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Fritzdorf, Liselott
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Publications (5 of 5) Show all publications
Zimmerman Nilsson, M.-H., Fritzdorf, L. & Panzio, F. (2017). Mission Possible 2.0: Livesändning som fördjupning av examination. In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017. Paper presented at Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?, 16 november 2017, Halmstad, Sverige.
Open this publication in new window or tab >>Mission Possible 2.0: Livesändning som fördjupning av examination
2017 (Swedish)In: Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?: Program 16 november 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Lärarlaget i Förskollärarutbildningen på Högskolan i Halmstad har sedan starten HT 2011 systematiskt arbetat med utbildningens digitala progression. Vi har hittills genomfört digitala projekt med studenterna trots att brist på utrustning och teknikstöd har gjort det komplicerat. I föreliggande projekt har vi tagit nästa steg i kvalitetsutvecklingen av den digitala progressionen med stöd av de nya möjligheter Digitalt laborativt center (DLC) erbjuder. Examinationsformer inom högre utbildning tenderar att präglas av kunskapsredovisning och akademiskt skrivande. Mot bakgrund av detta är motivet för projektet att bidra till att synliggöra hur digital ljud- och bildproduktion kan utgöra examinationsformer i lärarutbildning, vilket vi ser som strategiskt viktigt för utbildning vid såväl akademi som hela Högskolan. Motivet är också att lyfta fram hur kvalitet i lärarutbildningen kan utvecklas via studentaktivt lärande med stöd av DLC för redan befintliga utbildningsdelar. Vårt projekts ambition är sammantaget att uppmärksamma lärar- och studentroller i vår undervisning med nya digitala redskap och att beakta de kritiska aspekter som förs fram. Projektets syfte är att utveckla kursmomentet Mission Possible till 2.0, vad gäller digital visuell produktion. Detta har inneburit att del av examination har sänts live ifrån DLC, där det finns ljud och bild av god kvalitet. Studenter har skött den digitala tekniken respektive agerat experter utifrån de områden de har läst in sig på i kursen och ställt frågor till inbjudna gäster inom respektive område ifrån fältet. Lärarna har haft rollen som debattmoderatorer. Den live-sända examinationsdelen har utvärderats specifikt av studenterna, vilket också inbegriper deras perspektiv på projektet i relation till erfarenheter av deltagande. Under presentationen kommer examinationens utformning och genomförande att beskrivas närmare tillsammans med en problematisering av såväl process som produkt.

National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-36638 (URN)
Conference
Högskolepedagogisk konferens: Aktiv studentmedverkan i högre utbildning - vad innebär det?, 16 november 2017, Halmstad, Sverige
Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2018-06-28Bibliographically approved
Fors, V. & Fritzdorf, L. (2009). Mutiny! What can happen when the informants take control over the camera?. Paper presented at 1st International Visual Methods Conference, 15-17 september 2009, University of Leeds (UK). Leeds: School of Education, University of Leeds
Open this publication in new window or tab >>Mutiny! What can happen when the informants take control over the camera?
2009 (English)Conference paper, Published paper (Refereed)
Abstract [en]

There may be different reasons to use video documentation as research method. The studies presented in this session both started out with a research design that assumed researcher-controlled video cameras and a search for naturally occurring situations. However, due to different circumstances the cameras were taken over by the informants and some very interesting shifts in perspectives took place. In fact, the produced research material and the video camera itself were assigned new meaning both by the researchers and informants, and provided the research project with different qualities due to the participatory approach. A need for innovation also arose in the analysis of the visual material. In this session we will discuss these shifts of perspectives with examples from our research projects, and what assumptions of the qualities of visual research material that needed to be readdressed during this process. The first research project to be discussed is taking an in-practice perspective investigating a computer game design activity for 7-8 years old and their teachers with the aim to bring clarity to how learning with complex digital tools is constituted within an everyday school activity and how patterns of interaction assume and emerge in such a practice. The second research project involved 15-year old science centre visitors and was concerned with research questions regarding their encounter with interactive science centre exhibits. This will also be related to a third project in which a web-camera is used as a non-human agent in the production of research material.

Place, publisher, year, edition, pages
Leeds: School of Education, University of Leeds, 2009
Keywords
Video documentation
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-4627 (URN)
Conference
1st International Visual Methods Conference, 15-17 september 2009, University of Leeds (UK)
Available from: 2010-06-07 Created: 2010-06-07 Last updated: 2018-03-23Bibliographically approved
Tebelius, U., Aderklou, C. & Fritzdorf, L. (2003). ITiS som incitament till skolutveckling: den nationella utvärderingen av IT i skolan : surveystudien, 2000-2003. Halmstad: Högskolan i Halmstad
Open this publication in new window or tab >>ITiS som incitament till skolutveckling: den nationella utvärderingen av IT i skolan : surveystudien, 2000-2003
2003 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

IT i Skolan (ITiS) är den hittills mest omfattande satsningen på

kompetensutveckling av lärare inom ungdomsskolan som gjorts någonsin både i ekonomiskt hänseende och mätt i antal deltagande lärare. Uppdraget att tillsammans genomföra en utvärdering av den nationella satsningen ITiS gick till Högskolan i Halmstad (HH) och Högskolan för Lärande och Kommunikation (HLK) i Jönköping. Kontraktet skrevs i december 1999 och arbetet startade i januari 2000 ett halvt år efter att satsningen satts igång ute på skolorna. Den

nationella utvärderingen omfattar deltagande i ITiS under perioden Ht 1999 t.o.m. Ht 2001. Den förlängning som beslutades för hela

2002 ingår inte i utvärderingen. Denna rapport omfattar endast den del av utvärderingen som görs av Högskolan i Halmstad i form av en nationella surveystudie. För information om den fördjupade studien hänvisas till rapporter

utgivna av Högskolan för Lärande och Kommunikation i Jönköping

(HLK) och våra tidigare arbetsrapporter. Eftersom utvärderingen görs tillsammans har vi ställt samman och diskutera resultaten från de båda studierna i en gemensam slutrapport (Chaib & Tebelius,

2004).

Place, publisher, year, edition, pages
Halmstad: Högskolan i Halmstad, 2003. p. 99
Series
Forskning i Halmstad, ISSN 1400-5409 ; 7 [dvs 9, feltryck]
Keywords
Informationsteknik, Studier och undervisning, Grundskolan
National Category
Pedagogy
Identifiers
urn:nbn:se:hh:diva-185 (URN)2082/451 (Local ID)91-972579-7-4 (ISBN)2082/451 (Archive number)2082/451 (OAI)
Available from: 2006-10-16 Created: 2006-10-16 Last updated: 2020-05-12Bibliographically approved
Aderklou, C., Fritzdorf, L., Tebelius, U., Bengtsson, J. & Baerveldt, A.-J. (2002). Pedatronics: Robotic toys as a source to evoke young girls’ technological interest. In: 32nd Annual Frontiers in Education. Leading a Revolution in Engineering and Computer Science Education: Conference Proceedings Volume III - Saturday Sessions. Boston Park Plaza Hotel, Boston, Massachusetts, November 6-9, 2002. Paper presented at 32nd ASEE/IIEEE Frontiers in Education Conference , Boston, MA, USA, November 6-9, 2002 (pp. F1C-19-F1C-24). San Diego: Institute of Electrical and Electronics Engineers (IEEE), 2
Open this publication in new window or tab >>Pedatronics: Robotic toys as a source to evoke young girls’ technological interest
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2002 (English)In: 32nd Annual Frontiers in Education. Leading a Revolution in Engineering and Computer Science Education: Conference Proceedings Volume III - Saturday Sessions. Boston Park Plaza Hotel, Boston, Massachusetts, November 6-9, 2002, San Diego: Institute of Electrical and Electronics Engineers (IEEE), 2002, Vol. 2, p. F1C-19-F1C-24Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents some results within Pedatronics; a fusion between pedagogics and mechatronics. Our research interest is to study what emerges in the play with robotic toys. Field-experimental studies of 67 year old children’s purposeless play with robotic toys created a self-developmental sphere, as well as evoked young girl’s technological interest. Both girls and boys prolonged and intensified their interest according to the amount of gadgets involved. The results disclose a learning potential, indicating the importance to develop strategies at an early stage in order to encourage girls to choose technological and engineering educations. The study recommend engineers and toy designers, in cooperation with children, to move towards ’Integrated Play Systems’. Due to an ethological method, the results differ from other studies of children’s play with technological advanced artefacts. © 2002 IEEE

Place, publisher, year, edition, pages
San Diego: Institute of Electrical and Electronics Engineers (IEEE), 2002
Series
Frontiers in Education Conference. Conference Proceedings, ISSN 1539-4565
Keywords
Artificial intelligence, Engineering research, Learning systems, Mechatronics, Robotics, Technology, Ethological reading, Gender identity, Integrated play systems, Pedatronics, Robotic toys, Engineering education
National Category
Learning
Identifiers
urn:nbn:se:hh:diva-40866 (URN)10.1109/FIE.2002.1158125 (DOI)2-s2.0-0036957669 (Scopus ID)0-7803-7444-4 (ISBN)
Conference
32nd ASEE/IIEEE Frontiers in Education Conference , Boston, MA, USA, November 6-9, 2002
Available from: 2020-01-28 Created: 2020-01-28 Last updated: 2020-02-27Bibliographically approved
Svane, T. E., Aderklou, C., Fritzdorf, L. & Hamilton-Jones, J. (2001). Knowledge by user demand and self-reflection: New models for teaching and assessment in edutainment software design. Paper presented at Frontiers in Education (FIE) 2001, Reno, Nevada, USA, October 10-13, 2001. Conference proceedings - Frontiers in Education Conference, III, T1B-1-T1B-6, Article ID 8.
Open this publication in new window or tab >>Knowledge by user demand and self-reflection: New models for teaching and assessment in edutainment software design
2001 (English)In: Conference proceedings - Frontiers in Education Conference, ISSN 0190-5848, E-ISSN 2267-1242, Vol. III, p. T1B-1-T1B-6, article id 8Article in journal (Refereed) Published
Abstract [en]

This paper reports on experiences from applying Knowledge by User Demand (KBUD) to teaching at the Edutainment Software Design programme at Halmstad University, Sweden. ’Edutainment’ denotes educational and recreational systems for homes, schools and work. Upon graduation, students may find careers in game design, project management, systems development etc. KBUD emphasizes participation in selection and creation of course contents, to foster a continuous review process of how to attain competencies needed to accomplish a task. Continuous self-reflection, on how and why competencies develop, and how personal learning can be refined, is highlighted in discussions and through using projects from previous courses as case studies. KBUD classes offer a core of approximately 50% of course content. Students select another 25% from a range of teacher-prepared themes and develop themselves the remaining themes under teacher supervision. KBUD modules combine subject adherence with encouraging student interest and participation, whilst also ensuring content vitality. © 2001 IEEE

Place, publisher, year, edition, pages
Champaign, IL: Stipes Publishing L.L.C., 2001
Keywords
Competence, Course Contents, Meta-learning, Self-reflection, Student
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-39358 (URN)10.1109/FIE.2001.963834 (DOI)2-s2.0-85013605705 (Scopus ID)
Conference
Frontiers in Education (FIE) 2001, Reno, Nevada, USA, October 10-13, 2001
Available from: 2019-05-23 Created: 2019-05-23 Last updated: 2019-05-28Bibliographically approved
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