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  • 1.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Maker pedagogy in Swedish tablet-classrooms2015Konferansepaper (Annet vitenskapelig)
  • 2.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design2018Inngår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 160-173Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a research study that scrutinised the student perspective on teachers’ different didactical designs from lessons in the one-to-one computing classroom. Specifically, the aim was to describe and understand three different clusters of didactical design in the one-to-one computing classroom from the student perspective. Each of the three clusters represents different interactions between teachers and students. The research questions embrace how the teachers or students, through the didactical design, will have an advantage over the other. The empirical material was based on student focus groups interviews, enhanced through the method of stimulated recall where different photographs of teaching and learning situations from the one-to-one computing classroom were shown to the students. The results demonstrate three empirical themes: students’ learning in class, students’ learning outside class, and classroom assessment. From a theoretical lens of power and control, the students’ reasoning demonstrates approaches to how teachers regulate students and to how students can make decisions in their learning process. For handling students’ demands, specifically in pedagogical plans, the one-to-one computing classroom becomes one component for making students’ learning processes smoother regarding when to study and how to study.

  • 3.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Swedish teachers' didactical design from students' perspective: perspectives on digital competences2017Inngår i: Learning and education: material conditions and consequences : NERA 2017 abstracs, Copenhagen: Aalborg University , 2017, artikkel-id 610Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research topic/Aim:

    Based on students' perspective, the aim of this study is to understand teachers' didactical design in contemporary one-to-one computing classroom in Sweden. The following research questions were formulated:

    1. How do teachers' organise students' use of one-to-one computing, and what are the effects?
    2. How are social processes constructed in the one-to-one computing learning environment based on students' experience and use?

    Theoretical frameworks:

    In a theoretically informed analysis, we applied Bernstein's (2000) concepts for symbolic power and control: classification and framing. Bernstein's relative concept of classification indicates the symbolic boarders between categories, for example teachers and students. The concept of framing indicates the locus of control, or who controls what. The concepts of classification and framing is relative, either strong or weak. These concepts are used to understand how teachers' either keep symbolic power and control, or shift the symbolic power and control towards the students in teaching and learning situations.

    Methodology/research design:

    This study is part of a greater project about the digitalisation of compulsory schools. Based on results from the bigger project, this study focused on a mixed group of students in compulsory school in grade-2, grade-6, grade-7 and grade-8 studying mathematics, arts and sports. The empirical material consists of four classroom observations, 11 focus group interviews with students and a questionnaire. The focus group interviews were based on three themes: 1) students' basic digital skills, 2) teachers' teaching, and 3) students’ learning. During the interviews, the approach of stimulated recall (Haglund, 2003) was used for probing students' experiences of different teaching approaches by showing the focus groups photography's of different one-to-one computing practices. The focus group interviews lasted between 18 to 35 minutes.

    Expected conclusions/Findings:

    Based on the concepts of classification and framing, three themes were constructed that indicated teachers and students digital competence. The first theme indicated students' basic digital skills. This theme identified for what and how often the most common activities in which the teachers’ ask students to use one-to-one computing. The second theme indicated a piecework approach, which highlighted students' use of one-to-one computing in class and out of class. In class use indicated a formal practice based on the teachers' power and control, while the out of class use indicated practices based on students' power and control. The third theme indicated the symbolic gesture of raising ones hand. This theme indicated diverse aspects how the teacher either held or dislocated symbolic control.

    Relevance for Nordic Educational Research:

    In the Nordic countries, digital competence is either already introduced or on its way to be introduced in the national steering documents. Few studies have so far focused on understanding students' perspective of teachers' didactical design. This study contributes to this field of research and indicates a need for a broader understanding of the concept digital competence beyond basic digital skills. Among other things, this study indicate especially how one-to-one computing constructs a need for diverse digital competences based on students' use of one-to-one computing in class as well as out of class.

  • 4.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper illustrates a project about digital didactical designs in one-to-one (1:1) computing classrooms in Sweden. The study focuses on schools in four municipalities with 1:1 media tablet (iPads) programs. In Sweden, there have been two major changes that have led to new situations and new challenges for schools. A new school reform started in 2011, at the same time there was a boom using mobile web-enabled technologies in teaching and learning. With the new national curriculum LGR 11 the main changes involves stronger guidance what teachers teaching should involve at the subject level, a new grading system and specific knowledge's students should achieve in school year 3, 6 and 9. The boom of mobile technologies highlights a shift away from separating Information and Communication Technology (ICT) and education (e.g. computer labs) (Henderson & Yeow, 2012) into co-located settings (De Chiara, Di Matteo, Manno, & Scarano, 2007). Mobile technology becomes part of classrooms; both merged into new spaces for learning – we call them co-expanded spaces. In general, we assume these new situations affect the designs of teaching and learning in different aspects. Results from our previous studies in Denmark indicate a shift in students' learning culture from consumption of content into production of content (Jahnke & Kumar, 2014) similar to what Hatch (2013) addresses as the maker movement culture. In this study, we explore how teachers meet the new challenges by studying the pedagogical communication. Specifically, from a Digital Didactics approach, we explore how the new situation affects didactical designs in such new settings where physical teaching and learning spaces are expanded by mobile technologies.

    Aim

    The aim of this study is to understand the teaching and learning designs-in-practice, especially the facets of such designs in co-expanded spaces. By studying the innovative teachers' didactical designs in media tablet classrooms, a particular focus is on the social relationship as a function of the teacher-student interaction and communication.

    Research questions

    1. How can the teacher-student relationships be described and understood in relation to tablet mediated learning classroom practice?

    2. How can teachers' communication about tablet mediated teaching and learning be described and understood in relation to tablet mediated classroom practice?

    3. How can the forms of teachers’ digital didactical designs be described and understood in relation to the curriculum?

    Theoretical framework

    For understanding the designs of media tablet classroom practices, we used two sets of theories. Firstly, Jahnke, Norqvist, & Olsson's (2014) approach of digital didactical design that is based on learning intentions, learning activities, assessment, and the social relations was applied for framing the analysis. In this paper the social relations constitute the teacher-student communication, which mirrors the teachers' didactical design. For understanding the teacher-student communication, Bernstein’s (2000) theory of classification and framing was applied. The concepts of classification and framing are translated into power and control relations. Classification highlights the relation between different categories. What turns a category into a unique category is its unique relationship to other categories. The uniqueness of a category is based on its specialisation e.g. teacher or student. The degree of specialisation creates boarders and a space between the categories as either strong or weak. The outcome of the classification analysis indicates practices of media tablet classrooms. These practices are further analysed through the relative concept of framing as either strong or weak. The concept of framing contributes to the understanding of the locus of control in the teacher-student relationship. The locus of control relates to several issues in the teacher student relationship, which reflects Bernstein’s concepts of selection, sequence, pacing and evaluation.

    Methodology, Methods, Research Instruments or Sources Used

    The methodology in this research project has been pre-tested in a pilot study in Denmark in 2012 to 2014. The qualitative method has been conducted to explore the teachers' designs in Swedish classrooms ranging from preschool to upper secondary school. Applying a purposeful sampling (Patton, 1990), schools were selected where teachers and pupils have been using media tablets longer than six months, preferably within a one-to-one computing program in which the pupils can also use the iPads at home. We focused on innovative teachers and early adopters (Rogers, 2003). In total we studied schools in four municipalities in Sweden in six clusters: one preschool, one preschool class (children at age 6), and classes in school years 1-3, 4-6, 7-9, and 10-12. The schools have been visited two times during the school year 2014/2015. In total we have conducted 20 classroom observations and teacher interviews. Data collection The classroom observations were conducted of 2-3 observers. The field notes were developed, as close as possible to the observation, into thick descriptions (Kullberg, 2004) that are described as narrative, describing, analysing and interpreted. After the observations the thick descriptions were discussed until an agreement was reached among the researchers. During the observations the observer take notes, photos, short video recordings. Each lesson lasted between 40-60 minutes. The subjects range from Native Language, Math, Science, English, Spanish and Social studies. The class sizes were around 20 to 25 students in each class. The observations were followed up with teacher interviews. For the teacher interviews, a half-structured interview guide were used that is divided into five themes with sub-questions: (1) background (age, gender, years as teacher, teaching subjects; first "thought" when implementing iPads); (2) the teachers teaching; (3) Learning (4) Assessment (5) magic wizard offers three wishes (what would teacher wish). The interviews were conducted by at least two researchers; audio-recorded and transcribed. Each interview lasted for about 60 minutes. Conclusions, Expected Outcomes or FindingsFindings from the innovative media tablet classrooms indicate two sets of didactical designs. The first set of didactical design demonstrates a majority of blurred boarders between categories, ranging from teachers' organisation of desks in the classroom to the software applications used in teaching and learning. The second set of didactical designs illustrates designs based on clear boarders between categories, which indicates strong power relationships. These two sets of relationship between categories create two kinds of social relationship in the classroom. Media tablet classrooms based on weak classification indicates a pedagogical practice that involves students' decision making to a greater extent than in classrooms based on strong classification. The weak classification between categories in the classrooms becomes the underpinning framework for didactical designs where the media tablets are integrated for making products. The making of products demonstrates students' influence regarding the selection and sequence of content, for example when making films. With regard to the learning intentions in the curriculum, in students' creative work, the teachers' support student learning by using explicit and implicit criteria for keeping the right track in students' learning. An important issue concerns the sociological notion of sharing resources involving signs of changed communication and interaction patterns in the classrooms.

  • 5.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This presentation reports on the results of the first round of data collection in an ongoing research project about teachers' didactical design with media tablets. A qualitative approach was taken that aimed to understand the teachers' enacted didactical design-in-practice. Three research questions scrutinize the teachers’ form of didactical designs, the teachers' communication and the social relationships in relation to tablet mediated teaching and learning. In total, 15 K-12 education classrooms were observed and documented by text, sound and photos. The results demonstrate classrooms where ICT can be taken for granted based on the precondition of 1:1 computing, WiFi, cloud services and production of content. Further, the results indicate a diverse and complex practice based on a modified relationship between teachers and students.

  • 6.
    Bergström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    University of Missouri-Columbia.
    Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions2019Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, nr 1, s. 38-52Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

  • 7.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Application of Digital Tools in Chemistry Education: Virtual Reality, Augmented Reality and Gamification2019Inngår i: 2019 ESERA, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In a politician-decided top-down implementation of digital tools into the school curricula, chemistry education researchers and teacher educators try to develop relevant and meaningful digital tools possible to use to increase students’ learning. To exemplify and explore the impact of digital tools on students’ learning processes, two chemistry education projects are discussed in this presentation. When are digital tools applicable to enhance learning and how should teachers embed and frame this application of the digital tools? The projects present how Virtual Reality (VR), Augmented Reality (AR) and gamification can be used to enhance students’ perceived interest and value.

  • 8.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital Tools in Chemistry Education - Virtual/Augmented Reality & Gamification2018Konferansepaper (Fagfellevurdert)
  • 9.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Virtual reality i kemiundervisningen: hur kan man arbeta med digitalisering?2018Konferansepaper (Fagfellevurdert)
  • 10.
    Broman, Karolina
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Johnels, Dan
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Kemiska institutionen.
    Virtual and augmented reality – a way to develop university students; spatial ability in organic chemistry2019Inngår i: European Variety In Chemistry Education 2019: Abstract Booklet, 2019, s. 24-24Konferansepaper (Fagfellevurdert)
  • 11.
    Hudson, Brian
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Nordvkelle, Yngve
    Sancho Gil, Juana M
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Hudson, Alison
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Laanpere, Mart
    From teaching to learning: digital portfolio as assessment for learning?2008Konferansepaper (Fagfellevurdert)
  • 12.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Lindwall, Krister
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Paulsson, Fredrik
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Vinnervik, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Understanding, reflecting and designing learning spaces of tomorrow2012Inngår i: Proceedings of IADIS Mobile Learning 2012 / [ed] I. Arnedillo Sánchez & P. Isaías, IADIS Press, 2012, s. 147-156Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.

  • 13.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap. University of Missouri-Columbia.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Häll, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Kumar, Swapma
    University of Florida.
    Digital Didactical Designs as research framework: iPad integration in Nordic schools2017Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

  • 14.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Lars, Norqvist
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Digital didactical designs: reimagining designs for teaching and learning2015Inngår i: Educational development in a changing world, 2015Konferansepaper (Fagfellevurdert)
    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.

  • 15.
    Jahnke, Isa
    et al.
    University of Missouri.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mejtoft, Thomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Organizing teaching in project teacher teams across established disciplines using wearable technology: digital didactical designing, a new form of practice2016Inngår i: Organizing academic work in higher education: teaching, learning, and identities / [ed] Liudvika Leisyte and Uwe Wilkesmann, Routledge, 2016, s. 169-185Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Designs of Digital Didactics: What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?2014Konferansepaper (Annet vitenskapelig)
    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.

  • 17.
    Jahnke, Isa
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norqvist, Lars
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Olsson, Andreas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa: TVT on enemmäm kuin pelkkä työkalu2015Inngår i: Digitaalinen oppiminen ja oppimisympäristöt / [ed] Marki Kuuskorpi, Tampere: Juvenes Print – Suomen Yliopistopaino Oy , 2015, s. 65-85Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 18.
    Lundberg, Gun
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Institutionen för svenska och samhällsvetenskapliga ämnen.
    Mårell-Olsson, Eva
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Alternativ examinationsmetod av VFU i lärarprogrammet2006Inngår i: Tänk efter, tänk nytt, tänk om: universitetspedagogisk konferens i Umeå 2-3 mars 2005 : konferensrapport / [ed] Margareta Erhardsson och Katarina winka, Umeå: Universitetspedagogiskt centrum, Umeå universitet , 2006, s. 272-283Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    En i vårt tycke lyckad utprovning av en alternativ examinationsform till fysiska VFU-besök i de lärarstuderandes praktikskolor, med anledning av att VFU-besök tar mer och mer tid i anspråk i takt med att lärarutbildningens partnerområden sprids allt längre ut från universitetet. Examination med hjälp av film (video/digital) kombinerat med  skriftlig dokumentation från de studerande samt sammanfattande kommentarer från mentorn (den lokala lärarutbildaren), ger de lärarstuderande ett utökat ansvar och inflytande för sitt eget lärande och sin egen examination samt höjer mentorernas delaktighet. Som en extra bonus erövrar de lärarstuderande kompetens för att hantera det idag så viktiga s.k. vidgade textbegreppet. Att kunna dokumentera med bilder och behärska bildmedieteknik är önskvärda färdigheter hos varje lärare som skall arbeta med dagens och morgondagens barn.

  • 19.
    Lundberg, Gun
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Institutionen för svenska och samhällsvetenskapliga ämnen.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Rådeström, Annalisa
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap.
    SÄL-utbildning i framkant med IKT-integrering och helhetsperspektiv2006Inngår i: Några erfarenheter från SÄL-projektet: en antologi / [ed] SÄL II-projektets ledningsgrupp, Göteborg: Göteborgs universitet, Malmö högskola, Högskolan i Jönköping, Lärarhögskolan i Stockholm, Karlstads universitet, Umeå universitet , 2006, s. 46-79Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Mejtoft, Thomas
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Lindberg, Lena
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Söderström, Ulrik
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Feedback in commercial educational applications: Guidelines and conceptual framework2017Inngår i: Proceedings of the European Conference on Cognitive Ergonomics 2017 (ECCE 2017), ACM Digital Library, 2017, s. 113-120Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In recent years, schools made large investments to increase the integration and use of contemporary technologies in teaching and learning.Today iPads and educational applications are growing in popularity and are commonly used. These technologies have a potential beneficial effect on the learning, but studies show that some applications have flaws that hinder these positive effects, for example regarding the feedback provided to the user. This study has determined a number of guidelines for effective feedback in a learning situation and has further shown how well these guidelines can be reached in an educational application today. The study shows that there are both advantages and disadvantages of feedback in an application compared to giving feedback in a more traditional learning situation. Many of the guidelines for effective feedback were found to be possible to reach in an application, and the greatest advantage found in applications is that they can provide feedback timely on each action taken by the pupils.

  • 21.
    Mejtoft, Thomas
    et al.
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Ristiniemi, Charlotte
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Söderström, Ulrik
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    User experience design and digital nudging in a decision making process2019Inngår i: 32nd Bled eConference: Humanizing Technology for a Sustainable Societ: Conference Proceedings / [ed] A. Pucihar, M. Kljajić Borštnar, R. Bons, J. Seitz, H. Cripps & D. Vidmar, Maribor, Slovenia: University of Maribor Press , 2019, s. 427-442Konferansepaper (Fagfellevurdert)
    Abstract [en]

    When using online nudges to steer people in the right directionwhile they are making a decision, there is usually one preferable outcome.What might happen if the user experience is inadequate, will the nudgesstill work or might they be undermined? In this paper we investigate thecorrelation between user experience and digital nudges in a decisionmaking process. A user A/B test was conducted to investigate theproblem. The test participants visited one of two websites that includedthe same nudges where they were nudged to choose option (a) instead of(b). The only difference in the websites was the quality of the userexperience, one website design had a good user experience while the otherone offered an inadequate user experience. The results showed thateveryone who was assigned the good user experience chose (a), while twoof the inadequate experience participants chose (b). The results indicatethat user experience design can be used for digital nudging.

  • 22.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    AR, VR and AI: Something for the future education?2019Inngår i: Dig it, Higher Education 2019 / [ed] HELLA- Higher Education Learning Lab, Vasa, Finland, 2019Konferansepaper (Annet vitenskapelig)
  • 23.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Att göra lärandet synligt?: Individuella utvecklingsplaner och digital dokumentation2012Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents.

    The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept.

    Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching.

    Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation.

  • 24.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Can smart glasses enhance learning? An interdisciplinary cross-action-space co-operation between higher education and schools.2015Konferansepaper (Annet vitenskapelig)
  • 25.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Det digitala förskolebarnet: om individuella utvecklingsplaner och digital dokumentation i förskolan2015Inngår i: Efter barnets århundrade: utmaningar för 2000-talets förskola / [ed] Gun-Marie Frånberg, Lund: Studentlitteratur AB, 2015, s. 139-162Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 26.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Emergent technologies and gamification teaching designs in K-12 education2019Inngår i: Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective / [ed] Ola Lindberg och Anders D Olofsson, Umeå, 2019Konferansepaper (Fagfellevurdert)
  • 27.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Gamification as a teaching strategy: teachers’ readiness for gamified teaching designs2019Inngår i: Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20 augusti, 2019. / [ed] Per-Olof Erixon, Umeå, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Purpose/goals: This presentation reports on a study exploring teachers’ readiness to design gamified teaching activities with the use of contemporary and emerging technologies in K-12 education in Sweden. More specifically, the aim was to explore and understand what opportunities and challenges teachers perceive and express by gamified teaching designs.

    Method: The study was conducted between 2014 and 2018 and included four sub-studies where four groups of university students were given the task to design a gamified teaching activity for school students in combination with the use of digital technologies such as laptops, media tablets and smart glasses. The empirical material is based on observations during the school tests and interviews afterwards with the participating school teachers.

    Theoretical framing: The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points (Leontiev, 1986). Within activity theory, it is of importance to study the role that an artefact or a tool plays in everyday life (Nardi, 1996). Using Activity Theory as a theoretical framework helps to make sense of a context, and more specifically, the interplay between social relations, materials, tools, and expressed motives within the activity system (Nardi, 1996).

    Conclusions: The findings illustrate two emerging themes concerning 1) fostering motivation and collaboration and 2) a pedagogical balance is needed to achieve deeper learning. The school students enjoyed the gamified activities a lot and this fostered their motivation for schoolwork and collaboration. The teachers described it as a catalyst for motivating and engaging school students in schoolwork while at the same time acquiring knowledge. However the challenges they perceive primarily concern time and knowledge about how to design for a pedagogical balance between fun elements in relation to elements that triggers the school students’ knowledge acquisition and learning processes.

  • 28.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Making Learning Visible: a study about digital pedagogical documentation2011Konferansepaper (Annet vitenskapelig)
  • 29.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Making Learning Visible: how can ICT and digital learning resources contribute?2009Konferansepaper (Annet vitenskapelig)
  • 30.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Social närvaro, personlig interaktion och reflektion: En studie om studenters upplevelser och erfarenheter av att prova olika kommunikationssätt i distansutbildning2006Inngår i: Fyra studier om fortbildning av universitetslärare i Kvarkenområdet / [ed] Gun-Marie Frånberg, Umeå: Institutionen för interaktiva medier och lärande Fakulteten för lärarutbildning, Umeå universitet , 2006, s. 59-76Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    IT för utbildning 3 p ges vid institutionen för interaktiva medier och lärande, Umeå universitet. Kursen har tillkommit bland annat av ett behov av att kunna utbilda universitetslärare i att bli bättre i sin roll som lärare i en allt mer flexibel lärsituation. Syftet med denna studie är att ta reda på hur studenterna i kursen beskriver sina erfarenheter av kommunikationen i de olika virtuella seminarierna, (videokonferens, chatt och textbaserat diskussionskonferens) och vilka fördelar och nackdelar de anser respektive sätt att kommunicera med varandra har i kursen. Jag har tittat på hur de beskriver sina upplevelser och erfarenheter av att använda olika verktyg för kommunikation i kursen IT för utbildning 3 p samt vilka fördelar och nackdelar studenterna menar att respektive kommunikationssätt har. Detta arbete är en texttolkning ur ett lärandeperspektiv med tonvikt på studenters upplevelser och erfarenheter av kommunikation via olika verktyg. Den texttolkning jag gör är utifrån studenternas processdagböcker där de reflekterar och skriver om sitt lärande, upplevelser och erfarenheter av kursens olika moment och en gruppuppgift, om tre studenter per grupp, där de fått diskutera student- och lärarrollen i distansundervisning. Resultaten visar att chatten har en hög social närvaro om man är snabb i tanken och i fingrarna då respons och feedback kommer direkt. Är man inte snabb i tanken och i fingrarna så upplevs chatten som rörig och ostrukturerad. Även videokonferensen upplevdes ha hög social närvaro. Här har både bild och ljud stor betydelse för att kommunikationen ska kännas som mer personlig och att studenterna kan interagera med varandra. En nackdel är att ett videokonferensmöte bör planeras och struktureras väl då det annars kan upplevas bli mer ”svammel” än diskussion. Den textbaserade diskussionskonferensen upplevs som det sätt att kommunicera som stödjer det reflekterande lärandet mest. Den sociala närvaron är inte lika tydlig som i chatten eller videokonferensen, men det går lättare att gå djupare in i diskussioner än vad de två andra sätten medger. Sammanfattningsvis så kan jag konstatera att det krävs olika verktyg för kommunikation i en distansutbildning för att främja social närvaro, interaktion och reflektion både såväl synkron som asynkron. Alla dessa komponenter är viktiga för att få en lärmiljö som passar många olika studenter, med olika förutsättningar och behov.

  • 31.
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    To make learning visible: In what way can ICT contribute?2008Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The overall purpose of this article is to make a contribution to current educational debate about learning tools by exploring theoretical and practical arguments for using ICT in teaching and learning. The article will focus on epistemological, technological, and pedagogical dimensions in relation to ICT. Furthermore, it will emphasize creativity and how ICT can make different skills visible in teaching and learning. Firstly, it draws attention to different models i.e. epistemological and learning models, Academic literacy and Digital literacy as key concepts. Secondly, some practical examples from case studies are given to illuminate how ICT can support pedagogical documentation. Thirdly, it describes work with a web based tool for individual development plans and how this has been developed at Umeå University, Sweden, with the aim of developing participants’ ability to critically reflect on their learning. Finally, the article gives a suggestion for course assignments with ICT integration according to the epistemological and learning models described earlier.

  • 32.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    A.I.D.A. the digital receptionist: An Artificial Intelligent Assistant solution for Dental Healthcare2018Inngår i: The 6th Swedish Workshop on Data Science (SweDS18), Umeå, November 20-21, 2018 / [ed] Lili Jiang, Johanna Björklund, Monowar Hussain Bhuyan, Erik Elmroth, Kary Främling, Amro Najjar, Kai-Florian Richter, 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A.I.D.A. the digital receptionist – An Artificial Intelligent Assistant solution for Dental Healthcare

    Swedish dental healthcare is facing several challenges that are shared with the rest of the western world regarding how to develop effective dental healthcare in a digitized society. For society, the challenges concern a growing population at the same time as growing staff shortages. It is not possible to address the shortage of dentists and dental nurses by traiing more and it is therefore necessary to find other solutions. In addition, there is an ongoing digitization of dental healthcare and increased demands are being made for developing new innovative solutions, as well as those made on existing structures and systems. The focus is on creating effective dental healthcare in combination with an agile and innovative way of meeting the challenges of the future. The use of Artificial intelligence (AI) in dental healthcare brings the hope of increased quality and effectiveness as well as increased growth and better welfare. This project is about an on-going applied study in dental healthcare. The study context embraces a newly built public dental clinic in the city centre of Umea, Sweden that opened for patients in September 2018.

    The clinic’s vision is to become the world’s smartest dental clinic, using smart digital tools and developing smart working methods. Furthermore, the clinic aims to be a fully functioned test bed within two years. The clinic is fully digitized with the latest equipment it is possible to obtain for dental healthcare. The staff recruited have a specific responsibility to be part of the exploration and share their experiences of how to develop dental healthcare for the future. Another focus concerns how to conduct more effective dental healthcare for the patients. One of the on-going projects is an AI-based communication-solution under development called A.I.D.A. – the digital receptionist (e.g. Artificial Intelligent Dental Assistant).

    Aim and method

    The study aims to investigate how an AI-system can optimize the communication between patient and staff as well as the communication between the staff within the clinic. The research questions focus on patients’ and staffs’ experiences and their use of the developed AI-system concerning opportunities as well as challenges. Design-based research methods will be used as a means to develop an approach to meet the challenges of staff shortages based on the use of AI. Three types of data will be collected based on staff interviews, patient interviews and log data from the AI system. The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points. Activity theory embraces an exploration and an understanding of a context in relation to how social relations and materials, tools and intentions affect acting in different situations.

    Thematic analysis will be used to construct an understanding and sense of the collected empirical material and to identify key themes and emerging patterns based on the study’s aim and research questions.

  • 33.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Digital transformation in Swedish schools: Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives2018Inngår i: Seminar.net: Media, technology and lifelong learning, ISSN 1504-4831, E-ISSN 1504-4831, Vol. 14, nr 2, s. 174-187Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper reports on a research study about principals’ strategic leadership and organisation of schools within established tablet-based one-to-one computing initiatives. The aim was to investigate how principals lead and guide one-to-one computing initiatives in K–12 education. The research questions focused on principals’ expressed intentions and their strategic leadership and organisation when implementing tablet-based one-to-one computing initiatives in Swedish schools. The empirical material was collected through semi-structured interviews with seven principals in five municipalities where the schools had used tablets for more than six months within a one-to-one computing initiative. The findings are organised by themes concerning one-to-one computing as a strategy to change teaching and working methods, using technology for adapting teaching and learning to every pupil’s needs, and strategies for organisation. The findings show that marketisation of schools (e.g. the school-choice reform) in combination with the annual presentation of national rankings have had an impact on the financial situations of schools because they receive a voucher for every attending pupil. The participating principals’ strategic leadership concerning their intentions and applied strategies on how to lead and organise the digitalised school are an attempt to meet the demands that the marketisation and digitalisation of Swedish schools requires.

  • 34.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Jahnke, Isa
    University of Missouri, Columbia .
    Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms2019Inngår i: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, 1, s. 89-105Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.

  • 35.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Bergström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Jahnke, Isa
    University of Missouri, Columbia, USA.
    Teachers' Digital Didactical Designs: Motives, Goals and Practical Implementation of one-to-one computing in Swedish Schools2017Inngår i: Learning and education: material conditions and consequences, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Teachers' Digital Didactical Designs - Motives, Goals and Practical Implementation of one-to-one computing in Swedish Schools

    Research topic/Aim

    The aim of this paper is to understand and describe, at different levels, how digitalization of K-12 education is carried out in practice in Sweden. Therefore we studied principals, teachers and pupils experiences and narratives about the implementation of one-to-one computing.

    Research questions

    1. How do principals lead and guide the process of implementing one-to-one computing in K-12 education? What are they trying to achieve?
    2. How do teachers design for teaching and learning in the one-to-one computing classroom? What are they trying to achieve?
    3. What are the pupils’ experiences of one-to-one computing in school?

    Theoretical framework

    Activity theory (Leontiev, 1986) has been used for analysing the empirical material on different levels (e.g. triangulation) where motives, goals, actions and the actual operationalization in the classroom are important perspectives.

    Methodology/research design

    To study the research questions interviews with school leaders, classroom observations, teacher interviews and student group interviews have been applied in grade 2-12. Focus of the principal interviews (No. 6) was on their intentions with the one-to-one implementation and their leadership during the process. For the teacher interviews (No. 27), focus was on their teaching design (e.g. intentions and planning) and the actual operationalization of their design in the classroom. The interviews with principals and teachers lasted around 60 minutes. The pupils were interviewed in groups of 3-5 pupils in each group (in total 15 focus groups). The approach of stimulated recall (Haglund, 2003) was used for investigating pupils expericences of different teaching designs. The interviews with pupils lasted around 18-35 minutes.

    Expected conclusions/findings

    Four themes emerged from the triangulation of principal interviews, classrooms observations, teacher interviews and pupil interviews: 1) striving for pedagogical participation for increasing pupils’ achievement and approvement, 2) designing assignment for creating self-propelling pupils, 3) using variation as a method for creating motivated and active pupils, 4) designing assignments for creating variation and indivdualization by pupils’ choice.

    The four themes illustrates a chain of actions affected by each other – from expressed motives and goals on different levels, down to the teaching design implemented in the classroom. The themes also illustrate a hiearachy from the principals view of the digitalisation of the school and his/her motives of the 1:1 initiative from a pedagogic leader persepctive. This in turn, affect the participating teachers own expressed focus and goals for their teaching design and thus, the pupils actual use of the tablets in the assignments given during the schoolday.

    Relevance for Nordic educational researchA growing body of research, reports on the difficulties of implementing one-to-one computing into K-12 education, and the Nordic countries is not an exception. The contribution of this study demonstrates a chain of actions on different levels regarding possibilities and challenges in the take up and use of one-to-one computing. The results from this study contribute to an understanding on how the digitalization process of K-12 education is carried out in practice in Swedish schools.

  • 36.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    The use of Augmented Reality Technology in Chemistry Teaching2019Inngår i: Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019 / [ed] Per-Olof Erixon, Umeå, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Purpose/goals: Traditionally in chemistry teaching, molecules are visualized on paper or on a whiteboard/screen, i.e. the molecule is drawn in 2D. However, one basic problem many students are struggling with in basic organic chemistry is the conceptual transition (e.g. from 2D to 3D), and research has shown that spatial thinking is very important for the understanding of chemistry [1][2]. This presentation reports on a study exploring how university students are perceiving the use of augmented reality technology (AR) in chemistry teaching. More specifically, the aim is to explore and understand what opportunities and challenges students perceive when using AR-technology for enhancing their transition from a 2D representation of a molecule to the 3D structure visualised by AR-glasses.

    Method: The study was conducted during the spring of 2019 where a group of university students were able to ‘see’ the 3D structure of a nicotine molecule by using AR-glasses. The empirical material is based on discussions during the test and 14 surveys which the students answered anonymously afterwards.

    Theoretical framing: Design-based methods were used in the study [3] for exploring the possibilities as well as the challenges students meet when using, for them, such a new emerging technology as AR. For encoding the collected material, thematic analysis [4] was used for identifying key themes and emerging patterns.

    Conclusions: The first preliminary findings illustrate both possibilities and challenges when using AR-technology in chemistry teaching. For example, the students expressed an immersive experience and the 3D molecule was perceived as a very real object in the room, and in addition, felt that the amount of information was larger compared to 2D. The challenges concern quite a narrow field of view of the AR-glasses, and the students would like to have several different molecules to be visualized at the same time so as to be able to compare them with how they actually are represented in 3D.

  • 37.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Broman, Karolina
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Visualization of 3D molecules using Augmented Reality Technology in Chemistry Teaching2019Inngår i: Universitetspedagogiskakonferensen 2019: Helhetssyn på undervisning - kropp, känsla och kognition i akademin, 2019Konferansepaper (Annet vitenskapelig)
  • 38.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Hudson, Alison
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Pedagogical arguments for using digital portfolio in teaching, learning and assessment: making learning visible2008Konferansepaper (Fagfellevurdert)
  • 39.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    Hudson, Alison
    Umeå universitet, Fakultet för lärarutbildning, Interaktiva medier och lärande.
    To make learning visable: in what way can ICT and multimedia contribute?2008Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, nr 3/4, s. 73-90Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The overall purpose of this article is to make a contribution to current educational debate about learning by exploring theoretical and practical arguments for using Information and Communication Technologies and Multimedia in teaching and learning. The article focuses on epistemological, technological, and pedagogical dimensions and places emphasis on how multimedia and how ICT and multimedia can make different knowledge, skills and understanding visible in teaching and learning. It draws attention to different theories and conceptualizations of learning and uses some practical examples to illuminate how ICT and multimedia can make learning visible. In particular this paper presents two specific cases and illustrates ways in which students develop an ability to collect, organize, interpret and reflect on their own individual learning and practice and become more active and creative in the development of knowledge.

  • 40.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Google Glass in Dental Education at Umeå University2014Konferansepaper (Annet vitenskapelig)
  • 41.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Janke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Wearable Technology in a Swedish Dentistry Study Programme: Potential and Challenges of Google Glass2014Inngår i: ECTEL2014 workshop "Creative Mobile Learning and Teaching" #cmlt14: EC-TEL 2014 workshop on innovative uses of mobile and wearable technologies to support creativity in learning and teaching. / [ed] Ilona Buchem, Isa Jahnke, John Cook, Dimitris Apostolou, Neil Maiden, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this workshop, we report and demonstrate the use of new emergent technology in higher education. We present the example of Google Glass in a dentistry study programme at a Swedish University. The technology has been adopted for supporting the communication among teachers and students and to bridge the different places and spaces in which they study and work. With the explorative study, we want to illustrate the potential of technology and how it can be adopted for higher education. This implies a re-design of teaching and learning. Moreover, the empirical study shows that we need to radical think through our established concepts of ICT-enhanced, technology-enhanced learning ways from course-based learning into creative learning expeditions.

  • 42.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mejtoft, Thomas
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för tillämpad fysik och elektronik.
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML). School of Information Science and Learning Technologies (SISLT, iSchool), University of Missouri, USA.
    Designing for collaborative learning expeditions by using wearable technology and smart glasses2015Inngår i: Exploring the material conditions of learning: the computer supported collaborative learning (CSCL), conference 2015 / [ed] O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine & S. Ludvigsen, Göteborg, 2015, Vol. 2, s. 689-690Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Wearable web-enabled technology is the newest social fad, but in what ways is it useful in education? In this paper, we illustrate an explorative study of wearable technology for supporting collaborative learning. More specifically, university students from three different study programs collaboratively developed a gamification activity for pupils in secondary schools. The study illustrates a new way of collaborative learning towards “learning expeditions” where the students become designers for a collaborative learning situation.

  • 43.
    Mårell-Olsson, Eva
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Norberg, Anders
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Emergent Technologies in Higher Education: Google Glass and Telepresence Robots2014Inngår i: Supporting Teaching and Learning in the Digital Age, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper, we demonstrate the use of new emergent technology in higher education. We present two examples, first, Google Glass in dental education, secondly, telepresence robots for communication among teachers and students across spaces. With both of the cases, we want to illustrate how technology can be adopted for education when a re-design of teaching and learning takes place. Moreover, the two empirical cases show that we need to radical think through our established concepts of ICT-enhanced, technology-enhanced learning ways from course-based learning into learning expeditions.

  • 44.
    Norberg, Anders
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Mårell-Olsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Jahnke, Isa
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Behöver vi nya ord för att tala om framtidens utbildning?2014Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Utbildning i kollektiv form, dvs i större grupper studerande under särskilt utsedda lärare, i avskildhet och under bestämd tid, kan i våra äldsta skriftliga källor spåras tillbaka till Sumer för 3500 år sedan och utbildningen av skrivare. Det ersatte då lärlingsmodellen, som ansågs för inneffektiv och för belastande för mästarens egen skrivproduktion. Sedan dess har mycket hänt och varierat, men t ex klassrummet, ett överföringstänkande och en avgränsad normaltid har ofta bestått, liksom avskildheten från arbetslivet. Utbildning är inte lätt att ändra eller styra om, och riskerna kan kännas stora. Den fyller en samhällsfunktion för kompetensförsörjning och, säger kritikerna, för social reproduktion av maktstrukturer och samhällsklasser. Ordet "föreläsning" vittnar om tidig medeltids långa uppläsningar ur den enda källskrift som fanns till hands. När tryckkonsten slog igenom antogs det att föreläsningen skulle bli överflödig, men som vi vet har den t o m i digitala tider även fått ett slags uppsving. "Distanslärande" andas en tanke om centrum och periferi och om att klara sig utan klassrum som normalitet, eftersom den mest närliggande tolkningen att lära sig någon annanstans än där man som student befinner sig, är orimlig. Dock har ju en kommunikation för lärande, med människor som har och kan förklara kunskap, underlättats mycket på senare år, liksom tillgång till det mesta av dokument och media varhelst man befinner sig. Vad gör vi av detta ochhur begränsas vi i vår kreativitet av vår terminologi?"Kurs" handlar om ett definierat kunskaps- och färdighetsblock som ofta tidigare förmedlades på ett enda sätt och var starkt knuten till en normaltid för inlärning. Lär man sig inte som alla andra ocht ex behöver mera tid eller vill själv avgränsa stoffet så misslyckas man lätt med studierna. Nu har vi kanske andra och fler möjligheter om vi tänker efter. Många begränsningar i hur lärprocesser kan se ut och konstrueras har försvunnit, men inte ur vårföreställningsvärld, kanske p g a de traditionella ord vi använder? Behöver vi, för att arbeta med framtidens lärprocesser som kan ske överallt och av många olika skäl, nya ord som inte är så belastade, åtminstone för heuristiska ändamål? Tänk om vi i stället för att tala om "kurs" istället skulle tala om sociala "learing expeditions", eller istället för "distansutbildning" som kan innebära olika saker, tala om...? Rundabordssamtalet diskuterar föreställningsvärld och språk runtomkring utbildningsutvecklingoch framtid.

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