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  • 1.
    Andersson, Per
    et al.
    Umeå universitet, Humanistiska fakulteten, Universitetspedagogiskt centrum (UPC).
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Virtuell utbildning på distans: erfarenheter från ledarskaps- och coachingprogrammet2006Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Pedagogik betraktas som en nyckelfaktor för hur kommunikation utvecklas i online utbildning. Det är emellertid inte bara pedagogik som är av betydelse för interaktions- och kommunikationsmönster. IT-systemen, t.ex. lärplattformar, strukturerar informationen på olika sätt (se t.ex. Kear 2001; Lövheim, 2002) och flera kommunikationskanaler kan också upprätthålla och öka kommunikationen bland studenter (Haythornthwaite et al., 2000). Utgångspunkt för pedagogiska institutionens utveckling av IT-stöd i utbildning bygger på en kombination av ett pedagogiskt förhållningssätt och nya moderna tekniska lösningar. Utifrån den utgångspunkten utvecklas modeller för IT-stöd, som kombinerar och pedagogiska och tekniska aspekter, i både campus- och distansutbildning.

    Institutionens senaste projekt är ledarskaps- och coachingprogrammet som är en 80-poängs distansutbildning under 3,5 år. Programmet sker i samarbete med flera idrottsförbund. En av ambitionerna med programmet är att försöka utveckla former för IKT-stödd undervisning mot idrottsområdet. T.ex. inom områden som av tradition starkt varit knutna till campus som t.ex. metodikundervisning. En viktig del i projektet är att skapa modeller och riktlinjer för utveckling av flexibla studentanpassade IKT-baserade lärmiljöer, där t.ex teknik som streaming, podcasting, synkrona möten, nätbaserad examination mm. byggs in som, naturliga kursverktyg. Utgångspunkten för den IT-pedagogiska basen i programmet bygger vidare på resultat från tidigare projekt inom pedagogiska institutionen. Dessa projekt är videoanvändning inom VFU för reflektion och diskussion (se t.ex. Söderström et al, 2004) och United Network for Educational Technology (UniNet). I samband med att utbildningen genomförs pågår ett forskningsprojekt om det IT-stödda lärandet inom ledarskaps- och coachingprogrammet.

    Utgångspunkten för ledarskaps och coachingprogrammet har handlat om att (se t.ex. Davies, 2002; Tolmie & Boyle, 2000):

    • Ge stöd och support (guider, webbaserade instruktioner mm)

    • Skapa meningsfulla och stimulerande uppgifter

    • Som lärare vara synlig

    • Stimulera samarbete och kollaboration

    Utbildningens virtuella lärmiljö (Open Source plattform) underlättar för att praktiskt, reflektivt och i interaktion med lärare och andra studenter förena teori och praktik. Miljön stödjer olika typer av digitalt material. T.ex. via synkrona (direkta) möten streamade föreläsningar, ljudfiler, forum för återkoppling och diskussion. Lärmiljön som används bygger på forskning runt lärgemenskaper där ljud och video har stor betydelse och textkommunikationen medvetet tonats ner. Utbildningen är åtkomlig via olika teknologier som mobiltelefoni (wap) och via www och stödjer ljud, bild och text. Programmets ca 60 studenter är för närvarande inne på sitt tredje moment. Vi kan konstatera att vi haft minimala teknikproblem vilket borgar för att vi kan fokusera resurserna mot pedagogiska och innehållsliga frågor. De data som samlats in inom ramen för forskningen om gemenskaper kommer att analyseras under 2006.

  • 2.
    Johansson, Lillemor
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Johansson, Sigurd
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hedman, Anders
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Seminars in Cyberspace?: Teachers experiences of using synchronous web seminars in distance education2005Ingår i: Recent Research Developments in Learning Technologies (2005): Proceeding of ICTE conference in Caceres, Spain, 2005Konferensbidrag (Refereegranskat)
  • 3.
    Liljeström, Monica
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Peer review for learning in online and distance education2008Ingår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, nr 3-4, s. 115-132Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article the authors' reports early findings from a project aimed to implement and evaluate peer review in online and distance university education. Data was collected through an online questionnaire with open and closed questions aimed to capture student experiences in a distance course, in which peer review preceded by criteria discussions was implemented. In this article the aim is to learn more about strengths and obstacles with peer review, and participation through ICT and text based communication. A majority of the students found that participating in peer review was valuable, although some found participation a bit taxing and too time consuming. Participation through ICT and text based discussions was found sufficient by the majority although a few students found it restraining. The conclusion is that it can be well worth continuing exploring peer review and how to design this element to support students learning in online and distance university education.

  • 4. Lindberg, J. Ola
    et al.
    Olofsson, Anders D
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Signs for learning in a digital environment2010Ingår i: Australasian Journal of Educational Technology, ISSN 1449-3098, Vol. 26, nr 7, s. 996-1011Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Lindberg, J. Ola
    et al.
    Mid Sweden Univ, Dept Educ, Härnösand, Sweden.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Signs for learning to perform in a digital environment2010Ingår i: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, nr 7, s. 996-1011Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Håkansson Lindqvist, Marcia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J. Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    From, Jörgen
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Holmgren, Tomas
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pedagogical digital competence for police teachers in relation to distance-based police education2017Ingår i: 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, s. 4219-4227Konferensbidrag (Refereegranskat)
    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.

  • 7.
    Olofsson, Anders D
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, J Ola
    Mid Sweden University.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Shared video media and blogging online: educational technologies for enhancing formative e-assessment?2011Ingår i: Campus Wide Information Systems, ISSN 1065-0741, Vol. 28, nr 1, s. 41-55Artikel i tidskrift (Refereegranskat)
    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. 

  • 8.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Do Students’ Former ICT Experiences Influence Patterns of Participation in Online Higher Education?: A Case Study on a Swedish Leadership and Coaching Programme2009Ingår i: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, s. 295-308Konferensbidrag (Refereegranskat)
  • 9.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    A research review of e-assessment2012Ingår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 37, nr 5, s. 591-604Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    Stödberg, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Håkansson Lindqvist, Marcia
    A municipal implementation of a new learning management system in K-12 schools: The teacher perspective2017Ingår i: The Proceedings of the International Conference on Information Communication Technologies in Education 2017 / [ed] Linda Morris, Costas Tsolakidis, 2017Konferensbidrag (Refereegranskat)
    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.

  • 11.
    Stödberg, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Orre, Carl-Johan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för informatik.
    It´s all about videoconferencing: Towards a sustainable e-learning approach in developing regions in Bolivia2009Ingår i: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, s. 639-650Konferensbidrag (Refereegranskat)
  • 12.
    Stödberg, Ulf
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Orre, Carl-Johan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för informatik.
    It's not all about video-conferencing2010Ingår i: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 27, nr 3, s. 109-117Artikel i tidskrift (Refereegranskat)
    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.

  • 13.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Frohm, Anna
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Törnquist, Anette
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Designing Sustainable Online Education Environments: A Department Perspective2012Ingår i: 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, s. 49-Konferensbidrag (Refereegranskat)
  • 14.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Are student´s attitudes towards collaboration mirrored in online education?2009Ingår i: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, s. 321-329Konferensbidrag (Refereegranskat)
1 - 14 av 14
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