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  • 1.
    Eriksson, Linnéa
    et al.
    UMPE Studentförening.
    Gruffman Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Sundbaum, Kia
    Umeå University, Faculty of Social Sciences, Department of Child and Youth education, Special Education and Counselling (BUSV).
    Rum för lärande: lärarstudenters idéer och tankar om fysisk lärandemiljö2007In: Utsikter, insikter, avsikter: universitetspedagogisk konferens i Umeå 27 – 28 februari 2007 / [ed] Mohammad Fazlhashemi och Thomas Fritz, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2007, p. 79-79Conference paper (Other academic)
    Abstract [sv]

    Att som universitetslärare/forskare uppmanas till eller för övrigtreflektera över den fysiska miljöns betydelse för undervisning ochlärande är inte något vanligt inslag i universitetspedagogiskasammanhang. Som ett led i ett påbörjat utvecklingsprojekt ville viundersöka hur lärarstudenter ser på den fysiska miljöns betydelse iundervisning vid lärarutbildning. Vi ville även få ta del av studenterserfarenheter av hur undervisande lärare i lärarutbildningen använder sigav den fysiska miljön i pedagogiskt syfte. Hur skulle miljön kunnautformas för att bidra till studenters utveckling och lärande? Vid enverkstad arbetade studenterna med att skapa en i deras ögon önskvärdfysisk miljö och presenterade intresseväckande tankar och idéer påutformning av ett rum för lärande. Studenternas presentation visar attde finner den fysiska miljön betydelsefull i relation till deras egetlärande och att det kan berika om lärare vid lärarutbildningenreflekterar över och lägger vikt vid det fysiska rummet i pedagogisktsyfte i sin undervisning. Att öka medvetenheten bland såväl studentersom lärare kan bidra till att utveckla undervisning och lärande vidUmeå universitet.

  • 2.
    Gruffman Cruse, Ewa
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Lundahl, Lisbeth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Wiklund, Maria
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ett hum om lärande och rum2015In: Universitetspedagogiska konferensen 2015: Gränslös kunskap, Umeå: Umeå universitet , 2015, p. 27-29Conference paper (Other academic)
  • 3.
    Gruffman-Cruse, Ewa
    et al.
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Grysell, Tomas
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Sundbaum, Kia
    Umeå University, Faculty of Teacher Education, Department of Child and Youth education, Special Education and Counselling.
    Rum för lärande - verkstad2006In: Tänk efter, tänk nytt, tänk om: den sjunde universitetspedagogiska konferensen 2–3 mars 2005 / [ed] Margareta Erhardsson och Katarina Winka, Umeå: Umeå universitet , 2006, p. 95-101Conference paper (Other academic)
    Abstract [sv]

    Att som universitetslärare/forskare uppmanas till eller för övrigt reflektera över den fysiska miljöns betydelse för undervisning och lärande är inte något vanligt inslag i universitetspedagogiska sammanhang. Som ett led i ett påbörjat utvecklingsprojekt ville vi i en verkstad undersöka och diskutera vilka funktioner det fysiska rummet fyller för lärande och undervisning. Hur medvetet använder vi oss av det fysiska rummet i pedagogiskt syfte? Hur skulle miljön kunna utvecklas för att bättre svara mot olika undervisnings- och lärandesyften? Vid verkstaden presenterade deltagarna genom några idéskisser flera intressanta idéer om hur de skulle vilja utforma det fysiska rummet för undervisning och lärande. Deltagarnas arbete indikerar att den fysiska utbildningsmiljön är betydelsefull och att ett större medvetande om dess betydelse kan i framtiden skapa bättre förutsättningar för undervisning och lärande vid våra universitet.

  • 4.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Catching sight of students´ learning: a matter of space?2018In: Core meets E-LAW: Innovation in Higher Education, Heidelberg, 2018Conference paper (Other academic)
    Abstract [en]

    Based on a two-year study of a development project aiming to enhance students ́ learning in a natural science course by making their understanding more visible to themselves and their teachers, this paper analyzes the role of physical space in this context. Data were collected through systematic observations, photo and film documentation, student surveys, interviews with students and teachers, and also from students ́ examination results over an extended period. Previously, the course used traditional teaching methods and spaces. The students found the contents difficult, and the average examination results were poor. The teachers developed more student-active working methods, challenging students to make their understanding visible. However, the course literature and type of examination tasks remained unchanged, allowing for comparisons over time. The instruction took place in a large, innovative "flex-room", equipped with touchscreens, whiteboards, highly accessible technology and flexible furniture, allowing for increased student communication and feedback. The teachers could interact with student groups in the same room, spot and quickly correct misunderstandings in student presentations. The students ́ examination results improved considerably. They argued that the work methods contributed to deeper understanding and improved retention of the course contents. Finally, few observed space-related time-losses occurred. We conclude that well-designed spaces were crucial preconditions to enable these positive results.

  • 5.
    Lundahl, Lisbeth
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gruffman-Cruse, Ewa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Malmros, Bengt
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Sundbaum, Ann-Christin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tieva, Åse
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
    Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning2017In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 11, no 1, p. 16-32Article in journal (Refereed)
    Abstract [en]

    The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers´ possibilities, or lack thereof, to promote students´ understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer timeperiod. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.

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