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Stödberg, Ulf
Publications (10 of 14) Show all publications
Stödberg, U. & Håkansson Lindqvist, M. (2017). A municipal implementation of a new learning management system in K-12 schools: The teacher perspective. In: Linda Morris, Costas Tsolakidis (Ed.), The Proceedings of the International Conference on Information Communication Technologies in Education 2017: . Paper presented at International Conference on Information, Communication Technologies in Education, ICICTE 2017, Rhodes, Greece 6–8 July, 2017.
Open this publication in new window or tab >>A municipal implementation of a new learning management system in K-12 schools: The teacher perspective
2017 (English)In: The Proceedings of the International Conference on Information Communication Technologies in Education 2017 / [ed] Linda Morris, Costas Tsolakidis, 2017Conference paper, Published paper (Refereed)
Abstract [en]

Municipalities continue to seek ways to enhance communication, information and documentation for teachers, students and parents through the implementation of learning management systems in schools. In this paper, the launch of a system for K-12 schools in a municipality in Sweden is studied from the teacher perspective. Survey comments submitted by the teachers (N=470) were analysed using a modified version of Koole’s (2011) Framework for the Rational Analysis of Mobile Education. The findings show possibilities such as communication and documentation, as well as challenges related to usability, access and resistance. Lessons learned regarding the implementation of the system are presented.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-139914 (URN)9780993288982 (ISBN)
Conference
International Conference on Information, Communication Technologies in Education, ICICTE 2017, Rhodes, Greece 6–8 July, 2017
Available from: 2017-09-26 Created: 2017-09-26 Last updated: 2018-09-07Bibliographically 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
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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
Stödberg, U. (2012). A research review of e-assessment. Assessment & Evaluation in Higher Education, 37(5), 591-604
Open this publication in new window or tab >>A research review of e-assessment
2012 (English)In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 37, no 5, p. 591-604Article in journal (Refereed) Published
Abstract [en]

The use of e-assessment in higher education is a relatively new educational practice that has been more frequently studied in recent years. This review aims to summarise some research on e-assessment, providing an overview based on articles from three well-established scientific journals. Focusing on research topics, settings for e-assessment and research methods used in the articles, the review reveals a research field with a broad spectrum of inquiries and approaches. Research of e-assessment practices is often conducted as small-scale studies in which the e-assessment task comprises closed questions such as multiple-choice questions. The article discusses the findings to guide future research and concludes that there is a need for more studies on e-assessment in online courses as well as for longitudinal studies.

Place, publisher, year, edition, pages
Routledge, 2012
Keywords
e-assessment; information and communication technologies; research review; higher education; e-learning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-43524 (URN)10.1080/02602938.2011.557496 (DOI)000306086500006 ()
Available from: 2011-05-03 Created: 2011-05-03 Last updated: 2018-06-08Bibliographically approved
Söderström, T., Frohm, A., Stödberg, U. & Törnquist, A. (2012). Designing Sustainable Online Education Environments: A Department Perspective. In: Morten Flate Paulsen, Andras Szucs (Ed.), 2012 Eden Annual Conference, Open learning generations: Closing the gap from "generation Y" to the mature lifelong learners. Paper presented at 2012 Eden Annual Conference, Porto, Portugal, 6-9 June 2012 (pp. 49). European distance and e-learning network
Open this publication in new window or tab >>Designing Sustainable Online Education Environments: A Department Perspective
2012 (English)In: 2012 Eden Annual Conference, Open learning generations: Closing the gap from "generation Y" to the mature lifelong learners / [ed] Morten Flate Paulsen, Andras Szucs, European distance and e-learning network , 2012, p. 49-Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
European distance and e-learning network, 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-57222 (URN)978-963-87914-9-8 (ISBN)
Conference
2012 Eden Annual Conference, Porto, Portugal, 6-9 June 2012
Available from: 2012-07-10 Created: 2012-07-10 Last updated: 2018-06-08Bibliographically approved
Olofsson, A. D., Lindberg, J. O. & Stödberg, U. (2011). Shared video media and blogging online: educational technologies for enhancing formative e-assessment?. Campus Wide Information Systems, 28(1), 41-55
Open this publication in new window or tab >>Shared video media and blogging online: educational technologies for enhancing formative e-assessment?
2011 (English)In: Campus Wide Information Systems, ISSN 1065-0741, Vol. 28, no 1, p. 41-55Article in journal (Refereed) Published
Abstract [en]

 Purpose - This paper provide an understanding of the students’ meaning-making processes, as they are part of an e-assessment practice via written blog posting upon their own and their co-students performances presented online through shared video media.

Design/methodology/approach - This research relies on qualitative data to provide an analysis of the students´ use of the educational technology tool called VoiceThread©. This data was provided by collecting Swedish higher education students’ postings and comments in relation to two video clips published in VoiceThread©. The formal learning sequence model by Selander (2008) together with theories on communication and reflection was used in the analysis.

Findings - The data and the analysis show that shared video media and blogging embrace a potential to facilitate communication and reflection among online higher education students. In addition the design of the course seems to strengthen the use of formative e-assessment.

Research limitations/implications - The research reported on in this paper should preferable be followed by additional research on educational technology, social software and e-assessment; informed design of practices of formative e-assessment; and the role of formative e-assessment in the facilitating and enhancement of the students´ learning and meaning-making processes.

Practical implications - This paper provides researched-based ideas of in what way teachers in online higher education can design their courses if wanting to cultivate the students´ communicative and reflective skills.

Originality/value - The paper demonstrates originality and value by providing an important insight into the use of shared video media and blogging in online higher education. Especially the way it can be designed for within a formative e-assessment course approach. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2011
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-38348 (URN)
Available from: 2010-12-08 Created: 2010-12-08 Last updated: 2020-01-22Bibliographically approved
Stödberg, U. & Orre, C.-J. (2010). It's not all about video-conferencing. Campus-Wide Information Systems, 27(3), 109-117
Open this publication in new window or tab >>It's not all about video-conferencing
2010 (English)In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 27, no 3, p. 109-117Article in journal (Refereed) Published
Abstract [en]

Purpose This paper seeks to present the issue of e-learning development in a public university in Bolivia, together with challenges that could support the work of a sustainable development of practice and educational technologies.

Design/methodology/approachThe paper presents the first phase of an interpretative case study. It comprises data sources found in observations, interviews, and documents, which the authors have analysed according to three genre themes associated with e-learning - people, spaces, and technologies.

FindingsThe paper identifies a set of challenges that is aimed at directing further development and research on sustainable e-learning approaches in developing regions.

Originality/valueThe paper offers a practitioner perspective on e-learning development at a university in a developing country.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2010
Keywords
Bolivia; Communication technologies; E-learning; Higher education; Sustainable development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-35197 (URN)10.1108/10650741011054410 (DOI)
Available from: 2010-08-09 Created: 2010-08-09 Last updated: 2018-06-08Bibliographically approved
Lindberg, J. O., Olofsson, A. D. & Stödberg, U. (2010). Signs for learning in a digital environment. Australasian Journal of Educational Technology, 26(7), 996-1011
Open this publication in new window or tab >>Signs for learning in a digital environment
2010 (English)In: Australasian Journal of Educational Technology, ISSN 1449-3098, Vol. 26, no 7, p. 996-1011Article in journal (Refereed) Published
Abstract [en]

This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-39449 (URN)
Available from: 2011-01-27 Created: 2011-01-27 Last updated: 2018-06-08Bibliographically approved
Lindberg, J. O., Olofsson, A. D. & Stödberg, U. (2010). Signs for learning to perform in a digital environment. Australasian Journal of Educational Technology, 26(7), 996-1011
Open this publication in new window or tab >>Signs for learning to perform in a digital environment
2010 (English)In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, no 7, p. 996-1011Article in journal (Refereed) Published
Abstract [en]

This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-109586 (URN)000285643500007 ()
Available from: 2015-10-01 Created: 2015-10-01 Last updated: 2018-06-07Bibliographically approved
Söderström, T., Olofsson, A. D. & Stödberg, U. (2009). Are student´s attitudes towards collaboration mirrored in online education?. In: Fernstrom Ken (Ed.), Readings in Technology and Education: Proceedings of ICICTE 2009. Paper presented at ICICTE 2009, July 9-11, Corfu, Greece (pp. 321-329). University of the Fraser Valley Press
Open this publication in new window or tab >>Are student´s attitudes towards collaboration mirrored in online education?
2009 (English)In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, p. 321-329Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
University of the Fraser Valley Press, 2009
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-31014 (URN)1-895802-42-3 (ISBN)
Conference
ICICTE 2009, July 9-11, Corfu, Greece
Available from: 2010-01-27 Created: 2010-01-27 Last updated: 2018-06-08Bibliographically approved
Olofsson, A. D., Söderström, T. & Stödberg, U. (2009). Do Students’ Former ICT Experiences Influence Patterns of Participation in Online Higher Education?: A Case Study on a Swedish Leadership and Coaching Programme. In: Fernstrom Ken (Ed.), Readings in Technology and Education: Proceedings of ICICTE 2009. Paper presented at ICICTE 2009, July 9-11, Corfu, Greece (pp. 295-308). University of the Fraser Valley Press
Open this publication in new window or tab >>Do Students’ Former ICT Experiences Influence Patterns of Participation in Online Higher Education?: A Case Study on a Swedish Leadership and Coaching Programme
2009 (English)In: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, p. 295-308Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
University of the Fraser Valley Press, 2009
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-31016 (URN)1-895802-42-3 (ISBN)
Conference
ICICTE 2009, July 9-11, Corfu, Greece
Available from: 2010-01-27 Created: 2010-01-27 Last updated: 2018-06-08Bibliographically approved
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