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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
Open this publication in new window or tab >>Evolving Playful and Creative Activities When School Children Develop Game-Based Designs
2019 (English)In: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X, Vol. 265, p. 485-495Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Heidelberg: Springer, 2019
Keywords
Creativity, Exploratory activity, Game-based design activities, Learning environment, Learning resources, Playfulness, Primary school children, Transformative activity
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hh:diva-39034 (URN)2-s2.0-85061347715 (Scopus ID)
Conference
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
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-20Bibliographically approved
Brooks, E. & Sjöberg, J. (2019). 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
Open this publication in new window or tab >>Evolving Playful and Creative Activities When School Children Develop Game-based Designs
2019 (English)In: 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, 2019, p. 485-495Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Heidelberg: Springer, 2019
Series
Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211 ; 265
Keywords
Creativity, Exploratory activity, Game-based design activities, Learning environment, Learning resources, Playfulness, Primary school children, Transformative activity
National Category
Human Computer Interaction
Identifiers
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)
Conference
DLI 2018 (Design Learning Innovation) - 3rd EAI International Conference on Design, Learning & Innovation, October 24-26, 2018, Braga, Portugal
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2019-03-22Bibliographically approved
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).
Open this publication in new window or tab >>From process to a changed practice - How research questions are processed in a collaborative project
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 31-32Conference paper, Oral presentation with published abstract (Refereed)
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

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39031 (URN)
Conference
NERA 2019 (Nordic Educational Research Association), Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-26Bibliographically approved
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).
Open this publication in new window or tab >>Transfer of knowledge from group work to participants' own practice in a course about research methodology
2019 (English)In: NERA 2019: Education in a Globalized World, 2019, p. 779-780Conference paper, Oral presentation with published abstract (Refereed)
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

National Category
Educational Sciences
Identifiers
urn:nbn:se:hh:diva-39066 (URN)
Conference
NERA 2019 : Education in a Globalized World, 2019, Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-03-26Bibliographically approved
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.
Open this publication in new window or tab >>Common Core vid Högskolan i Halmstad - Hinder och möjligheter i strategiskt pedagogiskt utvecklingsarbete
2018 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
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.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-38418 (URN)
Conference
Nu2018 (Nätverk och utveckling), 9-11 oktober, 2018, Västerås, Sverige
Available from: 2018-11-23 Created: 2018-11-23 Last updated: 2018-12-12Bibliographically approved
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).
Open this publication in new window or tab >>Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned
2017 (English)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, 2017, p. 304-304Conference paper, Oral presentation with published abstract (Refereed)
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.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-34071 (URN)
Conference
The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, Lund, Sweden
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2018-03-23Bibliographically approved
Sjöberg, J., Lagergren, A. & Holmberg, K. (2017). Seen but not heard?! Children's participation in research about digital technology in preschool. In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book. Paper presented at EECERA (European Early Childhood Education Research) 2017, Bologna, Italy, 29th August – 1st September, 2017 (pp. 45-45).
Open this publication in new window or tab >>Seen but not heard?! Children's participation in research about digital technology in preschool
2017 (English)In: 27th EECERA Annual Conference: Social Justice, Solidarity and Children’s Rights’, Bologna, Italy, 29th August – 1st September 2017: Abstract Book, 2017, p. 45-45Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this study is to investigate norms and constructions of children in previous research concerning preschool children and digital technology. Digital technology is an important part of preschool activities. The number of children and preschool teachers who have access to computer tablets and clever boards in their everyday practice has increased in recent years (e.g. Couse & Chen, 2010, Edwards, 2013). This development has led to the need of extended knowledge concerning the critical contextual factors of digital technology use in preschool context (e.g. Lindahl & Folkesson, 2012). In the analysis of the material, social constructionism and discursive psychology (Wheterell & Potter, 1992, Potter, 1996) were used. This paper is based on a critical integrative literature review (Torraco, 2005) regarding research on preschool children and digital technology. The review draws from a number of scholarly research articles conducted between 2000-2015. Ethical considerations were met by showing respect and responsiveness to other researchers work (e.g. codex.vr.se). Preliminary results indicate that children often are marginalised in research and focus is more likely to be on an adult's point of view (such as the teacher or the parent). In this sense, children have a weak "voice" in research regarding digital technology use in preschool, therefore, the lack of the child's perspective is evident. The results, we argue, have important implications for researchers, preschool teachers and teacher educators in further discussions of how, when and for what purposes digital technology should be used in preschool children's activities.

Keywords
digital technology, discourses, integrative literature review, preschool, preschool children
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-36474 (URN)
Conference
EECERA (European Early Childhood Education Research) 2017, Bologna, Italy, 29th August – 1st September, 2017
Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2018-03-22Bibliographically approved
Sjöberg, J. & Fors, V. (2016). Exploring the gap between digital tools in higher education and everyday life. In: NU2016: . Paper presented at NU (nätverk och utveckling) 2016, Malmö, Sverige, 15-17 juni, 2016.
Open this publication in new window or tab >>Exploring the gap between digital tools in higher education and everyday life
2016 (English)In: NU2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This article reports on a literature review of scientific empirical studies that include; student experiences, digital technologies and higher education. The aim was to analyse the material with two research questions in mind: (1) What do we know about students engagement in higher education in relation to their everyday digitally mediated learning cultures? (2) And what can we learn from studying these mundane learning strategies when organising higher education? The overarching purpose is to address the question of how HEI’s can cater for the new constellation of student groups that emerge through contemporary societal changes, and re-organise the pedagogical practices accordingly? The analysis shows that there are fourmain characteristics of students life-based digital learning resources; they are personalized, mobile, collaborative and shared and contextual. Through our review we have seen that many of these social relationships has been addressed as crucial when understanding the implications of students every day use of digital media for higher education. By all means, Conole et. al reminds us of that it exists an “underworld of non-institutional technology use” (pp. 519) among the students and teachers with under-estimated powers when it comes to enhancing the educational practices. How can this “underworld” be characterized? Through our review we conclude that there are four qualitatively different features of these social learning practices that is worth mentioningin relation to the question of what can be learnt from studying students use of digital tools in higher education:

• Student-centred learning /student-centric tools - The tools come to use in personalized ways to the extent that they are used according to the set of practices that students already are involved in when studying.

• Mobile learning - since many of the digital tools are being used through mobile computing devices, the learning environment shifts in unanticipated ways. Therefore, it could be argued that learning in higher education have potentials to become situated in students everyday practices outside of the physical school context in new ways.

• Collaborative and shared learning - According to built-in ideas of connectedness in social media and other digital applications and devices, and in connection how these technologies become embedded in contemporary social practices, learning with digital tools afford possibilities to apply social learning theory to understandings of student experiences of higher education to a greater extent than was applicable before the advent of mobile computing devices and social media.

• Contextual digital skills/digital resources - The students digital skills develops not only in relation to the tool, the cultural context in which the tool is used is crucial to understand when studying the impact and use. The tools become in this sense culture-bound; the digital tools are re-created in relation to culture and social relations and these relations are not easily changed when introducing a new digital tool.

The implications for higher education is that while classroom practices should be re-conceptualised accordingly, social media should not. However, digital and social media can add value to higher education that bridges old divides.

Keywords
student experiences, digital technologies, social media, higher education, ethnography, everyday
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-34076 (URN)
Conference
NU (nätverk och utveckling) 2016, Malmö, Sverige, 15-17 juni, 2016
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2018-03-23Bibliographically approved
Sjödén, B., Lagergren, A. & Sjöberg, J. (2016). Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool. In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book. Paper presented at 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”, 31st August – 3rd September 2016, Dublin, Ireland (pp. 76-76).
Open this publication in new window or tab >>Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool
2016 (English)In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book, 2016, p. 76-76Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

We aimed to investigate how young children's interactions with computer tablets (iPads) in preschool may constrain or scaffold collaborative and individualistic behaviour. Drawing from a contextual perspective on play (Edwards, 2013), our study combined perspectives on joint participation (Lave & Wenger, 1991, Wenger, 1998) and content analysis of apps based on learning science (Hirsh-Pasek et al., 2015) in order to analyse how certain app characteristics (e.g. 'playful' vs 'learning' apps, apps supporting 'social interaction' vs 'minds-on activity') related to children's peer interactions. In our view, apps differ from other tools and toys primarily by providing 'pre-packaged activities', such as mathematical tasks, puzzle-solving or rule-based games, which constrain and direct meaningful actions through interactive functions and feedback. Two Swedish preschools (35 children, 3- 5 years old) participated. We openly filmed children's tablet use during free play sessions, totalling 19h of film. Ethical standards were assured through written informed consent by parents and personnel, and oral consent from participating children. Preliminary results indicate that children's activities were constrained and influenced not only by the use of tablets generally, but specifically by different types of apps. For example, apps with 'creative' learning goals, such as Gangnam Style, afforded collaboration, whereas more performance- oriented apps such as Hungry Fish afforded individualistic play and struggles for ownership of the tablet. Our results have important implications for how 'play time' with tablets is assigned in preschool and call for greater attention to varieties in app content for how children engage in social and cognitive activities.

Keywords
Collaboration, Ownership, Learning, Play, Computer tablets
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-34075 (URN)
Conference
26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”, 31st August – 3rd September 2016, Dublin, Ireland
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2018-03-23Bibliographically approved
Sjöberg, J. & Hansson, E. (2016). Studenters digitala praktiker i vardagen och i högre utbildning. In: NU2016: . Paper presented at NU (nätverk och utveckling) 2016, Malmö, Sverige, 15-17 juni, 2016.
Open this publication in new window or tab >>Studenters digitala praktiker i vardagen och i högre utbildning
2016 (Swedish)In: NU2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Digitala verktyg (datorer, mobiler, läsplattor, etc.) är numera en del av vår vardag, både inom och utanför utbildningsväsendet. Frågor om hur och på vilket sätt digital användning bidrar till kunskapande och lärande är en del av en ständigt pågående diskussion. Vi lärare inom högre utbildning tillhör vanligtvis en äldre generation än de studenter vi möter, där studenterna till synes verkar kunskapa både på konventionella, traditionella sätt och på sätt som vi inte riktigt förstår. Ibland verkar de ingå i en slags praktikgemenskap (Wenger, 1998) över nätet. Vi känner oss dock inte säkra på att de faktiskt alltid kunskapar; de kanske bara hanterar information? Kunskap bärs av människor som tolkar och förstår det de tagit till sig (Gustavsson, 2002; Lantz-Andersson & Säljö, 2014). Hur kan jag som lärare inom högre utbildning förhålla mig till det digitala lärandet och det digitala mediets potential? Teknologiers påverkan på lärande är ett argument för forskning där det digitala lärandet står i fokus. Teknikdelegationen (2010) menar att det behöver genomföras mer omfattande studier av hur användning av nya teknologier påverkar lärandet. Tidigare forskning visar att studenters egna erfarenheter av digitala praktiker inte tas tillvara inom högre utbildning (Buzzard et. al, 2011; Kelm, 2011; Lichy, 2012). Begränsad andel av forskning tar utgångspunkt i studenters vardagsliv inom digital teknik.

I forskningsprojektet Studenters aktörskap i möten med digitala medier inom högre utbildning, som ingår i forskningsplattformen ”Framtidens lärande –Samhällsförändringar och lärande” vid Högskolan i Halmstad, riktas kunskapsintresset mot studenters digitala praktiker i vardagslivet och i utbildningssituationer. Med digitala praktiker menas de olika sammanhang där studenter deltar i digitala medier (t.ex. forum, communities) och använder interaktiva on-och offline spel. I forskningsprojektet finns ett intresse för både studenters aktörskap i förhållande till sina egna studier i möten med digitala medier (som till exempel användande av LMS) och kunskap om hur studenters digitala praktiker i vardagslivet och utbildningssituationer tas tillvara och utvecklas under utbildningstiden.

Inom detta projekt har en första delstudie genomförts 2015 för att ringa in och få en större förståelse för kunskapsområdet. Syftet med delstudien var tvåfaldigt: dels att bidra till kunskap om studenters vardagliga erfarenheter av digitala praktiker och på vilka sätt dessa tas tillvara i högre utbildning. Dels att bidra till insikt om på vilka sätt högre utbildning bidrar till att utmana och utveckla studenters digitala kompetenser. De övergripande forskningsfrågorna var: Hur kan studenters digitala vanor vara en tillgång i högre utbildning? Hur kan högre utbildning som innefattar digital praktik utveckla studenters digitala kompetenser? 29 stycken lärarstudenter deltog i studien genom att svara på ett frågeformulär. Resultatet visar att studenternas digitala vanor tas tillvara i deras praktik på grundskolorna (VFU) -dels i form av den digitala vana de har med sig från sin fritid och dels i form av den undervisning om/i datorprogram de får via campus. Däremot upplever studenterna inte att deras digitala vanor tas tillvara i utbildningen på campus, vilket alltså bekräftas av tidigare forskning.

National Category
Learning
Identifiers
urn:nbn:se:hh:diva-34077 (URN)
Conference
NU (nätverk och utveckling) 2016, Malmö, Sverige, 15-17 juni, 2016
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2018-03-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1147-5736

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