umu.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 48) Show all publications
From, J. (2019). Ett läsår med fjärrundervisning – erfarenheter från ett projekt. Stockholm
Open this publication in new window or tab >>Ett läsår med fjärrundervisning – erfarenheter från ett projekt
2019 (Swedish)Other (Other academic)
Abstract [sv]

Att den svenska skolan ska vara likvärdig har länge varit såväl en självklar vision, som ett juridiskt faktum enligt Skollagen (2010:800, 1 kap, paragraf 8 & 9). Samtidigt har många skolhuvudmän problem med att erbjuda elever en likvärdig utbildning. Orsakerna till detta är många och komplexa, men lärarbristen och de demografiska förändringarna av det svenska samhället (t ex urbaniseringen) är bidragande. Många skolhuvudmän har helt enkelt mycket stora problem att rekrytera legitimerade lärare i alla ämnen. I detta sammanhang har fjärrundervisning kommit att bli ett alternativ som kan bidra till en mer jämlik skola, inte minst genom att möjligheten till att fler elever får tillgång till behöriga lärare. Fjärrundervisning är dock en relativt ny företeelse, vilket innebär att det ännu inte finns så mycket vetenskaplig kunskap och beprövad erfarenhet om fjärrundervisning i svensk skola. Syftet med denna artikel är därför att vetenskapligt belysa lärares erfarenheter av att arbeta med fjärrundervisning under ett läsår.

Place, publisher, year, pages
Stockholm: , 2019. p. 5
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-164248 (URN)
Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2019-10-18Bibliographically approved
Pettersson, G. & From, J. (2018). Fallstudier i Upplands Väsby och Vindeln. In: Ifous (Ed.), Fjärrundervisning - bättre utsikter för fler elever: slutrapport (pp. 19-23). Stockholm: Ifous
Open this publication in new window or tab >>Fallstudier i Upplands Väsby och Vindeln
2018 (Swedish)In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 19-23Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Ifous, 2018
Series
Ifous rapportserie ; 2018:1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-144438 (URN)978-91-982841-8-8 (ISBN)
Note

"Projektet har till största del finansierats av Vinnova inom ramen för Digitalisering för framtidens skola. Övriga finansiärer är Sveriges Kommuner och Landsting, SKL, och medverkande skolhuvudmän. Projektet har letts och kvalitetsgranskats av Karin Hermansson, FoU-ansvarig Ifous."

Available from: 2018-02-02 Created: 2018-02-02 Last updated: 2018-06-09Bibliographically approved
Pettersson, G. & From, J. (2018). Följeforskning av projektets skolor. In: Ifous (Ed.), Fjärrundervisning - bättre utsikter för fler elever: slutrapport (pp. 13-18). Stockholm: Ifous
Open this publication in new window or tab >>Följeforskning av projektets skolor
2018 (Swedish)In: Fjärrundervisning - bättre utsikter för fler elever: slutrapport / [ed] Ifous, Stockholm: Ifous , 2018, p. 13-18Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Ifous, 2018
Series
Ifous rapportserie ; 2018:1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-144437 (URN)978-91-982841-8-8 (ISBN)
Note

"Projektet har till största del finansierats av Vinnova inom ramen för Digitalisering för framtidens skola. Övriga finansiärer är Sveriges Kommuner och Landsting, SKL, och medverkande skolhuvudmän. Projektet har letts och kvalitetsgranskats av Karin Hermansson, FoU-ansvarig Ifous."

Available from: 2018-02-02 Created: 2018-02-02 Last updated: 2019-06-27Bibliographically approved
From, J. (2017). Pedagogical Digital Competence - Between Values, Knowledge and Skills. Higher Education Studies, 7(2), 43-50
Open this publication in new window or tab >>Pedagogical Digital Competence - Between Values, Knowledge and Skills
2017 (English)In: Higher Education Studies, ISSN 1925-4741, E-ISSN 1925-475X, Vol. 7, no 2, p. 43-50Article in journal (Refereed) Published
Abstract [en]

The fact that the education provided by universities and university colleges is becoming ever more digitalized has resulted in new challenges for university teachers in providing high-quality teaching and adapting to the needs of changing student populations. Digitalization has increasingly introduced a new dimension in teachers’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). The purpose of this paper is to discuss and define this new dimension, based on literature and concepts from neighboring areas. As our purpose is to define a concept, the discussion is of a theoretical nature and does not include a comprehensive literature survey. The discussion results in the following definition of PDC: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”. Pedagogical Digital Competence thus relates to knowledge, skills and attitudes, and to technology, learning theory, subject, context and learning, and the relationships between these. PDC is thus a competence that is likely to develop the more experienced a teacher becomes.

Place, publisher, year, edition, pages
Canadian Center of Science and Education, 2017
Keywords
higher education, digitalization, Pedagogical Digital Competence
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-134322 (URN)10.5539/hes.v7n2p43 (DOI)
Available from: 2017-04-28 Created: 2017-04-28 Last updated: 2019-06-27Bibliographically approved
Olofsson, A. D., Håkansson Lindqvist, M., Lindberg, J. O., From, J., Stödberg, U. & Holmgren, T. (2017). Pedagogical digital competence for police teachers in relation to distance-based police education. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain. Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 4219-4227). The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Pedagogical digital competence for police teachers in relation to distance-based police education
Show others...
2017 (English)In: INTED2017 Proceedings: 11th International Technology, Education and Development Conference March 6th-8th, 2017, Valencia, Spain / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2017, p. 4219-4227Conference paper, Published paper (Refereed)
Abstract [en]

Introduction: In the last ten years higher education in Sweden has undergone major changes related to two specific parallel processes. First a process of digitalization, secondly an academisation process of what has previously been regarded as mainly vocational programmes for professions being delivered by other institutions than the universities. Examples of these are police education (Sjöberg, 2016) and fire-fighter training (Holmgren, 2015). The competence of the educators responsible for such programmes as well as the particular educational context for providing the courses are being re-defined. Central in this paper is the concept of Pedagogical Digital Competence (PDC) (Hall & From, 2013). PDC relates to the ability of teachers to plan and conduct, and continuously evaluate and revise, Information and Communication Technology (ICT)-supported training, based on theory, current research and proven experience in practice. PDC includes both practical (know-how) and conceptual (know-why) knowledge. During fall 2016, intensive organizational preparations as well as training of police teachers took place at the university in question with the purpose of being able to teach police students at a distance in spring of 2017. Important here was a course intended to develop the police educators´ PDC in order to make the move to a distance context and the ability to design distance courses. The course included learning theories and digital tools as well as in-practice training to increase the police teachers’ knowledge and skills in the tools and implement them in their teaching in practice. The attention in this paper is directed towards the PDC needed to be developed by police teachers in the context of the newly re-designed distance-based Swedish police education.

Aim: The aim of this paper is to present a study of the police teachers self-rated abilities according to the model of PDC before and after a professional development course in ICT in education.

Data and research design: Data consists of 21 police teachers who before and after the course made a self-evaluation of their PDC. The survey used consisted of three background questions and 28 statements with likert-scale answers. The statements corresponded to the police teachers’ self-evaluated knowledge in the domains of the so called Technological Pedagogical Content Knowledge (TPACK) model as it was developed by Mishra & Koehler (2006, 2008). The paper also uses data from the course evaluations.

Context: The plan for the PDC course was based on course development parallel with the police teachers gaining knowledge in new digital tools. During the course different digital tools were used to provide the teachers with ideas and they had the opportunity to work hands on with digital tools. Each course meeting included guest lectures providing good examples and best practice regarding the use of digital tools in the teaching practice. All in all the course consisted of five meetings.

Conclusions: Tentative conclusions from the data shows that following the TPACK model the teachers on average was strongest on their content knowledge (CK) followed by their pedagogical knowledge (PK). On average they were weakest on the four knowledge domains related to technology. After they had finished the course their knowledge in these domains had moved and changed so that they now were stronger than before.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2017
Series
INTED Proceedings, ISSN 2340-1079
Keywords
police education, police teachers, distance education, pedagogical digital competence
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-132910 (URN)10.21125/inted.2017.1010 (DOI)000413668604043 ()978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Available from: 2017-03-24 Created: 2017-03-24 Last updated: 2020-01-22Bibliographically approved
From, J. & Olofsson, A. (2016). From University to Regionality? Knowledge Economy and Regional Development: The Case of Sweden. JEP: eJournal of Education Policy, Spring
Open this publication in new window or tab >>From University to Regionality? Knowledge Economy and Regional Development: The Case of Sweden
2016 (English)In: JEP: eJournal of Education Policy, ISSN 2158-9232, Vol. SpringArticle in journal (Refereed) Published
Abstract [en]

New public management and knowledge economy have become watchwords in the governance of higher education. The university’s role has rapidly changed toward regional development. The aim of this article is critically to highlight the basic rationale of this reorganization and to examine what this can mean in a Swedish context. This rationale is described as the system of various forms of collaboration between industry, commerce, the universities and research institutes, and the political system. In Sweden, higher education is assumed to generate economic growth in different regional communities. How successful the university’s contribution can be is, however, an empirical question rather than an ideological one. A paradox lies in this reorganization—the more the university adapts to regional needs, the more difficult it is to generate knowledge in a global context. If the criteria for knowledge is regional development, then the nature of truth is replaced by something completely different.

Place, publisher, year, edition, pages
Arizona: Northern Arizona University, 2016
Keywords
New public management, knowledge economy, regional development, economic growth, the function of higher education, redefinition of truth
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-124732 (URN)
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2019-06-27Bibliographically approved
Andersson, P., Olsson, J. & From, J. (2016). Utbildningsinsats för att höja den pedagogiska digitala kompetensen. In: : . Paper presented at NU2016, Malmö, 15-17 juni, 2016.
Open this publication in new window or tab >>Utbildningsinsats för att höja den pedagogiska digitala kompetensen
2016 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Under 2015 genomförde Medicinska fakulteten vid Umeå universitet en satsning för att höja den Pedagogiska Digitala Kompetensen (PDK) bland sina medarbetare i syfte att öka de digitala inslagen i undervisningen. En del i satsningen var att genomföra en utbildningsinsats. Uppdraget gavs till Pedagogiska institutionen som i samarbete med Universitetspedagogik och lärandestöd (UPL) genomförde ett antal seminarier under 2015. Deltagarna hade möjlighet att delta på plats i Umeå eller via nätet. Målsättningen var att varje seminarium skulle innehålla både teoretiska och praktiska inslag och en progression från inledande förmedlande information till allt fler deltagaraktiva inslag. Under hösten 2015 genomfördes även en workshop, som utgjorde en fördjupning där deltagarna med utgångspunkt i en fiktiv kursplan samt metoden flipped classroom utarbetade egna förslag till kursdesign och undervisningsaktiviteter med stöd av digital teknik. Exempel på digital teknik som deltagarna har fått ta del av eller själva arbeta med under utbildningsinsatsen är Moodle, Googleapps, Adobe connect, Socrative, Screen cast-o-matic och Prezi. En webbresurs har funnits tillgänglig som komplement till seminarieserien. Där har deltagarna haft tillgång till instruktioner, frågeställningar, föreläsningsfilmer samt de digitala presentationerna som hållits under seminarierna. Utöver detta har även ett s.k. bonusmaterial i form av länkar och frivilliga uppgifter tillhandahållits för de som varit intresserade att fördjupa sig inom exempelvis e-lärande i relation till pedagogisk meritering. Totalt medverkade ca 100 deltagare, som representerade 20 utbildningsprogram på fakulteten, i utbildningsinsatsen. Utvärderingen av insatsen visar att majoriteten av deltagare upplever att de höjt sin pedagogiska digitala kompetens i hög eller mycket hög utsträckning. De uttrycker även att de tillägnat sig generella kunskaper, vilket ses som en viktig grund för det egna arbetet med att öka de digitala inslagen i undervisningen. En annan framträdande synpunkt är att de praktiska och exemplifierande inslagen har uppfattats som betydligt mer värdefulla från ett lärandeperspektiv än de inledande teoretiskt inriktade inslagen. Resultatet visar också att majoriteten anser att de ökat sina kunskaper om digitala resurser och verktyg som kan användas i undervisningen. Även webbresursen har använts flitigt. Utvärderingen visar att majoriteten anser att webbresursen varit ett bra komplement till seminarieserien. Detta återspeglas också i de loggdata som visar på relativt omfattande besöksfrekvenser. Att seminariematerialet fanns samlat på ett ställe och tillgängligt för deltagarna före och efter seminarierna har haft stor betydelse för deltagarna. Därmed underlättades deras förberedelser inför seminarierna och möjligheten gavs att i efterhand repetera och ytterligare fördjupa sina kunskaper.Sammanfattningsvis visar resultaten från utvärderingen att målen med utbildningsinsatsen uppnåtts på ett tillfredsställande sätt, och att satsningen sålunda fallit väl ut. En aspekt som inte framkommit ovan men som är värd att lyftas fram är det faktum att ett flertal kommentarer i utvärderingarna handlar om ett ökande intresse för, och en ökande nyfikenhet på, att integrera digitala inslag i sin egen undervisningspraktik i större utsträckning än tidigare. Den samlade bedömningen är att Medicinsk fakultet vid Umeå universitet i och med denna satsning lagt en mycket god grund för fortsatta utvecklingsarbeten avseende PDK.

National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-126990 (URN)
Conference
NU2016, Malmö, 15-17 juni, 2016
Available from: 2016-10-25 Created: 2016-10-25 Last updated: 2019-06-27Bibliographically approved
Lindster Norberg, E.-L., Leffler, E. & From, J. (2015). Could We Catch a Glimpse of An Entrepreneurial Citizen?: A Qualitative Study in Upper Secondary School in Sweden. Advances in Social Sciences Research Journal, 2(11), 11-24
Open this publication in new window or tab >>Could We Catch a Glimpse of An Entrepreneurial Citizen?: A Qualitative Study in Upper Secondary School in Sweden
2015 (English)In: Advances in Social Sciences Research Journal, ISSN 2055-0286, Vol. 2, no 11, p. 11-24Article in journal (Refereed) Published
Abstract [en]

For many years, educational curricula have been a tool for countries to foster the ‘right’ kind of future citizens. Since the 1980s, there has been an increasing global desire to create entrepreneurial citizens who possess certain abilities. This article will analyse what kind of citizen appears to be fostered when entrepreneurship is emphasised in school. The study is based on empirical research carried out in three geographically separated upper-secondary schools participating in an entrepreneurial program in Sweden. Interviews were performed with pupils in single-gender focus groups. Interviews with teachers were also completed with the help of cognitive maps. Furthermore, a framework was formulated for understanding the general abilities all pupils should develop according to secondary education curricula. These abilities formed four categories: factual knowledge/abilities, learning abilities, civic understanding/abilities and entrepreneurial abilities. When pupils’ voices are heard, and when their stories and conceptions about their future abilities are defined, it is clear that stories about entrepreneurial abilities are predominant. However, no stories about civic understanding abilities or learning abilities are given, and this is the most interesting result of this study. Is this lack of pupils’ understanding regarding the importance of civic abilities worrying and something to be concerned about when fostering future citizens through education?

Keywords
entrepreneurship in school, citizenship, abilities, secondary school
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-111545 (URN)10.14738/assrj.211.1588 (DOI)
Available from: 2015-11-16 Created: 2015-11-16 Last updated: 2019-06-27Bibliographically approved
Leffler, E. & From, J. (2015). Entrepreneurial leadership skills in education. In: : . Paper presented at European Conference for Educational Research (ECER), Corvinus University of Budapest, September 7-11, 2015.
Open this publication in new window or tab >>Entrepreneurial leadership skills in education
2015 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Interest in education in entrepreneurship has increased in Sweden as well as in the rest of the European countries and the Western Countries. The importance of good leadership for teaching and learning is highlighted in practice as well as in research (e.g. Hynes, 1996; Harris & Muijs, 2005; Jones & Iredale, 2010), but there are few studies which explicit focus on entrepreneurial leadership skills in education. The model of teachers’ leadership, means according to Harris and Muijs (2005),”creating the conditions in which people work together and learn together, where they construct and refine meaning, leading to a shared purpose or set of goals” (p. 17).  This study highlights central aspects and characteristics of entrepreneurial teachers.  One central area in today’s debate on school is what students learn or not learn in school. How well they are suited for a life in a changing society and how education can be supportive. International as well as in in the European Union and on a national Swedish basis, entrepreneurship and entrepreneurial learning is promoted as a way to arm our young people. Never the less there are challenges for teachers (as well as principals) in implementing an educational strategy based on central concepts in entrepreneurial teacher leadership.The entrepreneurial teacher is often equated with an enthusiastic individual who is not afraid of breaking old habitual patterns and is a driving force for change (Johannisson & Madsén, 1997; Røe Ødegård, 2012). The entrepreneurial teacher acts as a guide more than a director and has the courage to give their students freedom that is required for them to be able to develop their entrepreneurial skills. OECD (1989) points out the importance of “shift of power”, in teachers’ relationship to the students, which means that the teacher should give free rein and has more trust to the students’ willingness and ability to use their own capacity. The interaction between teachers and students highlight problems of how to make creative questions to help students to develop entrepreneurial skills such as identifying possibilities and to make students able to think by themes selves and use more learning arenas than the classroom. The teaching and learning culture will then contain a culture with many questions and answers instead of a focus on the “right answer”. It is also of importance that the teacher visualizes and assesses the leaning processes (Falk-Lundqvist, Hallberg, Leffler, & Svedberg, 2011).  It is in many ways about teachers own learning about learning (cf Timperley, 2012).  However, entrepreneurial teachers are also in some studies described as “enthusiastic individuals”.  They are known as people with a strong driving force but also as individuals who are used to go their own ways (Leffler, 2006). On policy level, entrepreneurial teachers are described in the report Entrepreneurship Education - Enabling Teachers as a Critical Success Factor (European Commission, 2011) with a lot of skills, such as positive attitude, passionate about what they are doing and confident in their teaching. They are also able to listen attentively and can pick up and put to use new ideas.   These qualities are according to the European Commission unlikely to be found in one individual alone. Rather it is more realistic to expect to find such qualities distributed across a range of individuals. Is it possible to identify teachers with certain skills and attribute, and identify them as entrepreneurial teachers?  If, so, what can we learn from these teachers as leaders in the classroom?

Methodology This study is a part of a Swedish three year school improvement programme Entrepreneurial Learning, funded by Ifous (Innovation, research and development in school) and Umeå University, involving 27 schools in secondary and upper secondary school and is limited to schools in public as well as in independent schools (Other results from the  improvement program see, Leffler & Näsström, 2014).  The study is based on a survey, which aim is to measure emotional intelligence among leaders, Emotional Quotient Inventory (EQ-i) and was conducted by an external partner, Kandidata AB.   The sample is based on selected teachers, a total of 90, from secondary and upper secondary schools. Principals were asked to make a selection of eight teachers with entrepreneurial skills, four theoretical and four practical/ aesthetic teachers. (Skilled teachers as a sample are used in other research projects, e.g. Nordänger, 2010).  To give the principals a similar starting point, they got the outline “The entrepreneurial teacher” from the report Entrepreneurship Education: Enabling Teachers as a Crititcal Success Factor (European Commission, 2011).  The selected group of teachers went through a web based EQ-i test which aim is to create successful leadership profiles, in this case entrepreneurial teachers. One reason for using the EQ-i test is that there are studies which show that emotional intelligence is important in private as well as in professional life (Stein & Book, 2005). The teachers as a group were in focus and the results were analysed and categorised in SPSS (a software package used for statistical analysis). The results were categorised in five skill areas: Self-perception, Self-expression, Interpersonal, Decision making and Stress management.

Conclusions The results give a picture of a group of teachers with good self-perception. It's about teachers who can make use of their emotions and are confident in themselves. That means that they are able to listen to their own feelings and use them in their expressions. They are also relationship-oriented and sensitive to other people and have the ability to take in others' perspectives in their decisions. A further characteristic is that they are socially responsible and have a strong motivation for their actions. They are also characterized by a relatively low impulse control, which means that they dare to think and go outside "the box". However, they have a certain impatience and restlessness which means that they have difficulties to wait for others.  When compared to the European Commission’s (2011) view of entrepreneurial teachers, this study emphasizes the importance of social and relational abilities (cf Nieto, 2007). It also highlights, as other studies about teacher leadership, the importance of working as a group and not as individuals and to learn from each other (cf Harris & Muijs, 2005). There were no significant differences between theoretical and practical/aesthetic teachers. This study will be followed up with observations in classrooms and interviews with teachers.  

Keywords
teacher leadership, entrepreneurial skills, school improvement, policy guidlines
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-115181 (URN)
Conference
European Conference for Educational Research (ECER), Corvinus University of Budapest, September 7-11, 2015
Available from: 2016-02-01 Created: 2016-01-30 Last updated: 2019-06-27Bibliographically approved
From, J. & Olofsson, A. (2014). Kunskapsekonomi och regional utveckling. In: Yvonne von Friedrichs, Malin Gawell och Joakim Wincent (Ed.), Samhällsentreprenörskap - samverkande för lokal utveckling: (pp. 181-194). Mittuniversitetet, Fakulteten för humanvetenskap
Open this publication in new window or tab >>Kunskapsekonomi och regional utveckling
2014 (Swedish)In: Samhällsentreprenörskap - samverkande för lokal utveckling / [ed] Yvonne von Friedrichs, Malin Gawell och Joakim Wincent, Mittuniversitetet, Fakulteten för humanvetenskap , 2014, p. 181-194Chapter in book (Refereed)
Place, publisher, year, edition, pages
Mittuniversitetet, Fakulteten för humanvetenskap, 2014
Series
Social Science Reports from Mid Sweden University, Samhällsvetenskapliga rapporter från Mittuniversitetet, ISSN 2014 ; 5
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-86950 (URN)978-91-87557-33-0 (ISBN)
Available from: 2014-03-13 Created: 2014-03-13 Last updated: 2019-06-27Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0051-4744

Search in DiVA

Show all publications