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Brooks, E. & Sjöberg, J. (2019). Evolving Playful and Creative Activities When School Children Develop Game-Based Designs. Paper presented at 7th EAI International Conference on Arts and Technology, Interactivity, and Game Creation, ArtsIT 2018 and 3rd EAI International Conference on Design, Learning and Innovation, DLI 2018, Braga, Portugal, 24-26 October, 2018. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 265, 485-495
Åpne denne publikasjonen i ny fane eller vindu >>Evolving Playful and Creative Activities When School Children Develop Game-Based Designs
2019 (engelsk)Inngår i: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X, Vol. 265, s. 485-495Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) have been introduced in schools. In this paper we investigate an innovative approach to game-based learning, namely to use game design activities as motivators for developing children’s creative and social skills as well as other kinds of learning scenarios, e.g. computational. It is based on two cases, where game design activities by means of a narrative approach were applied in both analogue and digital form. The unit of analysis is game design activities. Hence, game design activities with the participating children (3 rd graders, 9–10 years of age), creative materials and technologies, and children’s actions as well as interactions are analyzed. The research questions posed in this study are: (1) What activities develop when school children design games in two cases, as an analogue activity, and as an activity including technology?; and (2) How do the learning environment, including the artefacts, employed mediate these activities? The outcomes of the study indicate that the game design workshop session which included both creative material and technology unfolded more combinational activities, which indicate that the inclusion of technology facilitated a more critical design decision making. However, the game design workshop session including only creative material exhibited a more thorough knowledge about what the material could do and what the children themselves could do with the material, which seemed to result in more playful interactions between the children. © 2019, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

sted, utgiver, år, opplag, sider
Heidelberg: Springer, 2019
Emneord
Creativity, Exploratory activity, Game-based design activities, Learning environment, Learning resources, Playfulness, Primary school children, Transformative activity
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-39034 (URN)2-s2.0-85061347715 (Scopus ID)
Konferanse
7th EAI International Conference on Arts and Technology, Interactivity, and Game Creation, ArtsIT 2018 and 3rd EAI International Conference on Design, Learning and Innovation, DLI 2018, Braga, Portugal, 24-26 October, 2018
Tilgjengelig fra: 2019-03-07 Laget: 2019-03-07 Sist oppdatert: 2019-03-20bibliografisk kontrollert
Granklint Enochson, P., Sjöberg, J. & Johnsson, A. (2019). From process to a changed practice - How research questions are processed in a collaborative project. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 31-32).
Åpne denne publikasjonen i ny fane eller vindu >>From process to a changed practice - How research questions are processed in a collaborative project
2019 (engelsk)Inngår i: NERA 2019: Education in a Globalized World, 2019, s. 31-32Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE), that aimed at reducing the gap between children/pupils capacity and performance. The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward. Parallel with these activities, follow-up research on the project is conducted that focuses on different parts of the collaborative process. In this study we have concentrated on the participants' work with their respective research processes. The overall aim is to investigate the way in which research questions- and the ability to answer these - are developed by the participants through collaborative projects across municipal boundaries. The question we ask is "How does a (research-) question change through a collaborative process?" School development projects are carried out both at national and international level (e. g. Sales, Moliner & Amat, 2017; Adolfsson & Håkansson, 2015). In this study, the focus is both on regional cooperation and more specifically on the research questions of the participating groups.

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists partly of the work material from a workshop where the participants' research questions were processed, partly by the participants' final products at the end of their development projects, which was a project report and a poster per project group. The material has mainly been analyzed based on a content analysis perspective (Danielsson, 2017; Denzin & Lincoln, 2003).

Expected conclusions/findings

The analysis is not yet complete, but preliminary results show that the research questions in the projects are not fully answered by the participants. On the other hand, the research questions seems to become more sharp when people from other municipalities are involved in working with the them. It also appears to be problematic to relate to overall, relatively abstract questions, and to make them tangible to their own school practice.                     

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Adolfsson, C-H., & Håkansson, J.  (2015). Lärande skolor och förskolor i Kalmar kommun - Forskning och lokalt skolutvecklingsarbete i samspel. Rapport. Linnéuniversitet

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Denzin,  N.  K.,  &  Lincoln,  Y.  S.  (Eds.).  (2003).  Collecting  and interpreting  qualitative  materials (2nd  ed.). Thousand Oaks, CA: SAGE

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-39031 (URN)
Konferanse
NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019
Tilgjengelig fra: 2019-03-07 Laget: 2019-03-07 Sist oppdatert: 2019-03-26bibliografisk kontrollert
Sjöberg, J. & Hansson, E. (2019). Making use of students’ digital habits in higher education: What they already know and what they learn. Journal of Learning Development in Higher Education (14)
Åpne denne publikasjonen i ny fane eller vindu >>Making use of students’ digital habits in higher education: What they already know and what they learn
2019 (engelsk)Inngår i: Journal of Learning Development in Higher Education, ISSN 1759-667X, nr 14Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.

sted, utgiver, år, opplag, sider
Plymouth: Association for Learning Development in Higher Education, 2019
Emneord
digital technology, higher education, teacher training practice, digital habits, digital skills, digital environment
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-39232 (URN)
Tilgjengelig fra: 2019-04-17 Laget: 2019-04-17 Sist oppdatert: 2019-08-30bibliografisk kontrollert
Sjöberg, J., Johnsson, A. & Granklint Enochson, P. (2019). Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work. In: : . Paper presented at Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Preconceptions or a Community of Practice? Discursive Constructions of the Preschool Practice in Preschool Professionals Conversations about Collegial Development Work
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Emneord
preschool practice, collegial development work, discourse analysis, community of practice
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-40549 (URN)
Konferanse
Education in an Era of Risk (ECER), Hamburg, Germany, September 3-6, 2019
Tilgjengelig fra: 2019-09-11 Laget: 2019-09-11 Sist oppdatert: 2019-09-26bibliografisk kontrollert
Sjöberg, J. & Brooks, E. (2019). Problem Solving and Collaboration when School Children Develop Game Designs. In: : . Paper presented at DLI 2019 – 4th EAI International Conference on Design, Learning & Innovation, Aalborg, Denmark, November 6-8, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Problem Solving and Collaboration when School Children Develop Game Designs
2019 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities, encouraging engagement, productivity, and creativity as well as offering scaffolding opportunities. In recent years digital game-based learning (DGBL) activities also has been tried out in schools. In this paper, we examine how collaboration between school children is configured in problem solving activities whilst developing digital game designs. The study is based on a case of a creative workshop with school children (3rd graders, 9-10 years of age) where game design activities by means of a narrative approach in both analogue and digital form were applied. Game design activities with the participating children, creative materials and technologies and children’s actions as well as interactions are analysed by using interaction analysis and parts of content analysis. The research questions posed in the study are: (1) What are the patterns of collaborative interaction exhibited by 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (2) What features facilitate collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? (3) What features challenge collaborative interaction among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? The results of the study show that a sense of community emerged when the children worked on solving the problem of designing and producing a digital game. Hence, when designing for mutuality, the design should allow for the participants’ experience acknowledging an affective awareness of a shared purpose. 

Emneord
Collaboration, Digital Game-Based Learning (DGBL), Game-Based Design, Problem solving, School children.
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-40853 (URN)
Konferanse
DLI 2019 – 4th EAI International Conference on Design, Learning & Innovation, Aalborg, Denmark, November 6-8, 2019
Prosjekter
DGBL
Tilgjengelig fra: 2019-11-07 Laget: 2019-11-07 Sist oppdatert: 2019-11-07
Johnsson, A., Granklint Enochson, P. & Sjöberg, J. (2019). Transfer of Knowledge from Group Work to Individual Level in a Professional Learning Context. In: WG 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations. Paper presented at European Educational Research Association (ECER 2019), Hamburg, Germany, September 2-6, 2019.
Åpne denne publikasjonen i ny fane eller vindu >>Transfer of Knowledge from Group Work to Individual Level in a Professional Learning Context
2019 (engelsk)Inngår i: WG 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations, 2019Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

That educational systems the world over recognise the importance of theteacher is often evident by the resources spent on teacher capacitybuilding. The issues have frequently been about building an effectivemodel and mechanism that would develop and enhance the teachers’capacity and provide avenues for professional development.

In this study we investigate whether knowledge acquired in acollaboration context, is perceived by the individual group member astransferable into his or hers day-to-day school development work.

The study at hand is conducted within a regional collaboration projectbetween four municipalities and a university in Sweden. The fourmunicipalities agreed on a number of priority professional researchareas, where they merge, and to use each other as critical friends inthe development work. During the meetings of the collaboration project,participants from different levels and areas in the education sector inrespective municipality, act as critical friends to one another ingroups in order to drive the projects within the professional researchareas forward. Researchers from the university provide the participantsguidance in research skills and methods in order to strengthen thescientific base for professional development work in preschools and schools.

A general assumption is that by working in groups, the group members areinvolved in collaboration which can assist them in a number of ways;e.g. generate strategies (Author, 2009) as well as better problemsolving and learning outcomes than individual work (Barron, 2000;McConnell, 2000; 2005). Even so, group work is supported by research asbeneficial for problem solving, development of critical thinking andcommunication skills (McConnell, 2000; 2005) we are interested inwhether knowledge acquired and utilized within group work in one contextis transferable into another context, although similar. This leads us toan important concept in the social constructivist theory, namelytransfer or transfer of knowledge. The concept focuses on how and if anindividual uses and transmits his or her ideas about a phenomenon fromone context to another (Mayer, 2002; Salomon & Perkins, 1989; Spiro, Collins, Thota & Feltovich, 2003). On this basis, this study concernsparticipants’ perception of utilization of research methodology in groupwork in relation to their perception of their utilization of researchmethodology in their own practice. According to Hasselhorn and Mähler(2000), it is possible to distinguish between specific and non-specifictransfer. Specific transfer involves the transfer of special factualknowledge while non-specific transmission refers to the transfer ofoverall principles or strategies to new contexts.

The authors also distinguish between positive and negative transmissiondepending on whether transmission is facilitated or is inhibited, aswell as on proximal and distal transfer depending on whether thesituation requires a higher or lower transfer need (Hasselhorn andMähler, 2000; Author, 2012). When we learn something that is repeatedrelatively often and thus automated, a "low-road" transmission canoccur. In the case of high-road transmission, it requires more abstractthinking to transfer ideas or concepts from one situation to another(Salomon and Perkins, 1989). A further distinction can be made betweenhorizontal and vertical transmission (Schönborg & Bögeholtz, 2009).Horizontal transfer is defined as the ability to transfer performancesbetween different contexts but at the same level of organization.Vertical transmission, on the other hand, aims at the ability totransfer performances between different organizational levels.

Following the theoretical assumptions outlined above, the question weask in this study is “How is transfer of knowledge from group work toown practice perceived by participants participating in a project onstrengthening organizational development on a scientific basis?”

Methodology, Methods, Research Instruments or Sources Used in order to answer the research question regarding how the participantsin the project, described above, perceived whether the knowledgeacquired in groups in a professional training context could be utilizedinto their own school context, a questionnaire containing 19 questionswas handed out to the participants, each question with a Likert scale.The questionnaires were distributed to the 57 participants that werepresent at the final meeting of the project cycle’s first year, andmanually collected. This counts for about 65-70 percent of the totalnumber of participants in the project.The questionnaire contains questions concerning the respondent’s ownperception regarding: the individual’s relation to development work intheir daily work, the individual’s knowledge progress regarding researchskills, the process of the group work, and the collaboration model. Thelatter referring to the model of host versus critical friends in projectwork. The questionnaires were analyzed with SPSS factor analysis inorder to detect potential underlying variables.The participants of the project were divided into 12 groups, four groupsper school-level. Each group comprised of a host from respectivelymunicipality. The municipality took responsibility for the formulationof the professional research question, and the remaining members of thegroup, which all came from other municipalities, acted as criticalfriends in order to develop and process the research question.

Conclusions, Expected Outcomes or Findings although a generalisation of the study’s results may be considereddoubtful, it is important and relevant to critically discuss thefindings in a broader perspective. As earlier studies show similarities between issues of transfer of knowledge (Argote, Ingram, Levine,Moreland, 2000; Spiro, Collins, Thota & Feltovich, 2003) it isreasonable to suggest that the findings in this paper also relates to abroader, international perspective.Based on the factor analysis a strong negative relationship was foundbetween the individual’s perception of the group’s increased use ofresearch methodology and their own increased ability to use researchmethodology in their own practice. Additionally there was also anegative relationship between the individual’s perception of theresearch question’s domination in group discussions and theiropportunity to reflect on their own practice. This may imply that theparticipant’s own learning, relating to their own practice, has been putback while working with development issues not pertinent to their owncontext. This concerns the concept of knowledge transfer, which haspreviously been addressed; that knowledge relating to one context cannotautomatically assumed being transferred into another context.The results display a clear contradiction between the group’s and theindividual’s utilization and development of research methodologyrelating to respective professional research question.This pinpoints anincongruity between group learning and development regarding researchskills and the individual’s perception of the relevance of these skillsin his or her own practice.The results raise an important question; how should capacity building beorganized in order to enable individuals to transfer knowledge andskills development from one context to another? This question ispertinent in all training contexts, in continuing professionaldevelopment as well as in teacher education, in a European as well as ina global context as the introduction highlights.

ReferencesArgote L., Ingram P., Levine J. M., Moreland R. L (2000). KnowledgeTransfer in Organizations: Learning from the Experience of Others.Organizational Behavior and Human Decision Processes, 82 (1), 1-8.doi.org/10.1006/obhd.2000.2883

Barron, Brigid. (2000). Problem solving in video-based micro worlds:Collaborative and individual outcomes of high-achieving sixth-gradestudents. Journal of Educational Psychology, 92(2), 391-398.

Granklint Enochson, P. (2012). Om organsystemens organisation ochfunktion: analys av elevsvar från Sverige och Sydafrika. (Doctoraldissertation). Norrköping: Department of Social and Welfare Studies,Linköping University

Hasselhorn, M., & Mähler, C. (2000). Transfer: Theorien, Technologienund empirische Erfassung. In W. Hager (Ed.), Evaluation psychologischerInterventionsmaßnahmen: Standards und Kriterien: ein Handbuch, 86– 101).Bern: Verlag Hans Huber.

Johnsson, A. (2009) Dialogues on the Net - Power structures inasynchronous discussions in the context of a web based teache trainingcourse. (Doctoral dissertation). Lunds universitet, 2009. Malmö

Mayer, R. E. (2002). Rote versus meaningful learning. Theory intoPractice, 41(4), 226–232.

McConnell, David. (2000). Implementing computer supported cooperativelearning. Paper presented at the Proceedings of the InternationalConference (2nd, Lancaster, England, April 17-19).

McConnell, David. (2005). Examining the dynamics of networked e-learninggroups and communities. Studies in Higher Education, 30(1), 25-42.Salomon & Perkins, 1989

Schönborn K. J., & Bögeholtz S. (2009). Knowledge transfer in biologyand translation across external representations: Experts’ views andchallenges for learning. International Journal of Science andMathematics Education, 7, 931-955.

Spiro, R. J., Collins, B. P., Thota, J. J., & Feltovich, P. J. (2003).Cognitive flexibility theory: Hypermedia for complex learning, adaptiveknowledge, application, and experience acceleration. EducationalTechnology, 43(5), 5–10.

Emneord
transfer of knowledge, professional development, collaborative learning, individual learning
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-40785 (URN)
Konferanse
European Educational Research Association (ECER 2019), Hamburg, Germany, September 2-6, 2019
Tilgjengelig fra: 2019-10-23 Laget: 2019-10-23 Sist oppdatert: 2019-10-25
Johnsson, A., Granklint Enochson, P. & Sjöberg, J. (2019). Transfer of knowledge from group work to participants' own practice in a course about research methodology. In: NERA 2019: Education in a Globalized World. Paper presented at NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019 (pp. 779-780).
Åpne denne publikasjonen i ny fane eller vindu >>Transfer of knowledge from group work to participants' own practice in a course about research methodology
2019 (engelsk)Inngår i: NERA 2019: Education in a Globalized World, 2019, s. 779-780Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Research topic/aim

In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE). The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward (see e.g. Sales, Moliner, & Amat, 2017). In this study we have focus on the utilization of knowledge acquired in groups in participants own school context. The question we ask is “How is transfer of knowledge from group work to own practice perceived by participants participating in a course about research methodology?  

Theoretical framework

The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

Methodological design

The empirical material for the present study consists of a questionnaire disseminated to the participants after they had completed the course. A total number of 57 questionnaires were collected which counts for about 65-70 percent of the total number of participants. The questionnaires were analyzed with SPSS factor analysis to detect underlying variables.

Expected conclusions/findings

Preliminary results show that, while expecting quite the opposite, by using factor analysis, a strong negative relation between, on one hand, the variable “the usage of research methodology has developed in the group”, and on the other hand, the variables “I have increased my ability to use new analytical concepts in my practise and  “I have increased knowledge in evaluating my own practice”. Meaning that the participants do not feel they, themselves, have learned more about the use of scientific methods relating to their own practice. While the group is progressing, their own learning has been put back.

Relevance to Nordic educational research

Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

References

Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

Tryfos, P. (1996). Sampling methods for applied research: text and cases. New York: Wiley.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-39066 (URN)
Konferanse
NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019
Tilgjengelig fra: 2019-03-26 Laget: 2019-03-26 Sist oppdatert: 2019-03-26bibliografisk kontrollert
Ståhl, J. & Sjöberg, J. (2018). Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete. In: : . Paper presented at Nu2018 (Nätverk och utveckling), 9-11 oktober, 2018, Västerås, Sverige.
Åpne denne publikasjonen i ny fane eller vindu >>Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete
2018 (svensk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [sv]

Framtidens arbetsmarknad kommer att kräva en förändring av dagens kompetenser och färdigheter. Common Core handlar om att rusta dagens studenter för de utmaningar som den högteknologiska framtiden kommer att innebära. Högskolan i Halmstads vision är att vara ett lärosäte vars forskning och utbildning speglas av (VIS) värdeskapande, innovationsdrivande och samhällsutvecklande. I ljuset av det har högskolestyrelsen beslutat att genomföra ett omfattande strategiskt utvecklingsarbete. Detta innefattar ett bildningskoncept, i form av en gemensam kärna av kurser med fokus på samhällsutmaningar, på samtliga grundutbildningsprogram med planerad start 2020. Grundtanken med Common Core är att stimulera studenters intellektuella och praktiska förmåga att se sig själv och sin kunskap i en vidare kontext, förstå hur olika aspekter i vår globala värld samspelar och hur relationen mellan teknik, människa och samhälle fungerar. Vidare ska studenterna få möjlighet utveckla de kompetenser som framtiden och därmed arbetsmarknaden kräver. Då detta i grunden är ett top-down beslut, så har det inte varit oproblematiskt eller friktionsfritt. Tvärtom har det funnits ett uttalat motstånd i olika delar av organisationen, inte minst hos lärare som har pekat på svårigheterna med att införa ytterligare kurser i befintliga program och därmed har haft svårt att se vinsterna med Common Core. Det är inte ovanligt att det uppstår motstånd vad gäller förändringsarbete inom högre utbildning (Baume & Popovic, 2016).

Processen med utvecklingsarbetet har drivits framåt genom en styrgrupp, bestående av såväl lärare som studenter vilka har bidragit med olika kompetenser. För att säkerställa att arbetet har rätt riktning har det vid flera tillfällen genomförts diskussioner och workshops med representanter från näringslivet och studenter. Dessa har gemensamt visat på behovet av en bildning, perspektiv och vikten av olika generiska förmågor. Vidare har styrgruppen genom samtal och studiebesök inspirerats och tagit lärdom från Hong Kong University, då de har ett väl inarbetat Common Core-koncept (commoncore.hku, 2018). För att ett högskoleövergripande koncept ska bli framgångsrikt krävs transparens och kontinuerlig intern förankring. Det har därför genomförts ett flertal inspirationsföreläsningar, pilotprojekt och workshops med fokus att säkerställa att konceptet är väl underbyggt och accepterat i organisationen.

Utvecklingsarbetet har resulterat i en Common Core-struktur som innebär en strimma på totalt 18 hp, fördelat över tre år, som fullt implementerat kommer ingå i samtliga grundutbildningsprogram. Under termin 1 och 2 läser studenterna två gemensamma kurser, dels en introduktionskurs samt en kurs kring ”Vad är vetenskap och akademisk kommunikation”. Under termin 3-5 väljer studenterna tre olika kurser utifrån ett högskoleövergripande kursutbud. Grundtanken är att det i de olika kurserna blir en sammansättning av studenter från olika program, med olika ämneskompetenser som tillsammans skapar dynamik när de gemensamt ska arbeta med nutida och framtida samhällsutmaningar utifrån olika perspektiv.

Syftet med det här konferensbidraget är dels att beskriva Common Core som koncept, dels att diskutera problematiken med att genomföra och implementera högskoleövergripande projekt då organisatoriska strukturer skapar både möjligheter och hinder.

HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-38418 (URN)
Konferanse
Nu2018 (Nätverk och utveckling), 9-11 oktober, 2018, Västerås, Sverige
Tilgjengelig fra: 2018-11-23 Laget: 2018-11-23 Sist oppdatert: 2018-12-12bibliografisk kontrollert
Brooks, E. & Sjöberg, J. (2018). Evolving Playful and Creative Activities When School Children Develop Game-based Designs. In: Anthony Brooks, Eva Books, Cristina Sylla (Ed.), Interactivity, Game Creation, Design, Learning, and Innovation: 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings. Paper presented at DLI 2018 (Design Learning Innovation) - 3rd EAI International Conference on Design, Learning & Innovation, October 24-26, 2018, Braga, Portugal (pp. 485-495). Heidelberg: Springer
Åpne denne publikasjonen i ny fane eller vindu >>Evolving Playful and Creative Activities When School Children Develop Game-based Designs
2018 (engelsk)Inngår i: Interactivity, Game Creation, Design, Learning, and Innovation: 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings / [ed] Anthony Brooks, Eva Books, Cristina Sylla, Heidelberg: Springer, 2018, s. 485-495Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) have been introduced in schools. In this paper we investigate an innovative approach to game-based learning, namely to use game design activities as motivators for developing children’s creative and social skills as well as other kinds of learning scenarios, e.g. computational. It is based on two cases, where game design activities by means of a narrative approach were applied in both analogue and digital form. The unit of analysis is game design activities. Hence, game design activities with the participating children (3 rd graders, 9–10 years of age), creative materials and technologies, and children’s actions as well as interactions are analyzed. The research questions posed in this study are: (1) What activities develop when school children design games in two cases, as an analogue activity, and as an activity including technology?; and (2) How do the learning environment, including the artefacts, employed mediate these activities? The outcomes of the study indicate that the game design workshop session which included both creative material and technology unfolded more combinational activities, which indicate that the inclusion of technology facilitated a more critical design decision making. However, the game design workshop session including only creative material exhibited a more thorough knowledge about what the material could do and what the children themselves could do with the material, which seemed to result in more playful interactions between the children. © 2019, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

sted, utgiver, år, opplag, sider
Heidelberg: Springer, 2018
Serie
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211 ; 265
Emneord
Creativity, Exploratory activity, Game-based design activities, Learning environment, Learning resources, Playfulness, Primary school children, Transformative activity
HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-38419 (URN)2-s2.0-85061347715 (Scopus ID)978-3-030-06133-3 (ISBN)978-3-030-06134-0 (ISBN)
Konferanse
DLI 2018 (Design Learning Innovation) - 3rd EAI International Conference on Design, Learning & Innovation, October 24-26, 2018, Braga, Portugal
Tilgjengelig fra: 2018-11-23 Laget: 2018-11-23 Sist oppdatert: 2019-10-29bibliografisk kontrollert
Sjöberg, J. (2017). Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned. In: Transforming patterns through the scholarship of teaching and learning: The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University. Paper presented at The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, Lund, Sweden (pp. 304-304).
Åpne denne publikasjonen i ny fane eller vindu >>Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned
2017 (engelsk)Inngår i: Transforming patterns through the scholarship of teaching and learning: The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, 2017, s. 304-304Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

ABSTRACT: There is little doubt that the complexity of student active participation highlights the need for more extensive research into the practices of teachers in higher education. The concept of ’active student participation’ usually includes a variety of perspectives on teaching and learning that enhances the idea of students supporting each others learning processes in different ways, such as peer teaching, peer learning and peer tutoring. In a time where student- centered learning is emphasized, these approaches to teaching and learning are highly relevant for a university teacher, but they are however not always as easy to adopt as it might seem. Given the fact that higher education institutions includes a set of traditional roles, such as the role of the teacher and the role of the student, surrounded by cultural expectations, students as well as teachers are not always inclined to embrace the idea of ‘active student participation’ in the classroom. In this study, interviews with seventeen teachers in a Swedish university, shows that even though they are working with student-centered learning methods, in which they firmly believe, they all have met challenges using these methods as far as the students are concerned. According to the teachers students do not always understand the pedagogical methods used for a student-centered learning approach, but mistakes these methods for lack of content knowledge from the teachers. In a traditional setting the teacher would be the active agent (lecturing) while students would be more passive (listening), while in a student-centered learning approach the students are expected to be active while the teacher take on a more passive role. This approach to teaching challenges both teachers and students and the aim of this paper is to discuss the conflict of using teaching methods that enables student active participation in higher education, where traditional and cultural beliefs of teaching and learning still are prominent in many ways. Consequently, it is suggested that student active participation methods can serve as means to challenge these beliefs and move beyond the expected.

HSV kategori
Identifikatorer
urn:nbn:se:hh:diva-34071 (URN)
Konferanse
The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, Lund, Sweden
Tilgjengelig fra: 2017-06-12 Laget: 2017-06-12 Sist oppdatert: 2018-03-23bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-1147-5736