umu.sePublications
Change search
Refine search result
12 51 - 83 of 83
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    The uptake of peer-based intervention in the writing classroom2005In: Effective learning and teaching of writing / [ed] Gert Rijlaarsdam, Huub van den Bergh, Michel Couzijn, Boston: Kluwer Academic Publishers , 2005, p. 259-274Chapter in book (Other academic)
    Abstract [en]

    This chapter presents and discusses a method, peer-based intervention (PBI), in which conscious reflection of key-stroke logged writing sessions is used to improve written composition. Multiple writing opportunities are used together with discussion and observation of the writer’s own and a peer’s text. The method entails the theoretical assumption that the release of cognitive resources in working memory helps writers to focus the attention towards deeper structures of the text under construction as well as towards the writing process per se and thus assist in raising writers’ metacognitive awareness of writing. The chapter reports on a study of Swedish 13-year-olds composing descriptive and argumentative texts in their first language (L1), with and without PBI. The texts were graded and all revisions undertaken during the writing process were analysed according to their impact on the text product. Further, text quality and frequency of revisions were tested statistically in order to delimit the impact of the PBI treatment. The results indicate that the method was generally successful for low L1 ability writers, while high L1 ability writers benefited from the treatment in the argumentative assignments. The treatment further raised writers’ awareness of contents features involved in writing by increased frequency of text-based revisions.

  • 52.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Sullivan, Kirk
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: A case study of two young female writers2003In: Language Awareness, Vol. 12, p. 172-186Article in journal (Refereed)
  • 53.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Writing and the Analysis of Revision: An Overview2006In: Computer keystroke logging and writing: methods and applications / [ed] Kirk P. H. Sullivan, Eva Lindgren, Oxford: Elsevier, 2006, p. 31-44Chapter in book (Other academic)
    Abstract [en]

    This chapter introduces the reader to the complexities of revision analysis and problematises the issues surrounding the development of revision taxonomies, 'online' revision analysis and the categorisation of online revisions. For the reader unfamiliar with the writing process, the chapter begins by overviewing the writing process. This introduction to the writing process provides the reader unfamiliar with writing and revision processes with a ground for understanding of the complexity of revision and the overview of revision presented in this chapter. After reading this chapter, the reader will have the necessary understanding of the writing and revision processes to follow the arguments relating to the development of an online revision taxonomy and online revision categorisation presented by Lindgren and Sullivan (this volume, Chapter 9).

  • 54.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Edlund, Lars-Erik
    Umeå University, Faculty of Arts, Department of language studies. Nordliga studier.
    The story of Nils and Anders: some historical perspectives on reflection and writing development2006In: ISCHE 28: the 28th session of the International Standing Conference for the History of Education : technologies of the word : literacies in the history of education, Umeå: Department of Historical Studies, Teacher Education Faculty, Umeå University , 2006, p. 80-80Conference paper (Other academic)
  • 55.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P. H.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Urban
    Umeå University, Faculty of Social Sciences, Department of Social and Economic Geography.
    Spelman Miller, Kristyan
    GIS for writing: Applying Geographical Information Systems Techniques to Data Mine Writings' Cognitive Processes2007In: Writing and Cognition: Research and Applications, Amsterdam: Elsevier, 2007, p. 83-96Chapter in book (Other academic)
    Abstract [en]

    This chapter presents the use of the Geographical Information Systems (GIS) for data mining and visualising information about cognitive activities involved in writing. The information can be collected from various sources, such as keystroke logs, manual analysis of stimulated recall sessions and think-aloud protocols. After an introduction to the GIS, an English as a foreign language (EFL) writing session is used to explain how to create the various GIS layers from the different information/analysis sources, and show how they can be easily data mined using the GIS techniques to improve our understanding of the cognitive processes in writing. The illustrative graphs used to provide an insight into the methodology are based on keystroke-logged data, manual researcher-based analyses and coded stimulated recall data that were collected after the writing session. Also a tool for visualisation and data mining, the GIS technique can support analysis of the interaction of cognitive processes during writing focusing on the individual writer, differences between writers or the writing processes in general. Depending on the research question, GIS affords the possibility to aggregate data to the level of writers, de-aggregate data in any way chosen or display data as attributes of individuals.

  • 56.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Stevenson, Marie
    The analysis of on-line writing processes: applications for research and language instruction2006In: The 31st Annual Congress of the Applied Linguistics Association of Australia: Language and Languages: Global and Local tension, Applied Linguistics Association of Australia, ALAA , 2006Conference paper (Other academic)
  • 57.
    Lindgren, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Sullivan, Kirk P H
    Umeå University, Faculty of Arts, Philosophy and Linguistics. Lingvistik.
    Winberg, Mikael
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education. Umeå University, Faculty of Science and Technology, Department of Chemistry.
    On the lookout for new relationships: an exploration of keystroke-logged writing data2006In: SIG Writing, Antwerp, Belgium, 2006Conference paper (Other academic)
  • 58.
    Lundberg, Gun
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Mårell-Olsson, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Alternativ examinationsmetod av VFU i lärarprogrammet2006In: 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, p. 272-283Conference paper (Other academic)
    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.

  • 59.
    Mårell-Olsson, Eva
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Hudson, Alison
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    To make learning visable: in what way can ICT and multimedia contribute?2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 15, no 3/4, p. 73-90Article in journal (Refereed)
    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.

  • 60. Naeve, A
    et al.
    Knudsen, C
    Nilsson, M
    Palmér, M
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Petersson, A
    E, Müller
    Pargman, D
    Blomqvist, U
    En publik e-lärandeplattform byggd på kunskapsmångfalder, öppen källkod och öppna IT-standarder2002Report (Other (popular science, discussion, etc.))
  • 61. Naeve, Ambjörn
    et al.
    Nilsson, Mikael
    Palmér, Matthias
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Contributions to a Public e- Learning Platform - Infrastructure, Architecture, Frameworks and Tools2005In: International Journal of Learning Technology, Vol. 1, no 3, p. 352-381Article in journal (Refereed)
    Abstract [sv]

    Life long, flexible, collaborative, and personalised learning are words that are being increasingly used, whenever education is discussed and designed. They express new and important demands on learning architectures, both with regard to pedagogy, organisation and technology. Traditional learning architectures are based on teacher-centric and curriculum-oriented ''knowledge-push''. In this paper, we present an infrastructure, an architecture and a number of frameworks and tools that support learner-centric and interest-oriented ''knowledge-pull''. We see them as a contribution to a Public e-Learning Platform, which can achieve true interoperability based on open source and open international ICT standards

  • 62.
    Olofsson, Elin
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Interaktiva tavlor och förändrande lärarroller: En studie om hur ett par lärares roller förändrats genom användandet av interaktiva tavlor2007Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med denna studie var att undersöka om lärarrollen påverkats samt i sådana fall på vilket sätt lärarrollen kan ha påverkats i och med användandet av en interaktiv tavla undervisningen. Mina frågeställningar syftade till att ta reda på, konkretisera och problematisera två lärares uppfattningar och tankar kring deras lärarroll både före och efter användandet av en interaktiv tavla som pedagogiskt hjälpmedel i undervisningen. För att få svar på mina frågeställningar har jag intervjuat två stycken lärare som arbetade på samma skola i en större kommun i mellersta Sverige under våren 2007. Utifrån mina intervjuer har jag kommit fram till att lärarna anser att undervisningsmiljön och lärarrollen har förändrats sen den interaktiva tavlan introducerades i deras klassrum. De anser att undervisningen har blivit mer effektiv samt att lärarrollen blivit mer flexibel genom tavlans multifunktionella funktioner. De anser även att undervisningsmiljön förändrats genom den minitavla som medföljer den interaktiva tavlan. Med denna kan de röra sig fritt i klassrummet samtidigt som de navigerar den stora tavlan på väggen. Genom detta har läraren fått fler möjligheter att aktivera och inkludera eleverna i undervisningsmomentet.

  • 63. Palmér, Matthias
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    The SCAM Framework: Helping Semantic Web Applications to Store and Access Metadata2004In: Lecture Notes in Computer Science 3053, proceedings of the European Semantic Web Symposium 2004 (ESWS 2004), 2004, p. 167-181Conference paper (Refereed)
    Abstract [en]

    In this paper we discuss the design of the SCAM framework, which aims to simplify the storage and access of metadata for a variety of different applications that can be built on top of it. A basic design principle of SCAM is the aggregation of metadata into two kinds of sets of different granularity (SCAM records and SCAM contexts). These sets correspond to the typical access needs of an application with regard to metadata, and they constitute the foundation upon which access control is provided.

  • 64.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Achieving Learner Information interoperability: Position paper for the LIFE expert meeting on Learner Information2005Conference paper (Other (popular science, discussion, etc.))
  • 65.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Achieving Learning Object Repository interoperability:Position paper for the LIFE workshop on Learning Object Repository Interoperability2005In: Paper presented at the Presented at the LIFE workshop on Learning Object Repository Interoperability, 2005Conference paper (Other academic)
  • 66.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Learning Technology Enterprise Specification2006In: LIFE Roadmap on interoperability: Learning Technology Enterprise Specification Workshop, 2006Conference paper (Other (popular science, discussion, etc.))
  • 67.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Metadata ecology2009In: ISO JTC1/SC36 WG4, 2009Conference paper (Other (popular science, discussion, etc.))
  • 68.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Standardized Content Archive Management – SCAM2003In: IEEE Learning Technology newsletter, Vol. 5, no 1, p. 40-43Article in journal (Other academic)
  • 69.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Berglund, Mikael
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    A Service Oriented Architecture-framework for modularized Virtual Learning Environments2006In: IV INTERNATIONAL CONFERENCE ON MULTIMEDIA AND INFORMATION AND COMMUNICATION TECHNOLOGIES IN EDUCATION m-ICTE2006, 2006, p. 1935-1939Conference paper (Refereed)
    Abstract [en]

    Modularization of digital learning content has been addressed for through the concept of Learning Ob-jects. In this article it is shown this modularized concept can be extended to the Virtual Learning Envi-ronment. A general, Service Oriented Architecture (SOA) framework for modularized Virtual Learning Environments was implemented based on the VWE Learning Objects Taxonomy. It is argued that SOA is a suitable approach for modularization, and that the resulting SOA-framework can be used as basis for implementing specialized e-learning services, specified by future standard frameworks and reference models.

  • 70.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Berglund, Mikael
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Suggesting a SOA-framework for modular virtual learning environments: comparing two implementation approaches2008In: International Journal of Web-Based Learning and Teaching Technologies, ISSN 1548-1093, Vol. 3, no 1, p. 43-57Article in journal (Refereed)
    Abstract [sv]

    The article suggests a general SOA framework for virtual learning environments, based on the VWE learning-object taxonomy. The SOA framework suggests five basic services for implementation of modular virtual learning environments. The SOA framework was implemented in two prototypes using two different approaches: a Java-RMI-based implementation that was compared to a Web-service-based (SOAP) implementation by using the VWE learning-object taxonomy and the VWE SOA framework. The prototypes showed that a level of modularity, similar to the level of modularity of learning objects, could be achieved for the virtual learning environment as well through the inclusion in the same conceptual space. The comparison of the prototypes showed that the Web service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the HTTP protocol.

  • 71.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Engman, Jonas
    Marking the National Curriculum - a new model for semantic mark-up2005In: In the proceedings of the eChallenges 2005 conference: Innovation and the Knowledge Economy: Issues, Applications and Case Studies, 2005, p. 1731-1738Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The use of information structure and metadata for the National Curriculum becomes more and more crucial as the demands for advanced eLearning services increases. In a Swedish pilot project a simple information model was developed and tested on the National Curriculum. An implementation of a common XML based Mark-up Language called TEI was used for the first approach. An alternative model where three different kinds of metadata where identified and separated using RDF, XML and Annotea as core technologies was used for the second approach. Two approaches where tested and evaluated against five criteria. It was found that XML-based mark-up languages like TEI fail in cases where complex metadata and a combination of several metadata models are required. In conclusion we argue for the importance of separating information structure, descriptive metadata (including semantics) and catalogue metadata.

  • 72.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Engman, Jonas
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Treating metadata as annotations: separating the content mark-up from the content2007In: International Journal of Emerging Technologies in Learning (iJET), ISSN 1863-0383, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    The use of digital learning resources creates an increasing need for semantic metadata, describing the whole resource, as well as parts of resources. Traditionally, schemas such as Text Encoding Initiative (TEI) have been used to add semantic markup for parts of resources. This is not sufficient for use in a ”metadata ecology”, where metadata is distributed, coherent to different Application Profiles, and added by different actors. A new methodology, where metadata is “pointed in” as annotations, using XPointers, and RDF is proposed. A suggestion for how such infrastructure can be implemented, using existing open standards for metadata, and for the web is presented. We argue that such methodology and infrastructure is necessary to realize the decentralized metadata infrastructure needed for a “metadata ecology".

  • 73.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    Establishing technical quality criteria for Learning Objects2006In: Exploiting the Knowledge Economy: Issues, Applications, Case Studies, 2006, p. 1431-1439Conference paper (Refereed)
    Abstract [en]

    The idea of Learning Objects is now a widely accepted concept for the

    delivery of modularized e-learning content. Originating from Object Oriented programming, the concept has evolved to embrace almost everything that is digital. Based on literature, experience from implementation and a comparative study of Learning Objects, we argue that the concept needs to be more clearly defined in order to deliver what it promises. We argue that most implementations are not technology- and pedagogy-neutral and do not support sophisticated reuse. In the conclusion, six action areas for establishing technical quality criteria are suggested: a narrow definition, a mapping taxonomy, more extensive standards, and best practise for use of existing standards, architecture models, and the separation of pedagogy from the supporting technology of Learning Objects.

  • 74.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    Virtual Workspace Environment (VWE): A Taxonomy and Service Oriented Architecture Framework for Modularized Virtual Learning Environments - Applying the Learning Object Concept to the VLE2006In: International Journal on E-Learning, ISSN 1537-2456, Vol. 5, no 1, p. 45-57Article in journal (Refereed)
    Abstract [en]

    Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer definition of the aggregation and granularity of Learning Objects together with a clearer separation of data, presentation and application logics. The Virtual Workspace Environment (VWE) demonstrator shows that there is a necessity to unite fundamentals from computer science and pedagogical theories to achieve this.

  • 75.
    Paulsson, Fredrik
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Naeve, Ambjörn
    VWE: a framework for modularized Virtual Learning Environments - Applying the Learning Object Concept to the VLE2005In: presented at the ProLearn-iClass Thematic Workshop, Learning Objects in Context, 2005Conference paper (Refereed)
  • 76.
    Rudälv, Jens
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Vad krävs för att hantera fusket idag?: En undersökning av 34 lärares beredskap för att möta fusk.2005Independent thesis Basic level (professional degree), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [sv]

    Syftet med undersökningen var att, efter en fallstudie genomförd på en svensk högstadieskola, undersöka i vilken omfattning det förekommer otillåten kopiering av källor på Internet och hur detta problematiska fusk hanteras av lärarna på en utvald högstadieskola i Sverige år 2005. För att uppnå syftet genomförde jag en gruppenkät där 34 lärare deltog och valet av gruppenkäten stod på att den ofta är bruklig inom verksamheter som skolan där flera är samlade och lättare kan nås med ett frågeformulär. Enkätens frågor undersökte förekomsten av, misstänkta eller bevisade, fall av otillåten kopiering och användning av Internetkällor där eleven har haft avsikt att fuska åren 2000-2005. Den undersöker vidare om det finns eller har funnits styrdokument som behandlar denna typ av fusk på skolan eller kommunen under samma period, hur lärarnas beredskap för fusket ser ut, hur fallen av fusk har hanterats och om lärarna själva känner sig nöjda med resultatet. Dessutom undersöker enkäten lärarnas förslag på hur fuskhanteringen skulle kunna förbättras, i de fall där de anser att den brustit, inför framtiden. Som referensmaterial hade jag två vetenskapliga undersökningar att ställa mina resultat emot, den ena genomfördes med hjälp av både enkät- och intervjumetoden på ett svenskt Universitet, där 25 lärare och 40 studenter deltog, medan den andra var en enkätundersökning som genomfördes med 1000 högstadie- och gymnasielärare runt om i landet. Mitt val av metod är kvantitativ i och med gruppenkäten och den valdes med flertalet jämförbara svar som vinst, men den är också kvalitativ eftersom enkäten rymmer ett visst antal öppna frågor där jag lämnat, mer eller mindre, fritt för informanten att svara utifrån sin stånds- eller synpunkt. Dessa frågor togs fram för att komma så nära hur lärarna ser på skolans verklighet som möjligt. Resultatet visade bland annat att 31 stycken lärare aldrig hade sett något styrdokument som behandlar denna typ av fusk trots att ganska många av informanterna uttryckte just detta behov, att 32 stycken lärare inte hade genomgått någon utbildning som förberett dem för denna typ av fusk och att de 2 som genomgått utbildningen funnit den användbar samt att 21 stycken lärare under perioden misstänkt att deras elever fuskat på detta sätt. Undersökningen visar vidare att 3 stycken lärare var nöjda, 15 var missnöjda och att 16 inte visste hur fusket hanterades idag samt att 28 stycken lärare kände att deras kunskaper i ämnet var otillräckliga mot 5 som ansåg sig ha tillräckliga kunskaper. Av de som kände att deras kunskaper var otillräckliga saknade en klar majoritet framförallt kunskaper i hur man söker efter originaltexten på Internet och på andra plats efterlystes kunskaper i hur man kan arbeta förebyggande för att undvika fusk av det här slaget. Att varken utbildning eller styrdokument erbjuds lärarna är ganska märkligt när så många informanter efterlyser dem och när fusket verkar vara så omfångsrikt och problematiskt, men vad som är ännu mer märkligt är att av de lärare som kände att deras kunskaper var otillräckliga och som efterlyste kunskaper i hur man eftersöker originalkällor på Internet, tenderade ändå 71 % av dessa att spendera sin tid med att söka just texterna i kampen mot fusket, något som ingen av de informanter som kände att deras kunskaper var tillräckliga tenderade att göra. Detta valde de med otillräckliga kunskaper alltså istället för att arbeta förebyggande genom att välja bort de uppgifter som möjliggör elevers reproducerande av texter. Den tid som avsätts för kontroll av uppgifter borde istället avsättas på att ta fram mer varierande, stimulerande och reflekterande skrivuppgifter för eleverna, anser jag, för vad fusket trots allt gör är ju att blottlägga vår oförmåga att tänka i nya banor som pedagoger.

  • 77. Salmenjoki, Kimmo
    et al.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Social Learning - How Web is Changing the Way We Process Information and Knowledge2007In: Proceedings of the 5th International Conference on Emerging e-learning Technologies and Applications (ICETA), 2007Conference paper (Refereed)
    Abstract [en]

    In this paper we will consider how web (world wide web) environment has affected learning in and beyond classrooms. The paper shows how learning is turning towards an open ended dialogue between the learner and various online communities. The essential role of semantic web and its implications on generic knowledge processing will be described. We show how these change the information sources of web to more knowledge oriented and context aware counterparts. In combining the metadata and processes of information organization we propose concepts to build personal or context-aware knowledge services that could be used as elements in e-learning. We oversee some knowledge, activity and process based models of supporting knowledge intensive tasks needed in our networked world and online communities. Based on various approaches taken by different online learning organizations and virtual communities, both in Finland and international, some generic architectures and models of knowledge organization in web based learning or e-learning will be described. With some practical experiences and examples of web technologies we try to show how web environment is every day changing the modes of learning both from the individual and collaborative points of view and turn our experiences with shared Technobothnia laboratories, Baltic Sea Network BSN/BSOU and KMO collaboration networks or projects into thesis for the future of modern online learning.

  • 78.
    Stenman, Johan
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Den interaktiva tavlan: En studie av dess användningsområde i två undersökta skolor2005Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I detta arbete belyser jag den interaktiva tavlans användningsområde i två svenska skolor, samt beskriver hur den används i andra länder som exempelvis Storbritannien. Syftet var även att undersöka på vilka punkter den skiljde sig från en vanlig whiteboard och även vilka problem som kunde uppstå vid användningen av den interaktiva tavlan i undervisningen. Undersökningen i de svenska skolorna genomfördes i form av en intervju med sex lärare som alla använde den interaktiva tavlan i sin undervisning. Kontakten med lärarna inleddes via brevväxling per e-post och avslutades med en telefonintervju.

    Resultatet visar att den interaktiva tavlan främst användes till att visa bilder och animationer som ett komplement till skolans traditionella whiteboard eftersom den interaktiva tavlan kändes för onaturlig att skriva på. Alla lärare i undersökningen betonade dock att den interaktiva tavlan fått ett positivt mottagande av eleverna, där interaktiviteten och användningen av bilder och ljud som tillfördes till undervisningen sågs som den största styrkan tillsammans med möjligheten att kunna stå framför klassen och styra datorn. Hälften av lärarna påpekade att de svårigheter som uppstått med den interaktiva tavlan lätt kan härledas till deras bristande teknikkunskaper. De anser därför att en utbildningskurs för att utvidga kunskaperna om tavlans funktioner är nödvändig, samt tillgången till teknisk support ifall utrustningen skulle drabbas av problem. Detta anser jag vara den största begränsningen med den interaktiva tavlan, de problem som eventuellt kan uppstå måste kunna avhjälpas för att tavlan skall kunna användas obehindrat i undervisningen.

  • 79.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Digital tools for the recording, the logging and the analysis of writing processes: Introduction, overview and framework2006In: Writing and Digital Media, Oxford: Elsevier, 2006, p. 153-157Chapter in book (Refereed)
    Abstract [en]

    This subchapter provides an introduction to the possibilities and limitations of digital tools for recording of writing processes, a comprehensive framework in which the digital tools that are explained further in the subchapters 2-5 are integrated and a critical perspective to the characteristics of the tools, their usage and related automatic analyses.

  • 80.
    Sullivan, Kirk P H
    et al.
    Umeå University, Faculty of Arts, Philosophy and Linguistics.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. Umeå University, Faculty of Arts, Department of language studies.
    Supporting Learning, Exploring Theory and Looking Forward With Keystroke Logging2006In: Computer Keystroke Logging and Writing: Methods and Applications, Oxford: Elsevier, 2006, p. 203-211Chapter in book (Other academic)
    Abstract [en]

    Keystroke logging is an approach to writing research that cart also be used in teaching and exploring existing theories. This chapter overviews how keystroke logging call be used, and has been used, in the writing, language and translation classroom, illustrates how keystroke logging can provide new insights that call be used to interrogate theory and considers how keystroke logging's capabilities can be extended to provide a bright future for this technology.

  • 81.
    Tarassov, Vladimir
    et al.
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Paulsson, Fredrik
    Umeå University, Faculty of Teacher Education, Interactive Media and Learning.
    Development of a standard for representation of cases – generalization of case-based learning in learning technology systems2004In: Learning in Higher Education II, 2004Conference paper (Other academic)
    Abstract [en]

    The goal of learning technology standardisation is to create systematic ways of describing learning material and scenarios. This paper deals with the issue of development of a standard for representation of cases, which are used in case-based learning. The standard is designed for learning technology systems and viewed from the user’s perspective. First, IMS QTI was described as an example of standards. Four sample cases were then analysed: one from the PharmaPaC project, two from the SwedKid project, and one from two courses taught at the Department of Interactive Media and Learning. We have proposed a case structure description comprised of parts of a case item, types of case items, different patterns of a case section, and relationship between a case, case section and case item. The developed structure can be used as a basis for elaboration of an informational model of the case standard that may increase the level of case reusability and cooperation between case creators and users. The cases and implications of standards for the users were discussed at an ELHE workshop. The discussion suggested that standards can be a good starting point for creation of learning objects, and the standard for cases can facilitate their use in instruction. Despite there was an opinion that standards could limit creativity of learning objects creators, we believe that the use of standards is not an option but compulsory when learning objects are used. In future work we will develop XML-based notation for description of cases and consider Resource Description Framework to add semantic capabilities. We will also take into consideration standards like IMS Content Packaging and EML (Educational Modelling Language).

  • 82.
    Usoof, Hakim
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Who is who and doing what in distance education? Authentication and keystroke dynamics.2008In: Sig Writing 2008, Lund, June 11 - 13, Lund: Lund university , 2008, p. 113-Conference paper (Refereed)
  • 83.
    Usoof, Hakim
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Lindgren, Eva
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Who is Who and doing What in distance education?: Authentication and keystroke dynamics2008In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 3-4, p. 175-187Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper presents a study of computer based text development processes performed by ten native English language writers. The aim of this study is to analyse the text development process at a micro-level using a computer to explore whether unique keystroke patterns exist that can be used to identify individuals and different writing tasks. Keystroke logging techniques have been used together with fuzzy-logic comparison engines to identify unique keystroke patters across different tasks. Results indicate that patterns can be defined that are stable within writers but different between writers. Finally the paper suggests future improvements to the comparison engines and discusses ethical issues that need to be considered if such an identification mechanism were to be introduced into online assessment systems.

12 51 - 83 of 83
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf