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  • 1.
    Bergqvist, Tomas
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Hudson, Brian
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML). Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lithner, Johan
    Umeå universitet, Fakultet för lärarutbildning, Matematik, teknik och naturvetenskap. Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Umeå forskningscentrum för matematikdidaktik (UFM).
    Lindwall, Krister
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Podcasting in school2009Inngår i: Sixth Research Seminar of the Swedish Society for Research in Mathematics Education (MADIF 6), In press, 2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Podcasting is a new phenomenon in Swedish schools. This paper describes a project where the main goal is to analyze if the students’ interest in mathematics is affected if the mathematics is made accessible via podcasts and ipods. Teachers at eleven schools were encouraged to produce podcasts as a part of their mathematics teaching in school-year eight. The results indicate an increased interest in mathematics and the learning of mathematics among the students. We also found that the technical difficulties for the teachers were underestimated in the project, and that teachers had difficulties in finding time for the production of podcasts.

  • 2.
    Granberg, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Implementing digital individual development planning in teacher education: the challenges of communication in relation to the development of ICT-supportedmethods2009Inngår i: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 18, nr 2, 123-135 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents a study of the experiences of a group of teacher educators during the 2006–2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital ‘Individuella Utvecklings-Planer’ or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers’ (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators’ positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions.

  • 3.
    Hudson, Alison
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Methodologies for researching the relationship between academic development and learning technologies.: Underpinning Academic Practice with Research and Scholarship.2009Inngår i: (Accepted) Staff and Educational Development Conference, SEDA, May, 2009., 2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Key issues to be addressed are: the practices and the position of ‘educational developers’ and ‘learning technologists’ in UK higher education. 

    The session draws on a study which explores professional paths and relationships and respective approaches to supporting teaching and learning including the use of information and communication technology within what is seen as a changing university context. 

    The study suggests that the balance of power, in terms of the value placed on economic, cultural and social capital in the ‘knowledge economy’ (Blunkett, 2000), is shifting from concentrating on teaching, learning and scholarship, towards notions of ‘innovation’ influenced by the use of new technologies, business imperatives and new forms of management. This shift in the UK is underpinned by successive periods of reform and restructuring of the university, where both ‘new’ professionals and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change (Clark, 1998; Gibbons, 1998; Deem, 2001, 2006). 

    The theoretical framework and the empirical base of the study will be presented as one approach taken to exploring complex fields and sub-fields, as the social arenas in which capital is accumulated and where struggles for power and resources take place (Bourdieu and Wacquant, 1992). 

    The paper raises questions about current conditions shaping professional paths and argues that academic development (which includes the use of new technologies) requires both a creative and critical approach to scholarship and research to create the most appropriate and creative conditions for teaching and learning in a complex climate of change. It is hoped that this will form the basis for a lively discussion about the field and methodologies for researching the field.

  • 4.
    Hudson, Alison
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    New professionals and new technologies in new higher education?: Conceptualising struggles in the field2009Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis explores the practices and positionings of two groupings of professionals in UK higher education, ‘educational developers’ and ‘learning technologists’. It investigates the emergence of the groupings, and their professional paths and respective approaches to supporting teaching and learning. It also explores the use of information and communication technology within what is seen as a changing university context. These two ‘new’ professional groupings are most associated with a shift of focus in universities from teaching towards learning, heightened emphasis on the quality of teaching and learning, the increased impact of learning technologies on practice, organisational transformation, and increased numbers of students attending universities, i.e. massification of higher education world-wide. Thus, equivalent exemplars and variations can also be found throughout Europe and in other international settings.

    The social structure and practices that govern the two groupings have been analysed by means of a wide range of theories, concepts and methods which include Bourdieu’s (1988) concepts of habitus, field, position and capital, Boyer’s (1990) ideas about new scholarship, Palmer’s (1998) conceptualisation of the university teacher and Clark’s (2003) identification of the entrepreneurial university. The work of others, in particular Schön (1967) and Ball (2003), also provides an insight into the powerful relationship between technology, society, education and change.

    Thus, the thesis explores fields and sub-fields, as social arenas in which capital is accumulated and where struggles for power and resources take place. The study suggests that both groups occupy a highly politicised position, are affected by the shifting value of social, cultural and economic capital in the constantly changing higher education, are subject to struggle regarding ‘position’ and agency and are susceptible to the demands of new power regimes and technological solutions. It suggests that educational development is a scholarly field of study but has also become a technology responsible for translating institutional policy into practice, while learning technologists have been more politically successful and have had a relatively greater impact on academic practice in university settings. Whilst the relationship and division of work between educational developers and learning technologists has been hitherto little understood this study shows the similarities and differences, and boundaries and overlaps in the knowledge, practices, positions, dispositions and allegiances of the two groupings. An argument of the thesis is for a more cohesive approach to educational development in higher education which embraces learning technologies and higher education policy. Furthermore, this thesis suggests that the balance of power and the value placed on social, cultural and economic capital in the knowledge economy of higher education is shifting; from teaching and learning towards change and ‘innovation’ underpinned by new technologies, business imperatives and new forms of management. This shift in the UK has been reinforced by successive periods of reform and restructuring of the university, where both ‘new’ and ‘old’ professionals are subject to social and political pressures initiated by new forms of central governance and a growing bureaucracy of change. A danger for higher education is that the balance is pulled more towards policy technologies and bureaucracy and away from the professional judgement of university academics/teachers.

  • 5.
    Hudson, Brian
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Laanpere, Mart
    Tallinn University.
    Lõssenko, Jüri
    Estonian Information Technology Foundation.
    Open and flexible global education for all: what role for social media and e-Learning 2.0?2009Inngår i: M-2009 - The 23rd ICDE World Conference on Open Learning and Distance Education and the 2009 EADTU Annual Conference, 7-10 June 2009, Open Universiteit Nederland, Maastricht, the Netherlands (forthcoming)., 2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This Round Table aims to provide a forum for discussing and sharing the experiences of participants in implementing the use of social media and 2nd generation e-learning (e-Learning 2.0) in everyday teaching practices and learning processes in a range of educational contexts. In particular the session will bring together participants from the European Commission Transversal Project e-Jump 2.0. The e-Jump 2.0 involved over 120 participants from East and West Europe, Central Asia, the Far East and China in working on three courses which have focussed on new technologies of e-Learning 2.0, new assessment methods and aspects of design, implementation and evaluation. The aims of the e-Jump 2.0 project have included raising the competence and confidence of teachers in the use of e-Learning 2.0, developing e-courses; identifying success factors for and obstacles to such implementation and disseminating the outcomes of the project to the wider community.  A framework of action research has been developed to support associated professional and educational development and the sharing of practice amongst the participants through the documentation of small scale action research projects. The contributors to the Round Table are especially interested in the affordances and constraints of social media and Web 2.0 applications and also the success factors and obstacles associated with engaging teachers in active online learning communities. Each will provide short accounts of recent experiences which will include a description of the context, philosophy and approach to development and some reflections on the possibilities and problems arising based on recent practice during 2008-09.

    Accordingly a number of questions will be addressed which will focus on success factors and obstacles related to:

    • raising the competence and confidence of teachers in the use of e-Learning 2.0
    • engaging teachers in the processes of action research across national boundaries, different cultures and widely varying time zones
    • establishing sustainable networks of teachers and
    • sharing the results within the network and also with the wider community
  • 6.
    Hällgren, Camilla
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Dunkels, Elza
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
    Frånberg, Gun-Marie
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Young people and contemporary digital arenas: identity, learning and abusive practice2009Inngår i: SITE Society for Information Technology and Teacher Education: Charleston March 2009, 2009Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to outline an emerging research area around young people and contemporary digital arenas.The field is growing in size, shape and complexity. The need for investigations is demanding. The research area is also elusive and its outline is changing very quickly. In previous works the authors have focused on different parts of this area, and in this paper we bring our ideas together to form a joint research base. 1st theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society? 2nd theme is learning; have contemporary media influenced the processes of learning and if so, how can the educational system benefit from this? The 3rd theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet,among and towards young people? The issues problematized are to be seen as a probing for and a framing of a research base for further development.

  • 7.
    Paulsson, Fredrik
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Digitala lärresurser, lärplattformar och koppling till styrdokumenten2009Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Öppenhet och flexibilitet två viktiga komponenter för att uppnå mesta möjliga pedagogiska nytta av att använda IT. Pedagogiska krav och förväntningar måste återspeglas och stödjas av tekniken, men tyvärr tvingar tekniken istället alltför ofta till anpassning av desamma. Ser man tillbaka på utvecklingen teknikförstärkt lärande så är det tydligt att det finns en röd tråd som sträcker sig från 40-50-talens utveckling som framförallt byggde på behavioristiska teorier om lärande (som t.ex. the Teaching Machine av Skinner [1]) och utvecklades för militära behov, via koncept som Computer Assisted Instruction, fortfarande med starka drivkrafter från amerikanska militära intressen [2], fram till dagens webbaserade IT-stöd1. Det är egentligen först nu som tekniken börjar vara mogen för att kunna erbjuda ett riktigt bra IT-stöd som kan matcha moderna teorier om lärande. De senaste årens tekniska utveckling har skapat nya intressanta förutsättningar för att arbeta med de problem som fortfarande förknippas med IT-miljöer för lärande. För att lyckas med detta krävs dock en målmedveten strategi och samordning av centrala komponenter i skolans infrastruktur. Nedan beskrivs lite av den situation som präglar dagens IT-miljöer för lärande, med ett särskilt fokus på s.k. lärplattformar och digitala lärresurser. Därefter görs en analys av den pågående teknikutvecklingen i allmänhet och för lärande i synnerhet med några avslutande resonemang om strategiska vägval och förutsättningar.

  • 8.
    Paulsson, Fredrik
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för interaktiva medier och lärande (IML).
    Facilitating the access to digital learning resources by harvesting and federation of learning object repositories2009Inngår i: Innovation in Learning Communities: What did you invent for tomorrow?, EDEN , 2009Konferansepaper (Fagfellevurdert)
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