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Publications (10 of 15) Show all publications
Norqvist, L. & Leffler, E. (2017). Learning in non-formal education: is it “youthful” for youth in action?. International Review of Education, 63(2), 235-256
Open this publication in new window or tab >>Learning in non-formal education: is it “youthful” for youth in action?
2017 (English)In: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 63, no 2, p. 235-256Article in journal (Refereed) Published
Abstract [en]

This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Non-formal learning, Non-formal education, European Voluntary Service (EVS), Youth, Recognition, Youthpass
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-120682 (URN)10.1007/s11159-017-9631-8 (DOI)000401635400006 ()
Note

Originally published in thesis in manuscript form with title: "Non-formal learning: 'youthful' or 'youthless' for youths in action?"

Available from: 2016-05-18 Created: 2016-05-18 Last updated: 2018-06-07Bibliographically approved
Norqvist, L. (2016). Framing perceived values of education: when perspectives of learning and ICTs are related. (Doctoral dissertation). Umeå: Umeå Universitet
Open this publication in new window or tab >>Framing perceived values of education: when perspectives of learning and ICTs are related
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Inramning av upplevda värden av utbildning : när perspektiv på lärande och IKT är relaterade
Abstract [en]

This thesis offers dialogue about the relations between learning and Information and Communication Technologies (ICTs). The dialogue is guided by the question of how to design education to increase perceived values of learning. It pays attention to how learners approach learning availabilities in various learning settings based on learners’ perceived values of learning. The aim is to understand the perceived values of learning in order to reflect its relation to ICTs. The field of learning is understood from the perspectives of formal, non-formal and informal learning. The field of ICTs is understood from the perspectives of information, communication and technology. The perspectives of learning and ICTs are chosen as a way to understand them by ‘going back to basics’ to find an origin or a point of departure for reinterpreting and understanding them. This approach has influenced the presentation of the thesis and how it is structured so that dialogic and interpretive research opens up dialogic spaces for reflections regarding the relations between learning and ICTs.

Two studies in two different education systems, formal and non-formal, are included in the thesis work. The data are collected via qualitative methods such as photo interviews and individual and group interviews in which learners’ expressions of learning are in focus. The approach of the included articles that present the two studies was to first understand learning and then relate it to the understanding, potential and use of ICTs. The results and contributions from the articles are summarised via the three perspectives of the perceived values of learning, the relations between learning and ICTs and the influences of perceived values of learning. The theoretical tools, pedagogical attitude and positioning of ICTs guide the discussions and analysis of these perspectives towards the conclusions of the thesis work.

The reader of the thesis can expect a journey along a winding road, which both addresses and involves policies’ and researchers’ implications and conceptions of learning and education. A framework for the perceived values of education when perspectives of learning and ICTs are related is considered to represent the understanding of the coherent whole of the thesis work. Three main contributions of the thesis work are put forth. The first contribution is the framework for perceived values of education, or the perceived value framework (PVF). The second contribution is the understanding of perceived values of learning. The third contribution is the specific photo interviews about learning situations that is considered to be a contribution to already existing methods such as photo-eliciting (Cappello, 2005) and stimulated recall (Haglund, 2003). 

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2016. p. 93
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 67
Keywords
Learning, ICTs, Education, Perceived value, Dialogue, Dialogic perspective, Perceived values of learning, Perceived values of education, Learning situations, Formal education, Non-formal education, Perceived value framework, Photo interviews, Formal learning, Non-formal learning, Informal learning, Information, Communication, Technology, ICT.
National Category
Educational Sciences Learning Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-120249 (URN)978-91-7601-486-8 (ISBN)
Public defence
2016-06-10, Sal N320, Naturvetarhuset, Johan Bures väg 16, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2016-05-19 Created: 2016-05-12 Last updated: 2018-06-07Bibliographically approved
Norqvist, L. (2016). Learning, tablet, culture: coherence?. Universal Journal of Educational Research, 4(6), 1306-1318
Open this publication in new window or tab >>Learning, tablet, culture: coherence?
2016 (English)In: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 4, no 6, p. 1306-1318Article in journal (Refereed) Published
Abstract [en]

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

Keywords
Tablets, Learning Culture, ICTs in Education, Digital Learning Environments, digitalization, organisation, Surfplattor, lärandekultur, lärande, IKT i Utbildning, digitala lärmiljöer, digitalisering, organisation
National Category
Learning Pedagogical Work
Research subject
educational leadership; educational work
Identifiers
urn:nbn:se:umu:diva-120681 (URN)10.13189/ujer.2016.040608 (DOI)
Note

Originally included in thesis in manuscript form 

Available from: 2016-05-18 Created: 2016-05-18 Last updated: 2018-06-07Bibliographically approved
Norqvist, L., Leffler, E. & Jahnke, I. (2016). Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?. In: Harring, M., Witte, M. D, Burger, T. (Ed.), Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven (pp. 217-235). Weinheim/München: Juventa Verlag
Open this publication in new window or tab >>Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?
2016 (English)In: Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven / [ed] Harring, M., Witte, M. D, Burger, T., Weinheim/München: Juventa Verlag, 2016, p. 217-235Chapter in book (Refereed)
Place, publisher, year, edition, pages
Weinheim/München: Juventa Verlag, 2016
Keywords
Learning, Informal learning, Non-formal learning, Formal learning, Pedagogical attitude, Lärande, Informellt lärande, Icke-formellt lärande, Formellt lärande, Pedagogiskt förhållningssätt
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-110607 (URN)978-3-7799-3295-6 (ISBN)
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2018-06-07Bibliographically approved
Jahnke, I., Mårell-Olsson, E., Lars, N., Olsson, A. & Norberg, A. (2015). Digital didactical designs: reimagining designs for teaching and learning. In: Educational development in a changing world: . Paper presented at ICED 2014: Educational development in a changing World, 16-18 june 2014, Stockholm, Sweden.
Open this publication in new window or tab >>Digital didactical designs: reimagining designs for teaching and learning
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2015 (English)In: Educational development in a changing world, 2015Conference paper, Published paper (Refereed)
Abstract [en]

In order to progress in educational development, digitaldidactical designs area promising approach. Ourthreestudies show principlesof new designs including a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning using guided reflections, c) making learning visible in different products. The studies illustratethatit is time for re-consideringestablished concepts of teaching–higher educationmovesfrom course-based learning into learning expeditions.

National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-109105 (URN)
Conference
ICED 2014: Educational development in a changing World, 16-18 june 2014, Stockholm, Sweden
Available from: 2015-09-18 Created: 2015-09-18 Last updated: 2018-06-07Bibliographically approved
Norqvist, L., Olsson, A. & Jahnke, I. (2015). Foundations For a Tablet-Mediated Learning Culture: CSCL in Education with regard to Learners' Perspective of What Learning is. In: : . Paper presented at 11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden.. Fagersta
Open this publication in new window or tab >>Foundations For a Tablet-Mediated Learning Culture: CSCL in Education with regard to Learners' Perspective of What Learning is
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

What is learning from the learners' point of view and how does this relate to the use of tablets? Young learners (6-14 years old) created own photos of learning situations, which served as premise in a qualitative research approach. Explorative conversations and photo-based group interviews were used as methods. Inspired by the methods Stimulated Recall and Photo Eliciting, a total of 283 photos were taken by the learners including 21 group interviews generated individual statements and utterances from 207 pupils in Scandinavian schools (K-9). Seven themes from [5] show the children’s view on "what learning is" with respect to their definitions of learning situations and then related to the use of tablets With the seven themes as a starting point, the authors are especially interested in discussing foundations for tablet-mediated learning cultures and its relation to CSCL in education.

Place, publisher, year, edition, pages
Fagersta: , 2015
Keywords
Tablets, Learners, Qualitative data, Photo eliciting, Schools, Learning situations, Group cognitions
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-119107 (URN)
Conference
11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden.
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2018-06-07Bibliographically approved
Norqvist, L. (2015). Learning Centred Evaluation In A 1:1 Tablet Learning Culture Where The Use Of ICT Can Be Taken For Granted. In: : . Paper presented at European Conference on Educational Research - ECER, Budapest, Hungary, september 7-11, 2015..
Open this publication in new window or tab >>Learning Centred Evaluation In A 1:1 Tablet Learning Culture Where The Use Of ICT Can Be Taken For Granted
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Learning
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-119110 (URN)
Conference
European Conference on Educational Research - ECER, Budapest, Hungary, september 7-11, 2015.
Available from: 2016-04-11 Created: 2016-04-11 Last updated: 2018-06-07Bibliographically approved
Jahnke, I., Mårell-Olsson, E., Norqvist, L., Olsson, A. & Bergström, P. (2015). Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu. In: Marki Kuuskorpi (Ed.), Digitaalinen oppiminen ja oppimisympäristöt: (pp. 65-85). Tampere: Juvenes Print – Suomen Yliopistopaino Oy
Open this publication in new window or tab >>Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu
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2015 (Finnish)In: Digitaalinen oppiminen ja oppimisympäristöt / [ed] Marki Kuuskorpi, Tampere: Juvenes Print – Suomen Yliopistopaino Oy , 2015, p. 65-85Chapter in book (Other academic)
Abstract [fi]

Vuonna 2012 seitsemään kouluun Odderin kunnassa Tanskassa hankittiin tabletit. Noin 2000 iältään 6–16 vuotiasta oppilasta sekä noin 170 opettajaa saivat käyttöönsä henkilökohtaiset tabletit niin sanotun 1:1 ohjelman puitteissa (yksi tabletti per oppilas). Tutkija-ryhmämme aloitti työn koulujen parissa. Ensimmäinen tavoite oli ymmärtää opettajien didaktisia malleja. Miten opettajat käyttävät tabletteja, mihin tarkoituksiin ja miksi? Näihin kysymyksiin etsittiin vastauksia eri menetelmillä, joita olivat mm. syvähaastattelu, luo-kan observointi, ryhmätapaamiset opettajien ja oppilaiden kans-sa sekä verkkokysely. Olemme tehneet töitä kyseisten koulujen kanssa yli kolme vuotta. Kerromme yksityiskohtaisesti viiden eri oppitunnin opetuskäytännöistä ja -kokemuksista. Teknologian in-tegrointi määritellään digitaalis-didaktisen mallin kautta joka poh-jautuu sosio-teknis-pedagogiseen näkemykseen opetuskäytänteis-tä. Tutkimuksemme osoitti, että TVT on enemmäin kuin pelkkä työkalu ja että TVT ja luokkahuoneet ovat yhdistymässä joksikin uudeksi kokonaisuudeksi – uudeksi kommunikointi- ja viestintä-ympäristöksi.

Place, publisher, year, edition, pages
Tampere: Juvenes Print – Suomen Yliopistopaino Oy, 2015
Keywords
Tabletit, didaktinen malli, empiirinen tutkimus, Pohjoismaat
National Category
Didactics
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-109102 (URN)978-952-68159-3-0 (ISBN)978-952-68159-2-3 (ISBN)
Note

Book Chapter written in Finnish, Digital Didactical Designing for Media Tablets in Schools – ICT is More Than Just a Tool

Available from: 2015-09-18 Created: 2015-09-18 Last updated: 2018-06-07Bibliographically approved
Jahnke, I., Mårell-Olsson, E., Norqvist, L., Olsson, A. & Bergström, P. (2014). Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?. In: : . Paper presented at Proceedings of the 4th International Conference of Designs for Learning, 6-9 May 2014, Stockholm University..
Open this publication in new window or tab >>Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
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2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

The  approach  of  “Digital  Didactical  Designs”  (Jahnke,  Norqvist, &  Olsson 2013;Norberg & Jahnke, 2013) sounds promising to support a changing perspectiveon designs  for  teaching  and  learning.  It  uses  the  European  tradition  of  Didaktik  and scrutinizes  teaching  and  learning  as  socially  constructed  forms  of  social  practices.There is a difference between the theories of designing for learning and doing it. Our empirical studiesin Denmark and Sweden explore key principles,a) new learning goals where  more  than  one  correct  answer  exists,  b)  focus  on  learning  as  a  process  in informal-in-formal  learning  using  guided  reflections,  c)  making  learning  visible  in different products. Course-based learning turns into learning expeditions.

Keywords
digital didactical designs, media tablets, surface and deeper learning, educational technology, empirical studies
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-89265 (URN)
Conference
Proceedings of the 4th International Conference of Designs for Learning, 6-9 May 2014, Stockholm University.
Available from: 2014-05-26 Created: 2014-05-26 Last updated: 2018-06-07Bibliographically approved
Jahnke, I., Norqvist, L. & Olsson, A. (2014). Digital Didactical Designs of Learning Expeditions. In: Cristoph Rensing, Sara de Freitas, Tobias Ley, Pedro J. Muños-Merino (Ed.), Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings. Paper presented at The 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014. (pp. 165-178).
Open this publication in new window or tab >>Digital Didactical Designs of Learning Expeditions
2014 (English)In: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Cristoph Rensing, Sara de Freitas, Tobias Ley, Pedro J. Muños-Merino, 2014, p. 165-178Conference paper, Published paper (Refereed)
Abstract [en]

Current studies on media tablets illustrated that mobile technology may improve learning when truly integrated into learning settings. The question remains what truly integrated means, how it might be operationalized. In a study of Scandinavian classrooms, the question was how teachers adopt and integrate media tablets in their teaching practices in order to provide learning opportunities for their students. Seven K-9 schools implemented media tablets for around 2,000 students aged 6-16 and ca. 170 teachers in a 1:1 programme launched in 2012 (one tablet per student). Mixed methods, interviews, classroom observations and online surveys have been applied. The findings illustrate new forms of teaching practices. Studying technology integration from the angle of a socio-technical-pedagogical practice, it reveals the interrelationship of teaching processes and quality of learning. This study shows five forms of Digital Didactical Design in practice, which affect tablet-mediated learning expeditions – most of the designs boost learning, others restrict learning.

Series
Lecture notes in computer science, ISSN 0302-9743 ; 8719
Keywords
Media tablets, didactical design, empirical study, digital didactics
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-93456 (URN)10.1007/978-3-319-11200-8_13 (DOI)000345505800013 ()2-s2.0-84906342378 (Scopus ID)978-3-319-11199-5 (ISBN)
Conference
The 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014.
Available from: 2014-09-23 Created: 2014-09-23 Last updated: 2018-06-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9981-6349

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