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  • 1. Fors, Vaike
    et al.
    Sjöberg, Jeanette
    Medialiserade studentlärkulturer – vad lär vi oss av detta?2014Conference paper (Refereed)
    Abstract [sv]

    Något som utmanar lärare idag är studenternas förväntningar på hur de ska kunna använda de lärstrategier de utvecklat i relation till vardagligt användande av kommunikationsteknologier i sina studier. Vilka erfarenheter av att lära och vilka vanemässiga och förkroppsligade sätt att lära har studenterna utvecklat i relation till digitala medier? Hur aktiveras dessa medialiserade “funds of pedagogies” (Zipin, 2009) i högskolemiljön ?

    Det hör kanske till att studenter och högskolelärare har olika uppfattningar om hur högre studier går till, debatten om den låga kunskapsnivån hos studenter har pågått lika länge som det har funnits universitet. Det är heller inget nytt att nya teknologier skapar nya förutsättningar för vad, hur och varför saker ska läras. Frågan vi ställer oss är hur vi genom att öka kunskaper om hur medieberoende sätt att lära kan vara en tillgång i högsolepedagogisk utveckling.

    I en studie av universitetslärare och studenters föreställningar och användning av sociala medier  visade det sig att studenter använde sociala medier i mycket högre grad än lärare, samt att de såg en större potential i att använda dessa som pedagogiska hjälpmedel (Roblyer, et. al. 2010). Frågan om hur dessa skilda föreställningar ser ut och får för konsekvenser föranledde oss att genomföra en granskning av vetenskapliga publikationer med fokus på studentkulturer, sociala medier och högskolestudier (Sjöberg & Fors, kommande). Resultatet av denna granskning är utgångspunkten för vår föreslagna workshop. Vi har sett att det finns en brist av studier som utgår ifrån studenternas medialserade lärkulturer i förståelsen av vad som händer i mötet med högskolevärlden.

    Vår workshop kommer att ha följande upplägg:

    a) Vi presenterar resultatet av vår litteraturgranskning

    b) Följande frågeställningar bearbetas i smågrupper:

    • Vilka medialiserade lärkulturer har vi uppmärksammat att studenterna utvecklar under sina studier? Vilka potentialer resp. problem har vi lärare upplevt med dessa?
    • Hur kan vi utveckla dessa potentialer på konkreta sätt i vår egen undervisning?

    Vi genomför workshopen i en cafémodell där man diskuterar i olika gruppkonstellationer. Målgruppen för denna workshop är högskolepersonal med intresse för medialiseringsprocessens högskolepedagogiska konsekvenser.

    Referenslista

    Roblyer, M. D., McDaniel, M., Webb, M., Herman, J. & Vince Witty, J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13, 134-140.

    Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, Vol. 30(3), pp. 317-331.

  • 2.
    Lagergren, Anniqa
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Children’s actorship in activities with digital media in preschool settings – play or learning?2015In: 25th EECERA Annual Conference "Innovation, Experimentation and Adventure in Early Childhood": Abstract Book, 2015, p. 291-291Conference paper (Refereed)
    Abstract [en]

    The aim is to highlight what kind of play and learning is constituted in situations where preschool children are involved in activities with digital media. This paper presents the results from a research project of children encountering computer tablets in preschool settings. The study is located in a contextual perspective on play (Edwards, 2013), building on earlier studies of digital play and learning (Plowman, McPake & Stephen, 2008) and of digital media and popular culture (Gutnick, Robb, Takeuchi & Kotler, 2011). The theoretical framework for this study draws upon a sociocultural perspective on play and learning (Vygotsky, 1933; Wertsch, 1998), as well as the perspective on participation as a process where both activity and to join in a social practice are components (Lave & Wenger, 1991; Wenger, 1998). Two Swedish preschools with a total of 35 children aged 3- 5 years old participated. The material consists of video recordings followed by interaction analysis. Ethical standards were assured through written informed content by all parents and personnel, and oral consent from the participating children. Main findings show that within this specific context both play and learning takes place in parallel in relation to closeness and distance: on one hand in form of joint activities and mutual enjoyment, and on the other in form of struggle of power and strategies for cheating. Finally, in the children's activities with digital media, popular culture is abundantly present as a facilitator for play and learning, hence should be taken into account in the didactical practice.

  • 3.
    Nelson, Anders
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Bengtsson, Jeanette
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    The "what" and the "how" in undergraduate students and teachers´ discourses about educational sciences courses2006Conference paper (Other academic)
  • 4.
    Nelson, Anders
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Bengtsson, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Undergraduate students´actorship in studying an educational sciences course in a Swedish context2008In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 3, no 27, p. 187-189Article in journal (Refereed)
    Abstract [en]

    The study aimed to investigate how students in an introductory educational sciences course experienced and understood their own actorship during the course, in relation to conditions for learning created by the teachers. The analyses were based on students’ answers to an evaluation questionnaire that produced both quantitative and qualitative data. Those students who experienced opportunities to influence the course activities also stated that they had contributed to the development of the course to a greater extent than did those who experienced no such opportunities. There was no correlation between not feeling informed about the conditions for the course and seeking complementary information. The analysis also generated five different categories based on how the students viewed their own actorship, varying from ‘no actorship since it is not meaningful’ to ‘Real actorship exists’. The results are discussed in relation to methodological reflections and as implications for increasing students’ actorship.

  • 5.
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned2017In: 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 (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.

  • 6.
    Sjöberg, Jeanette
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Chatt som umgängesform: Unga skapar nätgemenskap2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation focuses on social interaction patterns between young people in an online chat room, analyzing how social order is displayed and constituted. An overall issue concerns when and how the participants manage to co-create social communities within this setting.

    The data draw on an ethnographic study, where chat room observations and online recordings were carried out during three years. Methodological guidelines from discursive psychology and conversation analysis have been used in making detailed sequential analyses of chat room interactions.

    The thesis builds on social practice theories, including sociocultural theorizing and studies of language socialization, and work on positionings. The findings show that familiarity with chat language, including the use of emoticons and leet speak, as well as familiarity with netiquette and conversational routines such as greeting- and parting routines, are vital for the participants in order to become parts of local groups and alignments. Playful improvisation is an important feature in the chat room intercourse. Moreover, full participation requires involvement in the lives of co-participants and extended dialogues over time. In the process of moving from peripheral to more central participation, the participants formed alignments with other participants and positioned themselves and their co-participants in the chat room. Such alignments were often founded on a shared taste in, for example musical genres and everyday consumption patterns. Shared views on school, sex and relationships, as well as age or gender alignments also played a role in the creation of local communities. Conversely, issues of exclusion were recurrent features of chat room interplay. All considered this created participation patterns that formed local hierarchies which were not fixed or static, but rather fleeting and dynamic. And yet, the participants generally did not transcend or challenge contemporary age and gender boundaries.

  • 7.
    Sjöberg, Jeanette
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Ungdomars hälsnings- och avskedsrutiner i ett chattrum som del av umgängeskoder på nätet2011In: Barn, ISSN 0800-1669, no 3-4, p. 39-53Article in journal (Refereed)
  • 8. Sjöberg, Jeanette
    et al.
    Fors, Vaike
    Exploring the gap between digital tools in higher education and everyday life2016In: NU2016, 2016Conference paper (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.

  • 9. Sjöberg, Jeanette
    et al.
    Hansson, Eva
    Studenters digitala praktiker i vardagen och i högre utbildning2016In: NU2016, 2016Conference paper (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.

  • 10.
    Sjöberg, Jeanette
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Holmberg, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Seen but not heard?! Children's participation in research about digital technology in preschool2017In: 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 (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.

  • 11.
    Sjödén, Björn
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Lagergren, Anniqa
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Struggling to Learn or Learning to Struggle: Children's use of iPad apps as constraints or scaffolds for social interaction in Swedish preschool2016In: 26th EECERA Annual Conference 2016: “Happiness, Relationships, Emotion & Deep Level Learning”: Abstract Book, 2016, p. 76-76Conference paper (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.

  • 12.
    Skärsäter, Ingela
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Barkström, Magdalena
    Region Halland, Halmstad, Sweden.
    Bergman, Stefan
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Dahlqvist Jönsson, Patrik
    Region Halland, Halmstad, Sweden.
    Halila, Fawzi
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Hertz, Anne-Christine
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Nygren, Jens
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Sant'Anna, Anita
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Tylenius, Andreas
    Theme Health Innovation at Halmstad University  - research, education and collaboration for welfare technology2015In: Abstracts: 19th International Philosophy of Nursing Society (IPONS) conference August 24-26, 2015 Karolinska Institutet, Stockholm, Sweden: Technology, Health Care and Person-centeredness: Beyond Utopia and Dystopia. Thinking the Future., Stockholm: Karolinska Institutet , 2015, p. 41-41Conference paper (Refereed)
    Abstract [en]

    In face of escalating health care costs, new technology holds great promise for innovative solutions and new more sustainable health care model. Welfare technology around a person allowing for greater autonomy and control in health issues and access to tailored information and personalized health behavior interventions. While this offers good opportunities for both public health impact, it also emphasizes the need for properly knowledge base and organizational structure to support a person- centred approach in the development of welfare technology in society. 

    Halmstad University initiated in 2014 a thematic research and educational initiative that has been named Theme Health Innovation. The initiative includes research, education and interaction with the community, region and industry, which in collaboration can contribute with innovative and sustainable solutions to social challenges in the health field. The starting point for the work is action based on societal and individual needs and development of venues for collaboration between different actors and levels of organization. 

    Theme Health Innovation aims to develop and affect people's ability to maintain and promote their health and prevent ill health. Health Innovations developed in encounters between different knowledge, skills and experiences, both within the university's research and education in collaboration with industry and the public sector. Health Innovations that are developed should be based on the needs from the people who will use the innovation, thus have an end user perspective. 

    At the conference, the Theme Health Innovation will be presented including the organizational structure, research as well as training in higher education that support the welfare technical development.

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