164-174Chapter 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.

  • 55.
    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, p. 109-147Chapter 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.

  • 56.
    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.

  • 57.
    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, p. 142-160Chapter 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.

  • 58.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Randevåg, Lena
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers defining mobile learning: Conceptualisations emerging in a development project2016In: Proceedings of the 10th International Conference on Networked Learning 2016 / [ed] Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA, 2016, p. 341-344Conference paper (Refereed)
    Abstract [en]

    From a historical perspective, new information and communication technologies have rapidly been introduced in the development of higher educational settings. Such introductions have led to new ways of bridging the boundaries of time and space. In recent decades, this development has conveyed that mobile devices and social media have found their way into the teaching practices of higher education settings. However, before being implemented in the ordinary activity of teaching practices of higher education, these applications are often embraced in development projects that aim to raise the quality of higher education. One particular problem that arises in such projects is how teachers understand and conceptualise the areas of focus of the projects. One issue in projects that emphasises the introduction of mobile learning in higher education relates to how teachers define and conceptualise mobile learning. This short paper emphasises aspects of this problem. It aims to discuss and analyse emerging conceptualisations and definitions of mobile learning in higher education teaching practices. The study deals with the research question: What emerging conceptualisations and definitions of mobile learning in the teaching practices of higher education appear among teachers who participate in a development project? The project is currently in the first stage, including preliminary results from the analysis of empirical data from interviews and from observations of online teaching within six courses in a Swedish higher education institution. The interviews comprised open-ended questions. Online observations include data taken from two sources; the first source includes online dialogues of students and teachers recorded in learning management systems and various social media applications; the second source includes documents related to the teaching in the sampled courses. The initial analysis indicates that in the studied development project, different conceptualisations and definitions of mobile learning emerged. Various meanings were emphasised by the teachers of what mobile learning means and how it relates to the design of courses and to their work as teachers. Such differences might relate to interests, knowledge, beliefs and how they link mobile learning to their own processes of life-long learning. Nevertheless, the emerging definitions of mobile learning from the included teachers are preliminary in this stage of the research. To reach a more thorough understanding of the research question, the empirical data need further analysis. Moreover, the results need to be illustrated with excerpts from the interviews and the data recorded in the learning management system and the additional applications applied in the studied educational settings. 

  • 59.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Snyder, Kristen
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Kursverksamhet inom e-lärande: Ett projekt genomfört av HEALTH-gruppen vid Institutionen för Utbildningsvetenskap2012Other (Other (popular science, discussion, etc.))
  • 60.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Mobile Learning As A Vehicle To Change Higher Education2012Conference paper (Refereed)
    Abstract [en]

    During recent decades the society has gone through rapid technological changes. New ways of communicating has emerged while the old ones still have its place in everyday life. Scholars sometimes label the state of the current society as a networked society, with emphasis on social aspects of being networked. However, this development of the society has affected the organisation of higher education (HE). In Swedish HE this is visible in many ways. Students enrolled on courses labelled online, or distance, education has risen from a few percentages of the student population in the early 1990’s to reach approximately 30 per cent in 2010. Moreover, computer-mediated communication is a phenomenon that is relevant to different modes of HE, e.g. campus-based, distance, and online education. The development has come so far that boundaries between these modes in Swedish HE have dissolved and now mainly serves as a marketing issue. In 2009/2010 Mid Sweden University, one of the biggest Swedish providers of online and distance education, approximately 75 per cent of the students were enrolled as distance/online students. In the teacher-training programme more than 90 per cent of the students were enrolled in such modes. To emphasis the importance of computerised communication, our university’s educational strategy for the years 2011-2015 focuses even more on development of e-learning. Various e-learning projects, for example in mobile learning, are funded to help the university to defend its position as a high-quality provider of distance and online education. Three mobile learning projects, unfold below, could help the university to reach the next level. In one of these projects tablets have been acquired for teachers and students at the teacher-training programme to learn how to implement mobile technologies in the practice of teaching. In the Mid Sweden University and Mobile Learning project, students and teachers in two programmes will perform experimental teaching by deploying smartphones and tablets in its courses. A third project, SMILE, is planned to start during the autumn semester of 2012, where the local upper secondary school collaborates with the university to transform them into a networked and mobile school of tomorrow. These projects build on a tradition of distance education with technology support, e.g. an experiment using iPods to facilitate learning through blogs and podcasts in a mobile setting. More recently the authors have been guiding the university’s pedagogical process for selecting a new learning management system.

  • 61.
    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, p. 11-23Conference 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.

  • 62.
    Littlejohn, Allison
    et al.
    The Open University United Kingdom.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Vrieling-Teunter, Emmy
    The Open University of the Netherlands.
    Nijland, Femke
    The Open University of the Netherlands.
    Networked professional learning: An introduction2019In: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, p. 1-11Chapter in book (Refereed)
    Abstract [en]

    Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change (Beck, 2000; De Laat, Schreurs, & Nijland, 2014). These factors diminish the validity of traditional career trajectories, where people would learn the professional knowledge they needed to follow a vocational pathway (Billett, 2001). New forms of professional development that support agile and flexible expansion of professional practice are needed (Tynjälä, 2008). Ideally these forms of development would be integrated into work, rather than being offered as a form of training in parallel to work (Felstead, Fuller, Jewson, & Unwin, 2009). Through the integration of work and learning, professionals could develop new forms of practice in efficient and effective ways. At the same time, the digitization of work has had a profound effect on professional practice (Huws, 2014). This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning (Littlejohn & Margaryan, 2014). Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization (Coburn, Mata, & Choi, 2013; Reagans & Mcevily, 2003), stimulate innovative behaviour (Coburn et al., 2013; Moolenaar, Daly & Sleegers, 2010; Thurlings, Evers, & Vermeulen, 2014) and result in a higher job satisfaction (Flap & Völker, 2001; Stoll, Bolam, McMahon, Wallace & Thomas, 2006). In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. There is evidence that professionals learn in informal networks, yet networked learning has been largely invisible to professionals, managers and organisations as a form of professional development (Milligan, Littlejohn, & Margaryan, 2013). One reason could be because learning in networks requires specific competences that have to be acquired either through practice or in educational training, bringing new forms of professionalism. Another reason could be because learners may determine their own learning pathways, rather than relying on a teacher or trainer to guide them. These pathways may include observing colleagues who have greater expertise (Billett, 2011) or learning through working (Eraut, 2000). In these situations, learners may seem invisible. Alternatively, they may stray across traditional boundaries as they learn (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen, 2013). This book, Networked Professional Learning, critiques the potential of networked learning as a platform for professional development. The concept of learning through work is, therefore well established and the use of the network as a medium for learning expands beyond the notion of ‘Professional Development’ which often is considered as formal, structured learning towards a more fluid and embedded form of learning for work which we term Networked Professional Learning. The book draws together the work of 35 experts across 6 countries spanning 3 continents, including Denmark, Sweden, the Netherlands, Australia, Israel and the UK. The book will be of interest to researchers in the area of professional and digital learning, higher education managers, organizational Human Resource professionals, policy makers and students of technology enhanced learning. A unique feature of the text is that it not only provides examples of Networked Professional Learning, but it questions the impact of this emerging form of learning on work practice and interrogates the impact on the professionals of the future. To achieve this goal, the book is structured into three sections that explore networked professional learning from varying different perspectives, questioning what are legitimate forms of networked professional learning (Part 1 on Networked Professional Learning across the Professions), how new forms of professional learning impact the Academy (Part 2 on Higher Education) and what is the value creation that Networked Learning offers education professionals (Part 3 on Teacher Education).

  • 63.
    Littlejohn, Allison
    et al.
    The Open University United Kingdom.
    Jaldemark, JimmyMid Sweden University, Faculty of Human Sciences, Department of Education.Vrieling-Teunter, EmmyThe Open University of the Netherlands.Nijland, FemkeThe Open University of the Netherlands.
    Networked professional learning: Emerging and equitable discourses for professional development2019Collection (editor) (Refereed)
    Abstract [en]

    Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change (Beck, 2000; De Laat, Schreurs, & Nijland, 2014). These factors diminish the validity of traditional career trajectories, where people would learn the professional knowledge they needed to follow a vocational pathway (Billett, 2001). New forms of professional development that support agile and flexible expansion of professional practice are needed (Tynjälä, 2008). Ideally these forms of development would be integrated into work, rather than being offered as a form of training in parallel to work (Felstead, Fuller, Jewson, & Unwin, 2009). Through the integration of work and learning, professionals could develop new forms of practice in efficient and effective ways. At the same time, the digitization of work has had a profound effect on professional practice (Huws, 2014). This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning (Littlejohn & Margaryan, 2014). Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization (Coburn, Mata, & Choi, 2013; Reagans & Mcevily, 2003), stimulate innovative behaviour (Coburn et al., 2013; Moolenaar, Daly & Sleegers, 2010; Thurlings, Evers, & Vermeulen, 2014) and result in a higher job satisfaction (Flap & Völker, 2001; Stoll, Bolam, McMahon, Wallace & Thomas, 2006). In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. There is evidence that professionals learn in informal networks, yet networked learning has been largely invisible to professionals, managers and organisations as a form of professional development (Milligan, Littlejohn, & Margaryan, 2013). One reason could be because learning in networks requires specific competences that have to be acquired either through practice or in educational training, bringing new forms of professionalism. Another reason could be because learners may determine their own learning pathways, rather than relying on a teacher or trainer to guide them. These pathways may include observing colleagues who have greater expertise (Billett, 2011) or learning through working (Eraut, 2000). In these situations, learners may seem invisible. Alternatively, they may stray across traditional boundaries as they learn (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen, 2013). This book, Networked Professional Learning, critiques the potential of networked learning as a platform for professional development. The concept of learning through work is, therefore well established and the use of the network as a medium for learning expands beyond the notion of ‘Professional Development’ which often is considered as formal, structured learning towards a more fluid and embedded form of learning for work which we term Networked Professional Learning. The book draws together the work of 35 experts across 6 countries spanning 3 continents, including Denmark, Sweden, the Netherlands, Australia, Israel and the UK. The book will be of interest to researchers in the area of professional and digital learning, higher education managers, organizational Human Resource professionals, policy makers and students of technology enhanced learning. A unique feature of the text is that it not only provides examples of Networked Professional Learning, but it questions the impact of this emerging form of learning on work practice and interrogates the impact on the professionals of the future. To achieve this goal, the book is structured into three sections that explore networked professional learning from varying different perspectives, questioning what are legitimate forms of networked professional learning (Part 1 on Networked Professional Learning across the Professions), how new forms of professional learning impact the Academy (Part 2 on Higher Education) and what is the value creation that Networked Learning offers education professionals (Part 3 on Teacher Education).

  • 64.
    Malm, Birgitte
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    The view from Sweden2018In: Research Intelligence, ISSN 0307-9023, Vol. 136, p. 30-30Article in journal (Other academic)
  • 65.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Learning by Walking - Pokémon Go and Mobile Technology in Formal Education2017In: ICERI2017 Proceedings / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Valencia, Spain: The International Academy of Technology, Education and Development, 2017, Vol. 10, p. 1172-1179Conference paper (Refereed)
    Abstract [en]

    Peripatetic group learning has a long history that dates back to the walking sessions that Plato and Aristotle led in the Lyceum of Athens. Other teachers in ancient Greece also frequently used play and physical training didactically. Pokémon Go has a relatively short history (starting in the summer of 2016), but this location-based game had a faster global spread than anyone could have imagined. In the first week after its release, the game became the most downloaded app in history. In Pokémon Go, the players use real-world maps on which buildings, roads and water are correctly indicated. The game is played on mobile devices; the Pokémon figures pop up on maps and can be captured with virtual balls. To catch the Pokémon figures, players must physically move to the place where the figure is located; thus, unlike most other digital games, Pokémon Go involves outdoor activities such as long walks.

    With its high degree of physical activity, Pokémon Go has attracted researchers’ attention for use as an exergame. Several researchers are also looking at Pokémon Go’s use as an augmented-reality game. In this study, the focus is on Pokémon Go’s use as a mobile-learning game and on the potential for outdoor activities in formal education. In this study, two primary school classes used the game for learning sessions in mathematics and social science. The aim of this study is to discuss students’ expressions regarding how a location-based game such as Pokémon Go could be used as a tool for outdoor activities in formal education.

    Each primary school class was divided into groups of three to four students each for planned lessons that included walks. Each group had one or two smartphones to stimulate collaboration between students. The walks included PokéStops where teachers conducted planned sessions; later, the teachers followed up on the outdoor lessons within a traditional classroom setting. Data were gathered from group interviews with the students who participated in the outdoor sessions involving Pokémon Go. The collected data were then analysed and categorised via a thematic analysis.

    The findings show that Pokémon Go can be seen as a learning-stimulating game that could augment traditional teaching sessions in formal education. Students reported that they enjoyed catching the Pokémon figures the most, but some students also mentioned that they appreciated the math assignments and liked learning about the statues that they passed during the walkings. The most positive findings were that there were concrete learning outcomes and that this mobile, game-based educational setting seemed to encourage students to engage in collaborative learning. However, Pokémon Go is not an all-encompassing solution for the ongoing digitalisation of primary school. The conclusion is rather that location-based games have the potential to vitalise formal education, provided that they are carefully integrated into the curriculum.

  • 66.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Location-based games as a key to unlock the classroom2018In: Proceedings of the the 12th European Conference on Games Based Learning, ECGBL 2018, Sophia Antipolis, France, 2018, Vol. 12Conference paper (Refereed)
    Abstract [en]

    Around a century ago John Dewey (2015) questioned the idea of schooling with a mandatory focus on classroom based studies only. Today, after a century of rapid technological development and vivid didactic discussions the classroom focus still remains. New portable, interconnected and omnipresent 21st century technology opens up possibilities for a spatial independent ubiquitous learning in the spirit of Dewey (Cope & Kalantzis, 2010). This study had the aim to explore and discuss the potential of using location-based games as a catalyst for outdoor activities in formal education. In what ways might a location-based and augmented reality unlock the constraint of traditional classrooms?

     

    The overall research strategy has been the case study approach where data has been gathered by spy glasses, hand-held video cameras and group interviews. Two outdoor teaching and learning activities were the two main case units. In the walking sessions K12 students played Pokémon Go to learn about local history and mathematics. Around 1 TB of video clips have been thematically analysed with the use of the computer-assisted qualitative data analysis software tool NVivo. Patterns and themes found in the video analysis have been compared to themes in the answers from the group interviews.

     

    Analysis themes related to location-based gaming were Discussions, Outdoor activities and Gaming and gender. Findings indicate that the use of a location-based game can be motivating and a way to unchain students’ sit-down 'enchairment'. However, game-based outdoor activities seem to have more reliable learning outcomes if they are combined with follow-up activities in the classroom. Physically active students also tend to have more active discussions than sitting students in a classroom. Finally, boys and girls seem to have different collaboration patterns during the gaming sessions.                                                                                                                        

  • 67.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions2019In: Augmented Reality Games I / [ed] Vladimir Geroimenko, Springer, 2019, p. 217-235Chapter in book (Refereed)
    Abstract [en]

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

  • 68.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Teachers’ beliefs about professional development and the use of collaborative online tools in higher educational settings2018In: Proceedings of the 11th International Conference on Networked Learning 2018 / [ed] Bajić, M, Dohn, NB, de Laat, M, Jandrić, P & Ryberg, T, 2018, Vol. 11, p. 361-364Conference paper (Refereed)
    Abstract [en]

    Teaching in higher education beyond the boundaries of face-to-face education is an evolving practiceincluding the integration of various technologies to support collaboration between learners andteachers. From a historical perspective the integration of such technologies in this practice hasafforded different time- and location-related conditions for collaboration. This development hasbrought new conditions for the practice of teaching in higher education. From being a practice mainlylocated at the university, teaching is possible to occur elsewhere; e.g., on the move, or from the homesetting. It has paved the way to introduce so called blended learning practices of teaching in highereducation. Such practice has been an emerging trend in the 21st century with an overall impact on thedesign of university courses. Applications, devices and networks that initially were used inexperimental distance education have later become natural parts of mainstream education, withblended learning as a standard concept in higher education. The rich plethora of information andcommunication technologies applied as tools to mediate learning and support teaching have created aneed for teachers’ professional development. The aim of this study is to present and discuss universityteachers’ perceptions and beliefs about how the supplementary training should be organised. Datawere gathered by semi-structured interviews at a department for Computer and System Science whereall seven interviewees teach in blended synchronous educational settings. The empirical material wereanalysed inductively by applying a thematic analysis method. Findings show that all courses have abasic common toolbox as well as an extended specific toolbox that both are continuously changing.This can be stressful and the formal teacher professional development is far from satisfying. Teacherscope with problems by consulting the collegium, a peer group where colleagues share experiences andassist each other in problem solving. Despite the constant pressure many teachers have creative ideasfor a further development of the blended synchronous learning concept. Many of the teachers in thisstudy see the continual attempts to implement these tools and experimenting with these tools in theirteaching as possibilities in their teaching as well as a source of professional development.

  • 69. Olsson, Sara
    et al.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Lindqvist, Anders
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Projekt online: Erfarenheter från en helt webbaserad distanskurs i engelska2001Report (Other academic)
  • 70.
    Spante, Maria
    et al.
    Högskolan Väst, Trollhättan.
    Johansson, Kristina
    Högskolan Väst, Trollhättan.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: Networked learning among teachers to support curriculum-driven pupil learning in programming2019In: Networked professional learning: Emerging and equitable discourses for professional development / [ed] Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke, Springer, 2019, p. 223-237Chapter in book (Refereed)
    Abstract [en]

    In recent years, many countries have introduced programming as content in their national educational strategies. This study focused on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross-disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e., how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focuses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices. 

  • 71.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Design of Active Learning Spaces for Blended Learning Groups - the Teacher Perspective2017In: International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017 / [ed] Langley, D., Baepler, P., & Wright, R., University of Minnesota Press, 2017Conference paper (Refereed)
    Abstract [en]

    The use of blended learning environments in higher education has rapidly increased in the 21st century, but if the term also should include blended student groups there is a need for redesign of existing learning spaces. Today many universities give courses and programmes for a mix of campus students and distance participants. There are several research studies reporting on the benefits of blended learning environments for universities and students, while there are less reports on the teacher view of blended learning design.

    This study has the aim to describe, evaluate and discuss the design of selected active learning spaces from a teacher perspective. The main research question to answer is: “How should the new learning spaces be designed to support a student centred instructional design for blended student groups?”.   The overall research strategy was a case study gathering data in a mix of observations, semi-structured interviews and document studies.

    Findings indicate that the new design of classrooms and lecture halls is a step in the right direction opening up new possibilities for active learning. However, there still exist needs for further refinement and teacher training.

  • 72.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education2016In: / [ed] Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA., 2016, p. 332-335Conference paper (Refereed)
12 51 - 72 of 72
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