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Sofkova Hashemi, SylvanaORCID iD iconorcid.org/0000-0001-5248-771X
Publications (10 of 35) Show all publications
Sofkova Hashemi, S. (2023). Adequate digital competence: the Swedish teachers’ digital readiness in subject-based curricula. In: Willermark, S.; Olofsson, A. D.; Lindberg, J. O. (Ed.), Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice (pp. 177-193). London: Taylor & Francis Group
Open this publication in new window or tab >>Adequate digital competence: the Swedish teachers’ digital readiness in subject-based curricula
2023 (English)In: Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice / [ed] Willermark, S.; Olofsson, A. D.; Lindberg, J. O., London: Taylor & Francis Group, 2023, p. 177-193Chapter in book (Refereed)
Abstract [en]

This study sheds light on Swedish teachers’ pedagogical digital readiness by highlighting the connections between curricular goals and teaching practice. Based on an ongoing research project aiming to explore and develop primary teachers’ digital multimodal teaching and assessment of three iterative cycles in the study design, the analysis focuses on teacher teams’ reflective discussions (cycle 2) of meaning potentials in students’ knowledge representations and the alignment of these with teaching designs previously implemented in the classroom (years 1–6). The findings demonstrate the development of new understandings, beliefs, and critical pedagogies challenged by the broad goal of adequate digital competence in subject-based curricula promoting mainly the competent use of digital resources. Swedish teachers struggle with digital readiness to develop subject-specific pedagogical knowledge attuned to the critical recognition of students’ engagement in digital multimodal practices without support for qualitative knowledge assessment. © 2024 selection and editorial matter, Sara Willermark, Anders D. Olofsson and J. Ola Lindberg. All rights reserved.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2023
Keywords
digital transformation, teachers' digital competence, subject-based curricula, pedagogical digital readiness
National Category
Didactics Information Systems, Social aspects
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51850 (URN)10.4324/9781003355694-18 (DOI)2-s2.0-85176890833 (Scopus ID)
Available from: 2023-10-21 Created: 2023-10-21 Last updated: 2023-12-04Bibliographically approved
Sofkova Hashemi, S., Berbyuk Lindström, N., Brooks, E., Háhn, J. & Sjöberg, J. (2023). Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions. In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023. Paper presented at ICIS 2023, Hyderabad, India, 10-13 december, 2023. Association for Information Systems, Article ID 12.
Open this publication in new window or tab >>Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions
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2023 (English)In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023, Association for Information Systems, 2023, article id 12Conference paper, Published paper (Refereed)
Abstract [en]

During the COVID-19 pandemic, Nordic higher education institutions (HEIs) as any other learning providers had to abruptly switch from onsite in-person delivery strategies to a more ‘pandemic-friendly’ online mode. To manage these emergent transformations of learning environments successfully, development of teachers’ digital competence became pivotal. This study investigates the experiences of teachers and students from HEIs in the Nordic countries of the impact of the transition to online teaching during the pandemic crisis on teachers’ professional digital competence (TPDC). The findings indicate that the pandemic promoted teachers’ creativity and innovation, enabling individual initiatives, openness, and decentralization that demonstrates the Nordic HEIs readiness to mobilize relevant digital infrastructure and exert academic freedom in times of crises. The study further broadens the concept of TPDC involving aspects of well-being and physical environment as additional indicators, to ensure equality, inclusion, and sustainability in the future of online education in higher education. 

Place, publisher, year, edition, pages
Association for Information Systems, 2023
Keywords
Higher education, COVID-19, teachers’ digital competence, online pedagogy
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-52072 (URN)
Conference
ICIS 2023, Hyderabad, India, 10-13 december, 2023
Funder
Swedish Research Council, 2022-04469
Note

Best Paper Nominee

Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2024-01-12Bibliographically approved
Berbyuk Lindström, N., Sofkova Hashemi, S. & Bergdahl, N. (2023). Online education for all? Impact of COVID-19 pandemic on teachers’ professional digital competence development in the context of municipal adult education for migrants. In: ECIS 2023 Research Papers: . Paper presented at The European Conference on Information Systems (ECIS) 2023 Kristiansand, Norway, June 11-16, 2023. Atlanta, GA: Association for Information Systems, Article ID 294.
Open this publication in new window or tab >>Online education for all? Impact of COVID-19 pandemic on teachers’ professional digital competence development in the context of municipal adult education for migrants
2023 (English)In: ECIS 2023 Research Papers, Atlanta, GA: Association for Information Systems, 2023, article id 294Conference paper, Published paper (Refereed)
Abstract [en]

The COVID-19 pandemic has disproportionately impacted the education of disadvantaged groups, relegating already marginalized people. It required their teachers to rapidly develop digital competencies to ensure that their students could overcome potential challenges and succeed in their education. Thus, the purpose of this study is to explore the impact of the pandemic on the development of professional digital competence of teachers working with adult migrant learners.

By analyzing responses from questionnaires, a workshop and interviews with Swedish Municipal Adult Education (MAE) teachers working in migrant-dense areas in Sweden, we identify notions and perspectives of Teachers’ Professional Digital Competence (TPDC). We explore the challenges they encountered and the skills they deemed essential for managing them. The findings show the necessity of teachers considering learners’ study conditions, development of digital literacy skills, and cultural awareness to ensure inclusive online education for migrant learners.

Place, publisher, year, edition, pages
Atlanta, GA: Association for Information Systems, 2023
Keywords
COVID-19, Professional Digital Competence, Migrants, Teachers
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50840 (URN)
Conference
The European Conference on Information Systems (ECIS) 2023 Kristiansand, Norway, June 11-16, 2023
Available from: 2023-06-19 Created: 2023-06-19 Last updated: 2023-12-05Bibliographically approved
Edstrand, E., Sofkova Hashemi, S. & Sjöberg, J. (2023). Primary teachers didactical design for students’ learning in VR environments. In: Book of Abstracts: EARLI 2023. Paper presented at The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023 (pp. 13-13).
Open this publication in new window or tab >>Primary teachers didactical design for students’ learning in VR environments
2023 (English)In: Book of Abstracts: EARLI 2023, 2023, p. 13-13Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Virtual reality (VR) is an example of a technology that invites new ways of how to design learning activities. The aim of this study is to explore how teachers organize onsite and distance learning environments for multilingual study guidance to promote students’ subject-specific learning. Multilingual study guidance is a support in Swedish schools to enhance the development of students’ subject-specific learning in native language. There are limitations in the ways in which multilingual study guidance is designed. It is often the case that learning activities are not grounded in students’ individual needs. VR constitutes a resource that can support individualized learning activities. The study is part of a Design-Based research project involving 3 researchers, 1 VR-designer, 2 teachers, 3 students from 2 schools in a cyclic process of systematic, iterative and reflective development of concrete educational activities. The results of the designs for learning demonstrate a planning for student-active practice where the student is encouraged to engage with the knowledge content in the virtual space moving around, showing knowledge by pointing/selecting, getting familiar with objects by holding them, watching a process, etc. The students are expected to show and demonstrate their knowledge, while discussing using acquired concepts in the knowledge domain. 

The study has pivotal implications for both research and practice regarding developing theoretical and practical outcomes in the context of developing students’ subject-specific learning in multilingual study guidance.

 

 

 

 

National Category
Pedagogy
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-51515 (URN)
Conference
The 20th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2023), Thessaloniki, Greece, 22-26 August, 2023
Available from: 2023-08-25 Created: 2023-08-25 Last updated: 2023-08-31Bibliographically approved
Edstrand, E., Sjöberg, J. & Sofkova Hashemi, S. (2023). Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge. In: Panayiotis Zaphiris; Andri Ioannou (Ed.), Learning and Collaboration Technologies: 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II. Paper presented at 10th International Conference on Human-Computer Interaction, Copenhagen, Denmark, 23-28 July, 2023 (pp. 79-94). Cham: Springer, 14041
Open this publication in new window or tab >>Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge
2023 (English)In: Learning and Collaboration Technologies: 10th International Conference, LCT 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / [ed] Panayiotis Zaphiris; Andri Ioannou, Cham: Springer, 2023, Vol. 14041, p. 79-94Conference paper, Published paper (Refereed)
Abstract [en]

Virtual Reality (VR) is an example of a technology offering interesting potentials for learning in schools. Through VR, information and knowledge are made accessible in new ways since the technology allows experience destinations and content in 3D format that goes beyond classroom. In addition, VR invites activities where teachers and students can engage in the creation of content. The study has a particular interest in teachers’ educational design using adaptive VR-environments in multilingual study guidance. Multilingual study guidance is a support in Swedish schools to enhance the development of subject content learning in native language. Based on a co-design approach combining methods of action research and design-based research the aim of the study is to explore how to didactically design multilingual study guidance to promote the development of students’ conceptual knowledge with adaptive VR-environments. The research questions posed are: (1) How do study guidance (SG) teachers plan and organize for multilingual study guidance with adaptive VR-environments? and (2) In what way is the subject content enacted in adaptive VR-environments? The data concerns interviews and workshop discussions with two SG-teachers reflecting on opportunities and challenges with multilingual study guidance carried out in VR-environments. The results show in what ways adaptive VR-environments function as a bridge between students’ first language and the subject area content and that the SG-teachers act as pillars of support. Furthermore, the study contributes to increasing the quality of multilingual study guidance, which is a field where research is limited.

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 14041
Keywords
Didactic Design, Design-based Research, Multilingual Study Guidance, Teachers, Teaching, Virtual Reality
National Category
Educational Sciences
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50660 (URN)10.1007/978-3-031-34550-0_6 (DOI)2-s2.0-85172991768 (Scopus ID)978-3-031-34549-4 (ISBN)978-3-031-34550-0 (ISBN)
Conference
10th International Conference on Human-Computer Interaction, Copenhagen, Denmark, 23-28 July, 2023
Available from: 2023-06-13 Created: 2023-06-13 Last updated: 2023-11-23Bibliographically approved
Roumbanis Viberg, A., Forslund Frykedal, K. & Sofkova Hashemi, S. (2023). “The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”. Education Inquiry, 14(2), 213-230
Open this publication in new window or tab >>“The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”
2023 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 2, p. 213-230Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE’s perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE’s autonomy and perceived agency are significant for professional and work development. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Place, publisher, year, edition, pages
Abingdon: Routledge, 2023
Keywords
Teacher educator, professional agency, professional identity, subject-centred socio-cultural approach (scsc), digitalisation
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-45969 (URN)10.1080/20004508.2021.1984075 (DOI)000705430900001 ()2-s2.0-85116570077 (Scopus ID)
Available from: 2021-11-29 Created: 2021-11-29 Last updated: 2023-10-20Bibliographically approved
Edstrand, E., Sjöberg, J. & Sofkova Hashemi, S. (2023). The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance. In: Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand (Ed.), Design, Leaning and Innovation: 7th EAI International Conference, DLI 2022 Faro, Portugal, November 21–22, 2022, Proceedings. Paper presented at Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022 (pp. 87-94). Cham: Springer
Open this publication in new window or tab >>The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
2023 (English)In: Design, Leaning and Innovation: 7th EAI International Conference, DLI 2022 Faro, Portugal, November 21–22, 2022, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller; Emma Edstrand, Cham: Springer, 2023, p. 87-94Conference paper, Published paper (Refereed)
Abstract [en]

Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Place, publisher, year, edition, pages
Cham: Springer, 2023
Series
Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST, ISSN 1867-8211, E-ISSN 1867-822X ; 493
Keywords
Co-design, Design-based research, Learning, Multilingual study guidance, Virtual reality
National Category
Educational Sciences
Research subject
Smart Cities and Communities; Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-50425 (URN)10.1007/978-3-031-31392-9_8 (DOI)2-s2.0-85161368408 (Scopus ID)978-3-031-31391-2 (ISBN)978-3-031-31392-9 (ISBN)
Conference
Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21–22, 2022
Available from: 2023-05-09 Created: 2023-05-09 Last updated: 2023-07-06Bibliographically approved
Sofkova Hashemi, S. (2022). Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames. Designs for Learning, 14(1), 14-28
Open this publication in new window or tab >>Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames
2022 (English)In: Designs for Learning, ISSN 1654-7608, E-ISSN 2001-7480, Vol. 14, no 1, p. 14-28Article in journal (Refereed) Published
Abstract [en]

Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students’ Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams’ divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools’ remaining insufficient provision of digital infrastructure for learning activities in blended learning environments. © 2022 The Author(s).

Place, publisher, year, edition, pages
Stockholm: Stockholm University Press, 2022
Keywords
educational design, L1, socio-material frames, teaching sequences, digitalization
National Category
Didactics
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-46542 (URN)10.16993/dfl.171 (DOI)
Projects
The Cross-Border Nordic Education project
Funder
European Regional Development Fund (ERDF)
Available from: 2022-03-29 Created: 2022-03-29 Last updated: 2022-12-05Bibliographically approved
Sofkova Hashemi, S. & Hipkiss, A. M. (2022). Teaching in Flexible Spatial and Digital Conditions: Re-evaluating Teaching Designs in a Synergi between Space, Actors and Resources. Educare (1), 8-31
Open this publication in new window or tab >>Teaching in Flexible Spatial and Digital Conditions: Re-evaluating Teaching Designs in a Synergi between Space, Actors and Resources
2022 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 8-31Article in journal (Refereed) Published
Abstract [en]

This study explores teaching in flexible spatial and digital conditions in a newly built school. It analyzeshow teaching is organized, how furniture and classroom space creates different meaning-makingopportunities,and whatresourcesand practices are offered to stimulate students’ meaning-making. The analyses of a teacher team’s planning and teaching of the thematic work project “About Space” in Years 2 and 3 (eight-to nine-year-old children) reveal a linear character dominated bypermissive and contemporary activities in the digital space. Students read, watched, and wrote through a multimodal experience of the content on their tablet computers, and they used workspaces in the classroom they prefer according to the activities. The teachers’ spatial framing allowed both free movement and static arrangements, providing possibilities for diverse relation-building and requiring teachers’ preparedness to re-evaluate teaching designs to match the learning activities. It is the combined synergy of space, actors, and resources that provide a powerful tool for understanding the complexity at play, maintaining a balance between structure and free exploration.

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
Keywords
digitalization, learning environment, multimodal texts, spatiality, educational design
National Category
Didactics
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-46541 (URN)10.24834/educare.2022.1.2 (DOI)
Projects
DigiFLEX: didactical design in collaboration 2020 -2023
Note

Funding: The ULF agreement: Utveckling (Development), Lärande (Learning) and Forskning (Research)

Available from: 2022-03-29 Created: 2022-03-29 Last updated: 2023-03-28Bibliographically approved
Godhe, A.-L., Sofkova Hashemi, S. & Stenliden, L. (2022). Texts, Information and Multimodality in the Digital Age. Educare (1), 1-7
Open this publication in new window or tab >>Texts, Information and Multimodality in the Digital Age
2022 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 1-7Article in journal (Refereed) Published
Abstract [en]

In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.Article Details 

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2022
Keywords
digital technology, digital texts, multimodal communication, school education
National Category
Didactics
Research subject
Smart Cities and Communities, LeaDS - Learning in a Digitalised Society
Identifiers
urn:nbn:se:hh:diva-46540 (URN)10.24834/educare.2022.1.1 (DOI)
Note

Position Paper

Available from: 2022-03-29 Created: 2022-03-29 Last updated: 2023-03-28Bibliographically approved
Projects
EDUCERE NORDIC NETWORK - Development speeded up by necessity: Digitalization and future of Nordic higher education [2022-04469_VR]; Halmstad University; Publications
Sofkova Hashemi, S., Berbyuk Lindström, N., Brooks, E., Háhn, J. & Sjöberg, J. (2023). Impact of Emergency Online Teaching on Teachers’ Professional Digital Competence: Experiences from the Nordic Higher Education Institutions. In: Rising like a Phoenix: Emerging from the Pandemic and Reshaping Human Endeavors with Digital Technologies ICIS 2023. Paper presented at ICIS 2023, Hyderabad, India, 10-13 december, 2023. Association for Information Systems, Article ID 12.
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5248-771X

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