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  • 1.
    Aderklou, Christina
    et al.
    Högskolan i Halmstad, Akademin för hälsa och välfärd.
    Fritzdorf, Liselott
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Tebelius, Ulla
    Högskolan i Halmstad, Akademin för hälsa och välfärd, Centrum för forskning om välfärd, hälsa och idrott (CVHI).
    Bengtsson, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Baerveldt, Albert-Jan
    Högskolan i Halmstad, Akademin för informationsteknologi, Halmstad Embedded and Intelligent Systems Research (EIS).
    Pedatronics: Robotic toys as a source to evoke young girls’ technological interest2002Ingår i: 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, s. F1C-19-F1C-24Konferensbidrag (Refereegranskat)
    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

  • 2.
    Aronsson, Karin
    et al.
    Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden.
    Sjöberg, Jeanette
    Verbal artistry in building a youth chat room community: leet speak, language play, and multilingual resources2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    This talk discusses ways in which chat room participants in a Swedish youth chat room deploy leet speak and other hybrid language forms (including code switches, Swenglish, "Swedish Deutsch" and other multilingual resources).  The focus is on the ways in which such hybrid forms are deployed by the participants as part of their local formation of a net community. The detailed analyses draw on recordings of approximately 30 hours of chat room talk.

    The data document a rich use of invented spelling and various other hybrid forms, related to leet speak (e.g. switches between lower and upper case letters or numbers, as well as other types of creative spelling). Novel varieties of text compressions are other features of leet speak. But above all, code switching, as well as reduplications and capital letters are deployed as ways of accentuating (Bakhtin, 1981; Stanislavskij, 1986) various stances in conversations, for instance, when making assessments about style or performance or when commenting on technical issues (e.g. NEWbies’ for newcomers or inexperienced participants; ‘lagggggggggggggg’ for time 'lag'). 

    The analyses focus on verbal artistry (Bauman & Briggs, 1990)and community building, and especially the ways that leet speak and other hybrid language varieties (e.g. crossings, Rampton, 1999; 2009) are deployed as ways of forming local alignments and disalignments. The chat room conversations show that the participants position themselves as central participants through this type of everyday poetics. This can be seen in ongoing conversations, as well as when participants enter or leave the forum. Greetings and leave takings are extended affairs where the participants revel in embellishing their language through novel varieties of crossings, code switches, creative spelling (e.g. ‘heiiii’ instead of Swedish ‘hej’ for ‘hi’) and other hybrid language forms.

    The hybrid constructions and verbal artistry can be seen as instances of creative improvisations (Duranti & Black, 2012) where participants align and disalign with each other through various accentuations of talk.

  • 3.
    Bengtsson, Jeanette
    Research on Play and Socialisation, Stockholm Institute of Education, Stockholm, Sweden.
    Multiple roles on a simple screen: An explorative study of human interplay in real time chat2005Ingår i: A Nordic Dimension in Education and Research, Myth or Reality?, 2005, s. 64-64Konferensbidrag (Refereegranskat)
    Abstract [en]

    The present study investigates human interaction in a virtual environment, with focus on what roles the participants in the chat room takes (or gets), and the importance of the presentations of these roles when entering the chat room in order to gain contact with others. The mediaethnographic study was conducted throughout a period of seven weeks in 2002; hence the study is to be regarded as a pilot study.

    The aim of this paper is, by looking at various roles used in the chat room sphere and the presentations of these roles, to enlighten the chat room as an arena of human interplay and to create an understanding for the specific forms of interaction that takes place within its frames. The interplay in the chat room was analyzed from an interactional theoretical base, such as Meads concept of role, Cooley’s metaphor of the looking-glass self and Goffman’s metaphor of front- and backstage. The study was conducted through three steps: participatory observations by being present in the chat room, online; interviews with participants, on line; capturing real time (i.e. emoticons, turn takings, time spans, etc) on DV-film. Data was collected by using DVcamera to film the chat room and in that capture the on-line interviews and observations which were made. Primary results of the study were: identification of five different “role-characters” based on their behaviour in the chat room, and the parallel use of multiple roles in different chat rooms simultaneously

  • 4.
    Bergdahl, Nina
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Assessment Horizons: Pre-service Teacher Expectations on Future Education2023Ingår i: The European Conference on Education 2023: Official Conference Proceedings, Nagoya: The International Academic Forum (IAFOR) , 2023, , s. 13s. 1177-1189Konferensbidrag (Refereegranskat)
    Abstract [en]

    Socio-technical imaginaries of preservice teachers are an important area of inquiry that warrants exploration, partly because teachers need to be prepared for teaching in a digital society and partly because they will enter schools and influence education in their own right. In this paper, we examine the socio-technical imaginations of pre-service teachers in relation to future assessments in education. Socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practices, thus contributing to a higher quality of education and professional development. Pre-service teachers (n=21) were instructed to write journal reflections and narratives during a speculative future intervention as part of a teacher training programme. In this study, we sought to explore how pre-service teachers perceive the role of technology in shaping future educational assessment practices. The data was analysed using thematic analysis and discussed through the lens of Information Systems Artefact. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.

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  • 5.
    Bergdahl, Nina
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle. Stockholm University, Stockholm, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    New Minds, New Methods: Pre-service Teachers Envision the Educational Future2023Ingår i: Proceedings of the Future Technologies Conference (FTC) 2023, Volume 4 / [ed] Kohei Arai, Cham: Springer, 2023, Vol. 816, s. 314-322Konferensbidrag (Refereegranskat)
    Abstract [en]

    What do people who study to become teachers dread and hope with regard to technology? Pre-service teachers (n = 21) were encouraged to consider the future of education by incorporating elements of, for example, augmented and virtual reality and Chat-GPT during three workshops that introduced them to the subject of sociotechnical imaginaries. Pre-service teachers were requested to write reflections and narratives for their logbooks. Individual thought expression can encourage group discussion and make instructors more confident in controlling future narratives. Such empowerment can mitigate risks and potential, inform elective courses of action, and improve understanding of the complexity of the future of digital education. Reflections were therefore done both individually and in groups. Data were analysed using the lens of Diffusion of Innovations theory, using thematic analysis. Three themes were identified, and key findings reveal opposing and ambivalent responses to the digitalisation of teaching, with plurality and flexibility on the one hand and restriction and isolation on the other. The results convey both passivity and hope as digital innovation was thought to solve problems by bridging the classroom to the outside world, leading to increased loneliness. The paper would interest stakeholders looking to leverage responsible digitalisation, the teaching community, and educational researchers.

  • 6.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    A designerly approach as a foundation for school children's computational thinking skills while developing digital games2020Ingår i: IDC '20: Proceedings of the Interaction Design and Children Conference, New York: Association for Computing Machinery (ACM), 2020, s. 87-95Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills The data included video observations, casual conversations, and stop-motion videos representing the children's game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computationalperspectives. © 2020 ACM.

  • 7.
    Brooks, Eva
    et al.
    Aalborg university, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Children’s programming of robots by designing fairytales2021Ingår i: Digital Learning and Collaborative Practices: Lessons from Inclusive and Empowering Participation with Emerging Technologies / [ed] Eva Brooks; Susanne Dau; Staffan Selander, New York: Routledge, 2021, s. 158-174Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this chapter, we seek to highlight the importance of allowing and including imagination and creativity in schoolchildren's work with programming robots to enhance learning and to generate interest in programming as such, using classic fairytales as a frame. Theoretically, the chapter draws on Vygotsky’s concepts of imagination and creativity to argue the case that programming embraces imaginative and emotional interactions, which children learn within creative activities, based on examples from an empirical study of children’s learning of programming through representation of fairytales. 

  • 8.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Designerly Processes with Robots as a Framework for Children’s Perspective-Taking2023Ingår i: Design, Learning, 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, s. 113-131Konferensbidrag (Refereegranskat)
    Abstract [en]

    The use of robotics technology in school is renowned for providing children with opportunities to interact and collaborate in various school subjects, which raise questions of how to design learning activities that include robot technology in education. In this paper we explore how a designerly approach can foster children’s perspective-taking while creatively collaborating in mixed analogue and digital learning environments including robots, creative material and classical fairytales. Based on a social semiotics analytical framework, the study draws from workshops carried out with third grade classes of Danish school children, aged 9–10 years old. Using video recordings and a thematic analysis, the unit of analysis focuses on the activities with a special interest on children’s interactions with robots, creative materials, classical fairytales and with each other. The results of this study imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the mixed learning environment reinforced children’s abilities of perspective-taking. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

  • 9.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Evolving Playful and Creative Activities When School Children Develop Game-Based Designs2019Ingår i: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, ISSN 1867-8211, E-ISSN 1867-822X, Vol. 265, s. 485-495Artikel i tidskrift (Refereegranskat)
    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.

  • 10.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Evolving Playful and Creative Activities When School Children Develop Game-based Designs2018Ingår i: Interactivity, Game Creation, Design, Learning, and Innovation: 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings / [ed] Anthony Brooks, Eva Books, Cristina Sylla, Heidelberg: Springer, 2018, s. 485-495Konferensbidrag (Refereegranskat)
    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.

  • 11.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Pedagogical Integration of Digital Game-based Learning - Processes Involved2022Ingår i: Design, Learning and Innovation: 6th EAI International Conference 2021, Virtual Event, December 10-11, 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, s. 195-212Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Aligned with the digital development in society, the use of digital game-based learning (DGBL) as a pedagogical enhancement has increased markedly in schools recently. However, due to various reasons, teachers are not always as enthusiastic to adopt the new technology in their classroom. In this paper we apply Engeströms activity system as an analytical approach to understand teachers’ considerations of opportunities, resistance or barriers and pedagogical functions of digital game-based learning as a teaching method. As related research has shown, there is a lack of research answering the question of how DGBL could be designed to structure and facilitate learning as well as of considering the classroom settings and barriers of implementing DGBL. We attempt to contribute to these problems by applying the activity system framework in the context of digital game-based learning (DGBL), in particular the interplay between resistance as an obstruction or opportunity and design of teaching activities by means of digital games. The research questions posed in the study are: 1) How do teachers evaluate the designs of digital games in relation to how they support or hinder learning? and 2) What kind of constraints do teachers identify while translating educational games? The study applies a qualitative approach and includes cases of two separate workshops with a total of twelve participating teachers and one toy- and game designer. The workshops were designed to provide a framework for preschool- and primary school teachers to evaluate challenges and potentials of DGBL. Findings show, among other things, that when a game does not offer exploration or encourage curiosity, a game’s design becomes simplistic and children lose their interest, revealing a gap between game mechanics and a game’s pedagogical relevance and usefulness. Furthermore, by starting to question the relevance of games, the teachers were able to appropriate digital educational games while assessing the game’s value in relation to a subject-specific area.

  • 12.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs2022Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 14, nr 1, s. 137-150Artikel i tidskrift (Refereegranskat)
    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) has been introduced in schools. In this paper we explore game-based design activities to unfold playful and creative actions and interactions among children. The study is based on two cases, where game design activities were applied in both analogue and digital form. The unit of analysis is game design activities. The research questions posed in this study are: (1) What activities develop when school children design games in two similarly framed workshop cases, where one included analogue material and the other a combination of analogue and digital material?, and (2) How do children interact in a learning environment framed by purely analogue-based material as opposed to a learning environment framed by a combination of analogue and digital material? A thematic analysis identified three themes: exploratory activities; combinational activities; and transformative activities. These themes suggest that the game design workshop sessions including only analogue material facilitated playfulness promoting creative actions in children’s production of different ideational considerations. In a mixed activity combining analogue and digital material, creativity in the form of fluency was represented by the way the children produced their ideas, which opened up for playfulness, e.g. in the form of humour. The analysis showed that a procedural activity design including pre-designed theme framing children’s constructions facilitated an open-ended activity. © The Authors

  • 13.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark.
    Sjöberg, JeanetteHögskolan i Halmstad, Akademin för lärande, humaniora och samhälle.Kalsgaard Møller, AndersAalborg University, Aalborg, Denmark.
    Design, Learning and innovation: 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings2022Proceedings (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book constitutes the refereed post-conference proceedings the 6th EAI International Conference on Design, Leaning and Innovation, DLI 2021, which took place in December 2021. Due to COVID-19 pandemic the conference was held virtually.The theme for DLI 2021 was “Shifting boundaries to discover novel ways and emerging technologies to realise human needs, ideas, and desires” targeting a conceptualisation of the effects and impact of digital technologies for, in an inclusive and playful way, fostering human beings to realising their needs, ideas and desires.The 17 revised full papers presented were carefully selected from 36 submissions and are organized in four thematic sessions on: digital technologies, design and learning; tools and models; artificial intelligence, virtual reality and augmented reality in learning; innovative designs and learning.

  • 14.
    Brooks, Eva
    et al.
    Aalborg University, Aalborg, Denmark..
    Sjöberg, JeanetteHögskolan i Halmstad, Akademin för lärande, humaniora och samhälle.Kalsgaard Møller, AndersAalborg University, Aalborg, Denmark..Edstrand, EmmaHögskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022 Faro, Portugal, November 21–22, 2022, Proceedings2023Proceedings (redaktörskap) (Refereegranskat)
  • 15.
    Cooney, Martin
    et al.
    Högskolan i Halmstad, Akademin för informationsteknologi.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Navigating the Current “New World” of Teaching with Technology: A Glimpse into Our Teachers’ Minds2023Ingår i: Design, Learning, 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, s. 135-152Konferensbidrag (Refereegranskat)
    Abstract [en]

    The COVID-19 pandemic helped spark a surge in innovative usages of technology in education, from robot-based remote graduation ceremonies to immersive learning through extended reality, meetings in fantastical game worlds, automatic examination methods, and flexible learning options such as hybrid classes. It’s been said that we can’t go back to “normal” because this is normal now–but what exactly is today’s “new normal”? The current paper reports on the results of an anonymous online survey conducted with 42 teachers in business, IT, nursing, and education at our university in October 2021, to gain insight into where some teachers on the “front lines” currently stand on the use of technology in education. Some insights included that: More teachers than we had expected were using robotics and extended reality (XR), suggesting that silo effects can exist in education, even at small universities; furthermore, the rates of teachers who had seen such usage seemed close to the rates of teachers who had tried using them, suggesting the usefulness of raising awareness to promote professional digital competence (PDC). Rates for using games and exam tools were lower than expected, despite the availability of game platforms and a growing need to consider the threat of how technology can be misused to cheat in exams, possibly due to teachers’ limited time for pedagogical development. Also, teachers appeared to have strong and differing opinions about learning formats, although a general preference was observed for physical classes and exams, and hybrid teacher meetings. Our aim is that these results will be used by our university’s pedagogical center to support our teachers’ PDC and uses of edtech in the near future. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

  • 16.
    Cooney, Martin
    et al.
    Högskolan i Halmstad, Akademin för informationsteknologi.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Playful AI Prototypes to Support Creativity and Emotions in Learning2022Ingår i: Design, Learning and innovation: 6th EAI International Conference, DLI 2021 Virtual Event, December 10-11 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, s. 129-140Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    How will learning “look” in the future? Everyone learns–and we do so in a creative and emotional way. However, learners’ creativity and emotions are often not explicitly included in the design process when exploring how technology can be used to provide new learning opportunities, which could result in shallow learning. One way to support such learning with technology could be playfulness. The current paper reports on some of our ongoing experiences in recent years using a playful design perspective to develop three educational Artificial Intelligence (AI) prototypes. Tackling applications intended to facilitate freedom, ease, and engagement in learning, the prototypes comprise an intelligent tutoring system, an automatic display tool, and a hand-waving detector. In closing, some lessons learned are shared to inform subsequent designs.

  • 17.
    Edstrand, Emma
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Professional digital competence (PDC) in teacher education – teacher candidates reasoning about programming when involved in problem-solving activities with digital tools2023Ingår i: Journal of Digital Learning in Teacher Education, ISSN 2153-2974, Vol. 39, nr 3, s. 132-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The increased emergence of digital tools in educational contexts have changed the conditions for teaching and learning which, in turn, has meant a need for the development of professional digital competence (PDC) among teachers worldwide. Simultaneously, and aligned with this, programming has become an increasingly important part of schooling in many parts of the world and a step toward developing computational thinking. In this paper we investigate teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. The unit of analysis is programming activities conducted by a group of 17 teacher candidates in a Swedish primary teacher education. The research question posed is: How do digital tools co-determine teacher candidates’ reasoning about programming and its pedagogical application during problem-solving activities with digital tools designed for teaching? Drawing from a sociocultural approach, the results of the present study imply that the teacher candidate’s appropriation of knowledge is co-determined by the digital tool itself and as such it does not provide any deeper understanding for its pedagogical use. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.

  • 18.
    Edstrand, Emma
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sofkova Hashemi, Sylvana
    University of Gothenburg, Gothenburg, Sweden.
    Teachers’ Educational Design Using Adaptive VR-Environments in Multilingual Study Guidance to Promote Students’ Conceptual Knowledge2023Ingår i: 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, s. 79-94Konferensbidrag (Refereegranskat)
    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.

  • 19.
    Edstrand, Emma
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sofkova Hashemi, Sylvana
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance2023Ingår i: 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, s. 87-94Konferensbidrag (Refereegranskat)
    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.

  • 20.
    Edstrand, Emma
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sofkova Hashemi, Sylvana
    University of Gothenburg, Gothenburg, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Primary teachers didactical design for students’ learning in VR environments2023Ingår i: Book of Abstracts: EARLI 2023, 2023, s. 13-13Konferensbidrag (Refereegranskat)
    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.

     

     

     

     

  • 21.
    Elm, Annika
    et al.
    Department of Educational Sciences, University of Gävle, Gävle, Sweden.
    Nilsson, Kerstin Stake
    Department of Caring Sciences, University of Gävle, Gävle, Sweden.
    Björkman, Annica
    Department of Caring Sciences, University of Gävle, Gävle, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case2023Ingår i: Cogent Education, E-ISSN 2331-186X, Vol. 10, nr 2, artikel-id 2237329Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents a Swedish study on the potential of technology to transform teaching and learning practices in higher education. Sweden is at the forefront of technological innovation and digitalization and when it comes to technology in education this is not an exception. Technology Enhanced Learning (TEL) has emerged as an important pedagogical aspect within higher education in recent years. The term TEL is used to demonstrate teaching experiences that intend to improve such support. Previous research has recognized bottom-up initiatives from academic staff with specialists in technology often addressed by individual enthusiasts. Also, most internal processes regarding digitalization are identified as top-down initiatives driven by policy rather than influenced teachers. Hence, the main aim of this study is to analyse academic teachers´ experiences with digital technologies that support students’ learning in higher education. To support this aim, following research questions are posed: 1) What factors facilitate TEL in teaching in higher education and why? 2) What factors limit TEL in higher education and why? Focus group interviews with 36 academic teachers from two Swedish universities were conducted. Results show that on the one hand teachers experience both benefits and limitations with TEL. On the other hand, important organisational aspects of using TEL are highlighted. The choices that academic teachers face and give expression to do not appear to be a matter of individual choice or stance in teaching situations. These results have relevance globally for all involved in teaching and learning in higher education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 22. Ewins, Kristin
    et al.
    Karst, Nicolette
    Kjellgren, Björn
    Larsson, Stefan
    Sjöberg, Jeanette
    Sjöberg, Elaine
    Staaf, Patricia
    The role of national networks...2022Ingår i: ICED 2022 Conference: Program and Book of abstracts, 2022Konferensbidrag (Refereegranskat)
  • 23. Fors, Vaike
    et al.
    Sjöberg, Jeanette
    Medialiserade studentlärkulturer – vad lär vi oss av detta?2014Konferensbidrag (Refereegranskat)
    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.

  • 24.
    Granklint Enochson, Pernilla
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Johnsson, Annette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Forskningsrapport FGTE: Sammanfattning 2017–20202021Rapport (Övrig (populärvetenskap, debatt, mm))
    Ladda ner fulltext (pdf)
    Fulltext
  • 25.
    Granklint Enochson, Pernilla
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Johnsson, Annette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    From process to a changed practice - How research questions are processed in a collaborative project2019Ingår i: NERA 2019: Education in a Globalized World, 2019, s. 31-32Konferensbidrag (Refereegranskat)
    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

    Ladda ner fulltext (pdf)
    fulltext
  • 26.
    Granklint Enochson, Pernilla
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Johnsson, Annette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Processing professional research questions: a collaborative development in schools?2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research topic/aim: The focus of this study is how professional research questions work as information between different levels across the school organization. The different questions aim to develop the children and students’ knowledge through the teachers and headmaster’s capacity building in a collaboration project. These questions are processed in a hierarchy from the regional overarching question, the municipalities’ to interpret the overarching question to a professional research questions and finally the schools create concrete professional research questions. At the school level are the final question processed and researched.  

    Theoretical framework: The project is based on how to steer an organist through professional research question. Leadership is important and a challenge in a changing process in an organization (eg. Kotter, 1995). Moreover, a good communication between the participants are important if it shall be a development in the organization (eg. Harris & Jones 2015; Leithwood et al. 2017). 

    The empirical data in this study are analyzed thought two theoretical frameworks in the border between the socio-cultural and the socio- constructivism. Within the socio-cultural field, since much of the focus is around participant in the school collaboration (Hornscheidt & Landqvist 2014, Vygotsky, 1978). However, the percipients must construct their understanding through interactions with the outside world (Ausubel, 1968; Leach & Scott, 2003; Piaget, 1964), when they interpret the question from the regional and municipality level. 

    Methodology/research design: Empirical data was the focus of the meeting with the region and municipality. The participants’ final reports and final posters were collected at school level.  Some of the data from meetings where schools collaborated with their critical friends were recorded and transcribed. All the questions on the tree (regional, municipal, school) different level were analyzed, and the issues in questions from the hierarchically high to the low levels were considered. This paper is an analysis from the first year of a 5-year project. It provides a longitudinal study of a project with yearly reports. Some results from year two will be presented at the conference 

    Findings: Findings demonstrate ambitious questions without clear definitions and focus on outcomes. Discussions between the various groups involved in the research demonstrates the need for precise clarifications and definitions in expression and communication. The result is that the question from the municipality steering committees focuses on an inventory of situation in the various municipality schools. Another point of view is that the perspective of the students’ perspectives is missing in the questions in most of the groups. The schools and preschool level are also more focused on their own practice, than the question that were given from the hierarchy above them. 

    Relevance to Nordic educational research: The aim in the study is to develop the knowledge among the teachers so that they can support every child and student to even more develop their capacity to perform in the school, from good to better. The overall aim is to develop the schools through collaboration between municipality’s schools in the region.

  • 27.
    Johnsson, Annette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Granklint Enochson, Pernilla
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Transfer of knowledge from group work to participants' own practice in a course about research methodology2019Ingår i: NERA 2019: Education in a Globalized World, 2019, s. 779-780Konferensbidrag (Refereegranskat)
    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

  • 28.
    Johnsson, Annette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Granklint Enochson, Pernilla
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Transfer of Knowledge from Group Work to Individual Level in a Professional Learning Context2019Ingår i: Network: 01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations, 2019Konferensbidrag (Refereegranskat)
    Ladda ner fulltext (pdf)
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  • 29.
    Lagergren, Anniqa
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Children’s actorship in activities with digital media in preschool settings – play or learning?2015Ingår i: 25th EECERA Annual Conference "Innovation, Experimentation and Adventure in Early Childhood": Abstract Book, 2015, s. 291-291Konferensbidrag (Refereegranskat)
    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.

  • 30.
    Lilja, Patrik
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Edstrand, Emma
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Samverkan för utveckling av Lärarprofessionens digitala kompetens (SamLär)2022Ingår i: Praktiknära, skolbaserade och samverkansdrivna forskningsprojekt: Samlade erfarenheter från ULF försöksverksamhet 2020-2021 / [ed] Per Högström, Halmstad: Högskolan i Halmstad , 2022, s. 17-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Samverkansprojektet SamLär syftar till att bidra till utvecklingen av programmering och digital kompetens som kunskapsområden i ett professionsövergripande perspektiv, genom att utveckla en modell för hur olika delar av lärarprofessionen kan mötas för att lära, reflektera och utbyta erfarenheter. Projektets nav är de utbildningsaktiviteter som organiseras av den ideella föreningen KomTek. KomTek är en teknik- och entreprenörsskola med syfte att väcka intresse för teknik och entreprenörskap med fokus på barn och ungdomar. Forskarna har deltagit i och spelat in samtliga aktiviteter KomTek genomfört med lärarstudenter (både digitalt och fysiskt) under 2021. Vidare har lärarstudenters analyser av sitt eget lärande kring digital kompetens studerats. Den vetenskapliga delen av projektet är förankrad i praktikteori med fokus på Stephen Kemmis arbeten. Videodata har analyserats för att undersöka relationer mellan olika praktiksammanhang inom lärarprofessionen. Forskargruppens expertis inom interaktionsanalys har även varit en utgångspunkt under planering, datainsamling och analys. Preliminära resultat anger att aktiviteterna på KomTek fyller ett behov av praktiska erfarenheter och inspirerande undervisningsupplägg kring programmering som studenter upplever sig sakna på utbildningen i övrigt. I ett lärarutbildningsperspektiv blir det samtidigt viktigt att studenter kan motivera pedagogiska upplägg och val av teknologier med teoretiskt, empiriskt och begreppsligt underbyggda argument. De erfarenheter som görs på KomTek kan inte förväntas leda till detta och de behöver behandlas inom andra moment inom ramen för lärarutbildningen. Dessa preliminära resultat visar på relevansen av en modell där studenter, lärare och forskare kan mötas för att på ett teoretiskt underbyggt sätt ägna sig åt reflektion och erfarenhetsutbyte.

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  • 31.
    Lilja Skånberg, Patrik
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Edstrand, Emma
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Samverkan för utveckling av Lärarprofessionens digitala kompetens (SamLär) – Projektrapport: ULF 20212021Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Samverkansprojektet SamLär syftar till att bidra till utvecklingen av programmering och digital kompetens som kunskapsområden i ett professionsövergripande perspektiv, genom att utveckla en modell för hur olika delar av lärarprofessionen kan mötas för att lära, reflektera och utbyta erfarenheter.

    Projektets nav är de utbildningsaktiviteter som organiseras av den ideella föreningen KomTek. KomTek är en teknik- och entreprenörsskola med syfte att väcka intresse för teknik och entreprenörskap med fokus på barn och ungdomar. Forskarna har deltagit i och spelat in samtliga aktiviteter KomTek genomfört med lärarstudenter (både digitalt och fysiskt) under 2021. Vidare har lärarstudenters analyser av sitt eget lärande kring digital kompetens studerats.

    Den vetenskapliga delen av projektet är förankrad i praktikteori med fokus på Stephen Kemmis arbeten. Videodata har analyserats för att undersöka relationer mellan olika praktiksammanhang inom lärarprofessionen. Forskargruppens expertis inom interaktionsanalys har även varit en utgångspunkt under planering, datainsamling och analys.

    Preliminära resultat anger att aktiviteterna på KomTek fyller ett behov av praktiska erfarenheter och inspirerande undervisningsupplägg kring programmering som studenter upplever sig sakna på utbildningen i övrigt. I ett lärarutbildningsperspektiv blir det samtidigt viktigt att studenter kan motivera pedagogiska upplägg och val av teknologier med teoretiskt, empiriskt och begreppsligt underbyggda argument. De erfarenheter som görs på KomTek kan inte förväntas leda till detta och de behöver behandlas inom andra moment inom ramen för lärarutbildningen. Dessa preliminära resultat visar på relevansen av en modell där studenter, lärare och forskare kan mötas för att på ett teoretiskt underbyggt sätt ägna sig åt reflektion och erfarenhetsutbyte.

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  • 32.
    Nelson, Anders
    et al.
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), Centrum för samhällsanalys (CESAM), Samhällsförändring, lärande och sociala relationer (SLSR), Studier om lärande och utbildningsrelationer (SOLUR).
    Bengtsson, Jeanette
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), Centrum för samhällsanalys (CESAM), Samhällsförändring, lärande och sociala relationer (SLSR), Studier om lärande och utbildningsrelationer (SOLUR).
    The "what" and the "how" in undergraduate students and teachers´ discourses about educational sciences courses2006Konferensbidrag (Övrigt vetenskapligt)
  • 33.
    Nelson, Anders
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM).
    Bengtsson, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM), Samhällsförändring, lärande och sociala relationer (SLSR).
    Undergraduate students´actorship in studying an educational sciences course in a Swedish context2008Ingår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 3, nr 27, s. 187-189Artikel i tidskrift (Refereegranskat)
    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.

  • 34.
    Nygren, Åse
    et al.
    Blekinge Institute of Technology, Karlskrona, Sweden; Malmö University, Malmö, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Beyond Teaching and Learning - Rethinking Academic Development in Relation to Quality Enhancement2023Ingår i: International Educational Research, ISSN 2576-3059, Vol. 6, nr 2, s. 10-21Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Higher education (HE) today is a diversified area which has grown expansively in response to a rapidly changing educational and political climate over the past decades. In this age of complexity, development and change are omnipresent and intrinsic parts of the university teacher’s practice, from the development of the teachers’individual practice at micro-level to the collaborative development of scholarly practice at the meso-level of the department and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognitionof teaching quality. As requirements for pedagogical competence have been built into career structures and criteria for promotion, academic developers have become central to the implementation of these strategies. This development goes hand in hand with the shift in focus from quality assurance to quality enhancement, which has extended the range of professional activities for academic developers. The allowing of the universities to develop their own quality assurance systems, signals a heightened awareness of the importance of ownership and the possibility of influencing quality processes, which in turn relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced. The aim is to discuss these implications particularly for academic development in this diversified context and to contribute with further knowledge and understanding of structural and organizational prerequisites for the advancement of teaching in higher education. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal.

  • 35.
    Nygren, Åse
    et al.
    Blekinge Tekniska Högskola (BTH), Karlskrona, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Om det högskolepedagogiska arbetet i högre utbildning - vägen framåt2021Ingår i: Abstracts LÄRARLÄRDOM 2021, 2021Konferensbidrag (Refereegranskat)
    Abstract [en]

    Hur kan vi - pedagogiska utvecklare och lärare inom Lärosäten Syd - skapa ett systematiskt, långsiktigt och hållbart pedagogiskt utvecklingsarbete för studenters lärande och för en högre utbildning som håller hög kvalitet? Denna fråga ställde sig UKÄ när myndigheten i augusti 2018 fick i uppdrag att göra en uppföljning av pedagogiskt utvecklingsarbete vid svenska lärosäten. Dialog fördes med pedagogiska utvecklare vid landets lärosäten samt med studentrepresentanter. När regeringsuppdraget redovisades i december 2019 pekade UKÄ på vikten av att skapa ett varaktigt kretslopp för det pedagogiska utvecklingsarbetet. Man menar att lärosätena bör betrakta det pedagogiska utvecklingsarbetet som en viktig del av kvalitetsarbetet och en gemensam fråga för högskolans personal och studenter. För att få ut maximal effekt av det lokala utvecklingsarbetet menar UKÄ att vi i första hand behöver skapa en nationell strategi för det pedagogiska utvecklingsarbetet för att på bästa sätt planera, samordna och systematisera ett kontinuerligt informations- och erfarenhetsutbyte. Men hur ska vi i realiteten ta tillvara på det spännande och innovativa arbete kring pedagogisk utveckling på den enskilda lärosätena - ett arbete som drivs både av pedagogiska utvecklare och lärare. I detta rundabordssamtal lyfter författarna fram centrala noder kring vilka de anser att ett pedagogiskt utvecklingsarbete bör röra sig - för såväl pedagogiska utvecklare som för lärare. Här ingår kultur, tillit, förankring och systematik. Syftet är att få igång en dialog kring ämnet, inte minst inom Lärosäten Syd för att hitta gemensamma nämnare och möjligen gemensamma projekt som kan driva det pedagogiska utvecklingsarbetet. © Högskolan Kristianstad 2021

  • 36.
    Nygren, Åse
    et al.
    Blekinge tekniska högskola, Karlskrona, Sverige.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Om pedagogiskt kvalitetsarbete i högre utbildning – vägen framåt2022Ingår i: Högskolepedagogisk debatt, ISSN 2000-9216, nr 1, s. 55-74Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Hur kan vi skapa ett systematiskt, långsiktigt och hållbart pedagogiskt utvecklingsarbete för studenters lärande och för en högre utbildning som håller hög kvalitet? Denna fråga ställde sig UKÄ när myndigheten i augusti 2018 fick i uppdrag att göra en uppföljning av pedagogiskt utvecklingsarbete vid svenska lärosäten. När regeringsuppdraget redovisades i december 2019 pekade UKÄ på vikten av att skapa ett varaktigt kretslopp för det pedagogiska utvecklingsarbetet. UKÄ menar att lärosätena bör betrakta utvecklingsarbetet som en viktig del av kvalitetsarbetet och en gemensam fråga för högskolans personal och studenter. För att få ut maximal effekt av det lokala utvecklingsarbetet menar UKÄ att vi i första hand behöver skapa en nationell strategi för det pedagogiska utvecklingsarbetet för att på bästa sätt planera, samordna och systematisera ett kontinuerligt informations- och erfarenhetsutbyte. Men hur ska vi i realiteten ta tillvara på det spännande och innovativa arbetet kring pedagogisk utveckling på enskilda lärosäten? I detta paper lyfter författarna fram fyra aspekter som de menar att ett pedagogiskt utvecklingsarbete är beroende utav för att få långsiktig och hållbar effekt: kultur, tillit, delaktighet och systematik.

  • 37.
    Nygren, Åse
    et al.
    Malmö universitet, Malmö, Sweden; Blekinge Tekniska Högskola, Karlskrona, Sweden.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Sustainable educational development and quality work in higher education - a Swedish example2023Konferensbidrag (Refereegranskat)
    Abstract [en]

    How can we create a systematic, long-term and sustainable educational development for students' learning and for higher education that maintains high quality? The Swedish Higher Education Authority asked itself this question when in August 2018 the authority was assigned with following up educational development at Swedish higher education institutions (HEI:s). When the government commission was presented in early 2020, the importance of creating a lasting cycle for educational development was emphasised. Some of the conclusions were that HEI:s should regard development work as an important part of quality work and that this is an important aspect to consider for the university's staff and students. To get the maximum effect from local development work, the commission suggested that we first and foremost need to create a national strategy for the educational development work in order to best plan, coordinate and systematize a continuous exchange of information and experience. But how can we make use of the exciting and innovative work around educational development at individual HEI:s and make this become part of a sustainable cycle of educational development? In this paper presentation, we highlight four aspects that educational development depends on to have a long-term and sustainable effect: culture, trust, participation and systematics. These aspects have been identified partly as a result of a round table discussion at a Swedish conference for educational developers in August 2021, and partly as a result of a literary review. This paper situates this Swedish example of a need for a national strategy and the various ways in which to implement such a strategy on local levels within a European context and discusses its implications on an international arena. 

  • 38.
    Nygren, Åse
    et al.
    Blekinge Tekniska Högskola, Karlskrona, Sverige.
    Stigmar, Martin
    Malmö universitet, Malmö, Sverige.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Uppföljning: uppdrag och organisation för högskolepedagogiska enheter vid svenska lärosäten2023Ingår i: Översiktligt program och abstracts: Konferensen Forskning om högre utbildning, Stockholm 11-12 maj 2023, 2023, s. 28-29Konferensbidrag (Refereegranskat)
    Abstract [en]

    Higher education (HE) today is a diversified area which has grown expansively over the last two decades in response to a rapidly changing educational and political climate (e.g., Englund, 2018). In this age of complexity, development and change are omni present and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at microlevel, to the collaborative development of scholarly practice at the meso-level of the department, and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality (Bolander Laksov & Scheja, 2020). As changing demands has placed focus on learning and teaching, higher education in Sweden has followed the European development from quality assurance towards quality enhancement (e.g., Pelik, 2016; Nygren & Sjöberg, 2022). The universities are now responsible for developing their own quality assurance systems and more emphasis has been placed on ownership and the possibilities of influencing the process (Swedish Higher Education Authority), which has grownmore complex. Through their professional teaching work, academic teachers are expected to strengthen a pedagogical "culture of quality" at the higher education institution (e.g., Elken &Stensaker, 2018).

    What we are witnessing is a more mature quality assurance work which is characterized by increased trust in the universities them selves and the ways in which they choose to organize theirquality work. But we are also witnessing the heightened complexity of academic development where academic developers has become involved in work on all three levels (micro, meso,macro), for example, appointment procedures, career structures and promotion criteria. Academic developers have become central to the implementation of these strategies, which has greatly extended the range of their professional activities. This development goes hand in handwith the shift in focus from quality assurance to quality enhancement. By allowing the universities to develop their own quality assurance systems, the new quality assurance system signals a heightened awareness of the importance of ownership and to affect the process, which relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced.

    The present paper will present the results of a study of Swedish academic development units planned to be conducted in early 2023 and which focus on the areas of responsibilities and 29 everyday practice of academic developers today. In the paper, we will discuss the implications for teachers and academic developers in this diversified context. Our aim is also to contributewith further knowledge and understanding of structural and organisational prerequisites for academic development in higher education. 

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    Översiktligt program och abstracts
  • 39.
    Sidorenko, Galina
    et al.
    Högskolan i Halmstad, Akademin för informationsteknologi, Halmstad Embedded and Intelligent Systems Research (EIS).
    Mostowski, Wojciech
    Högskolan i Halmstad, Akademin för informationsteknologi, Halmstad Embedded and Intelligent Systems Research (EIS), Centrum för forskning om inbyggda system (CERES).
    Vinel, Alexey
    Högskolan i Halmstad, Akademin för informationsteknologi, Halmstad Embedded and Intelligent Systems Research (EIS), Centrum för forskning om inbyggda system (CERES).
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Cooney, Martin
    Högskolan i Halmstad, Akademin för informationsteknologi, Halmstad Embedded and Intelligent Systems Research (EIS), CAISR Centrum för tillämpade intelligenta system (IS-lab).
    The CAR Approach: Creative Applied Research Experiences for Master’s Students in Autonomous Platooning2021Ingår i: 2021 30th IEEE International Conference on Robot and Human Interactive Communication, RO-MAN 2021, IEEE, 2021, s. 214-221Konferensbidrag (Refereegranskat)
    Abstract [en]

    Autonomous vehicles (AVs) are crucial robotic systems that promise to improve our lives via safe, efficient, and inclusive transport-while posing some new challenges for the education of future researchers in the area, that our current research and education might not be ready to deal with: In particular, we don't know what the AVs of the future will look like, practical learning is restricted due to cost and safety concerns, and a high degree of multidisciplinary knowledge is required. Here, following the broad outline of Active Student Participation theory, we propose a pedagogical approach targeted toward AVs called CAR that combines Creativity theory, Applied demo-oriented learning, and Real world research context. Furthermore, we report on applying the approach to stimulate learning and engagement in a master's course, in which students freely created a demo with 10 small robots running ROS2 and Ubuntu on Raspberry Pis, in connection to an ongoing research project and a real current problem (SafeSmart and COVID-19). The results suggested the feasibility of the CAR approach for enabling learning, as well as mutual benefits for both the students and researchers involved, and indicated some possibilities for future improvement, toward more effective integration of research experiences into second cycle courses. © 2021 IEEE.

  • 40.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 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 concerned2017Ingår i: Transforming patterns through the scholarship of teaching and learning: The 2nd EuroSoTL conference the scholarship of teaching and learning, Lund, Sweden, June 8-9 2017, Lund University, 2017, s. 304-304Konferensbidrag (Refereegranskat)
    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.

  • 41.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för samhällsanalys (CESAM), Samhällsförändring, lärande och sociala relationer (SLSR).
    Chatt som umgängesform: Unga skapar nätgemenskap2010Doktorsavhandling, monografi (Övrigt vetenskapligt)
    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.

  • 42.
    Sjöberg, Jeanette
    Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), Centrum för samhällsanalys (CESAM).
    Ungdomars hälsnings- och avskedsrutiner i ett chattrum som del av umgängeskoder på nätet2011Ingår i: Barn, ISSN 0800-1669, nr 3-4, s. 39-53Artikel i tidskrift (Refereegranskat)
  • 43.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Brooks, Eva
    Aalborg University, Aalborg, Denmark.
    Collaborative interactions in problem-solving activities: School children’s orientations while developing digital game designs using smart mobile technology2022Ingår i: International Journal of Child-Computer Interaction, ISSN 2212-8689, E-ISSN 2212-8697, Vol. 33, artikel-id 100456Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities offering scaffolding opportunities. Additionally, digital game-based learning (DGBL) activities have also been tried out in schools in recent years, as well as different mobile technologies, with the ambition to create smart learning. In this study, we aim to explore how school children’s collaborative interactions, while engaged in problem-solving activities using smart and mobile technology, unfolds. Drawing from a contextual perspective on learning, our study combines theoretical views on joint participation, affordances and sense of community in relation to collaborative interactions. Questions posed in this study are: (1) In what ways do children’s digital game design activities drive and/or support collaborative interactions while engaged in problem-solving activities? and (2) How are children’s digital game design ideas manifested during game design activities involving smart mobile technology? The study is based on a case where a creative workshop involving 22 Swedish third-grade children (9–10 years of age) participating in game design activities carried out in a pedagogical lab setting. By employing a thematic analysis, the results of the study show that the children deployed different orientations in their collaborative interactions, and that a sense of community emerged when the children worked on solving the problem of designing and producing a joint digital game idea, using mobile technology. On the basis of this, we argue that, when designing for educational activities involving smart mobile technology, it is pivotal to be aware of the pedagogical context, since this aspect of the design creates meaningful collaborative interactions; it is only then smart mobile technology becomes smart. These results have important implications for the methodological field of including smart mobile technology in learning situations. © 2022 The Author(s). Published by Elsevier B.V.

  • 44.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Brooks, Eva
    Aalborg University, Aalborg, Denmark.
    Didactical Design Goes Rogue? Children’s Playful Explorations While Engaged in Scaffolded Coding Activities Supported by Robots2023Ingår i: HCI in games: 5th International Conference, HCI-Games 2023, Held as Part of the 25th HCI International Conference, HCII 2023, Copenhagen, Denmark, July 23–28, 2023, Proceedings, Part II / [ed] Xiaowen Fang, Cham: Springer, 2023, s. 61-80Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Current society is characterized by rapid development and change, with technology being at the forefront in shaping the future. To accommodate this, it is crucial to equip the next generation with the critical skills and knowledge necessary to navigate in such a world. One way to achieve this is through the introduction and implementation of scaffolded coding activities supported by robots in primary education. In this paper we investigate how coding activities that include educational robots can be used in an educational setting with a class of Danish primary school children, aged 7–8 years old. The study draws from a socio-cultural approach to children’s learning and development, elaborating on the concepts of playfulness as a mediated action, the zone of proximal development, and scaffolding. The research questions posed in the study are: (1) How do primary school children adopt didactical instructions in a coding workshop supported by robots? (2) What kind of interactions unfold while children are engaged in coding activities supported by robots? The unit of analysis is children’s coding activities during an experimental coding-workshop supported by different robots carried out in a laboratory setting at a Danish university. The robots used in the workshop were Beebot/Bluebot, Dash and Ozobot. The results imply that scaffolding strategies such as task instructions and the design of the learning environment need to be closely connected and carefully considered to engage children in meaningful ways. © 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

  • 45.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Brooks, Eva
    Aalborg University.
    Discourses of Digital Game Based Learning as a Teaching Method: Design Features and Pedagogical Opportunities Associated with Teachers’ Evaluation of Educational Game Apps2021Ingår i: Design, Learning and Innovation: 5th EAI International conference, DLI 2020Virtual Event, December 10-11, 2020Proceedings, Heidelberg: Springer Berlin/Heidelberg, 2021, s. 120-139Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years, digital games have increasingly become an importantpart of children’s lives. As a consequence, digital game-based learning (DGBL)activities have also been merged into the school context and tried out by teachersin various ways. The pedagogical and didactical values of integrating DGBL ineducation are however not yet concluded. In this paper we examine how groups ofteachers construct ideas about digital game-based learning as a teaching methodand base for developing teaching activities. The study is drawn from a couple ofcreative workshops with Swedish and Danish school- and preschool teachers, inwhich their pedagogical design processes while evaluating and trying out differentgame apps have been studied. The research questions we ask in this paper are: 1).In what ways do teachers concretise their comprehension of digital game-basedlearning in their discussions of educational games for school children? And; 2).How are different discourses about the learning process and/or didactical potentialin relation to digital games constructed in teachers’ discussions while assessinggame apps? Using a discourse analytical approach, the results of the study showthat the teachers’ were stuck by their preconceptions about games as offering differentlearning qualities compared to their traditional teaching practice. Teachersacknowledged that DGBL is a complex issue as also designers’ preconceptionsare tied to traditional qualities of game design.

  • 46.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Brooks, Eva
    Aalborg University, Aalborg, Denmark.
    Gender Differences When School Children Develop Digital Game-based Designs: A Case Study2020Ingår i: HCI in Games: Second International Conference, HCI-Games 2020, Held as Part of the 22nd HCI International Conference, HCII 2020, Copenhagen, Denmark, July 19–24, 2020, Proceedings / [ed] Xiaowen Fang, Heidelberg: Springer, 2020, Vol. 12211, s. 186-201Konferensbidrag (Refereegranskat)
    Abstract [en]

    With the increased emergence of digital technology in the school context it is important to be aware of the fact that children’s use of digital technologies is conditioned by gender. In this paper we investigate how gender differences emerge in collaborative interactions between 9 to 10-year-old school children while collaboratively working on developing digital game-based designs. The unit of analysis is game design activities with a focus on children’s gendered actions, positionings and agency while collaborating and working with problem solving activities. The research questions posed in the study are: (1) What gender-related patterns emerges in collaborative interaction exhibited by 9 to 10-year-old school children while collaboratively engaged in a digital game-based design workshop involving problem solving activities? (2) How do 9 to 10-year-old girls and boys position themselves while collaboratively engaged in a digital game-based design workshop involving problem solving activities? (3) How do 9 to 10 year-old girls and boys employ their agency while collaboratively engaged in a digital game-based design workshop involving problem solving activities? The results of this study imply that children’s agency oscillate between individual freedom and the constraint of traditional gender patterns while collaboratively engaged in a digital game-based design workshop involving problem solving activities. As a consequence, this tends to affect the children’s participation and contribution to the given task. © Springer Nature Switzerland AG 2020.

  • 47.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Brooks, Eva
    Aalborg universitet, Aalborg, Danmark.
    Genusrelaterade dilemman i kollaborativa aktiviteter när elever utvecklar speldesign - villkor för aktörskap2022Ingår i: Digitala didaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2022, s. 311-340Kapitel i bok, del av antologi (Refereegranskat)
  • 48.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS).
    Brooks, Eva
    Aalborg University, Aalborg, Denmark.
    Problem Solving and Collaboration when School Children Develop Game Designs2020Ingår i: Interactivity, Game Creation, Design, Learning, and Innovation: 8th EAI International Conference, ArtsIT 2019, and 4th EAI International Conference, DLI 2019, Aalborg, Denmark, November 6–8, 2019, Proceedings / [ed] Anthony Brooks and Eva Irene Brooks, Heidelberg: Springer, 2020, Vol. 328, s. 683-698Konferensbidrag (Refereegranskat)
    Abstract [en]

    Digital technologies in combination with creative activities have been introduced in schools as a strategy for learning and teaching activities offering scaffolding opportunities. In recent years digital game-based learning (DGBL) activities also has been tried out in schools. In this paper, we examine how collaboration between school children is configured in problem solving activities whilst developing digital game designs. The study is based on a case of a creative workshop with school children (9-10 years of age) where game design activities were applied. Game design activities with the participating children, creative materials and technologies and children’s actions as well as interactions are analysed by using interaction analysis and parts of content analysis. The research questions concern the patterns, features, and challenges emerge among 9 to 10-year-old school children when collaboratively engaged in problem solving activities? The results of the study show that a sense of community emerged when the children worked on solving the problem of designing and producing a digital game. Hence, when designing for mutuality, the design should allow for the participants’ experience acknowledging an affective awareness of a shared purpose. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2020.

  • 49.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Brooks, Eva
    Aalborg University, Aalborg, Denmark.
    Understanding School Children’s Playful Experiences Through the Use of Educational Robotics - The Impact of Open-Ended Designs2022Ingår i: HCI in Games: 4th International Conference, HCI-Games 2022, Held as Part of the 24th HCI International Conference, HCII 2022, Virtual Event, June 26 – July 1, 2022, Proceedings / [ed] Xiaowen Fang, Cham: Springer, 2022, Vol. 13334, s. 456-468Konferensbidrag (Refereegranskat)
    Abstract [en]

    The use of digital technology in school settings is increasing every year, where one aspect of digital technology is robotics in education. In relation to that and of uttermost importance is the issue of how to design teaching and learning activities that includes robot technology in education. In this paper we investigate how open-ended designs can allow children to playfully explore robotics in educational settings, drawing from workshops carried out with three third grade classes of Danish school children, aged 9–10 years old, that interact with robotics in a cross-case study. By the use of video recordings, the unit of analysis focuses on the activities with a special interest on children’s interactions with the robots and with each other. The research questions posed in the study are: (1) What happens when school children use robotics designed for open-ended interactions? And (2) In what ways do children’s playful experiences unfold while engaged with robotics? The study applies a qualitative approach and the theoretical framework used describes open-ended designs as resources to develop playful experiences. In doing so, Vygotsky’s theory on mediation, Hutt’s studies into children’s play with novel objects, and Bird and Edwards’ digital play framework are used as an analytical framework. The results of this study imply that by using an open-ended design in the teaching activity with the robot, which included an exploratory and problem-solving approach, conditions were created for playful and collaborative learning.

  • 50.
    Sjöberg, Jeanette
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Byttner, Stefan
    Högskolan i Halmstad, Akademin för informationsteknologi.
    Wärnestål, Pontus
    Högskolan i Halmstad, Akademin för informationsteknologi.
    Burgos, Jonathan
    Högskolan i Halmstad, Akademin för informationsteknologi.
    Holmén, Magnus
    Högskolan i Halmstad, Akademin för företagande, innovation och hållbarhet.
    Promoting Life-Long Learning Through Flexible Educational Format for Professionals Within AI, Design and Innovation Management2023Ingår i: Design, Learning, 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, s. 38-47Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years, the concept of lifelong learning has been emphasized in relation to higher education, with a bearing idea of the possibility for the individual for a continuous, self-motivated pursuit of gaining knowledge for both personal and professional reasons, provided by higher education institutions (HEI:s). But how can this actually be done in practice? In this paper we present an ongoing project called MAISTR, which is a collaboration between Swedish HEI:s and industry with the aim of providing a number of flexible courses within the subjects of Artificial intelligence (AI), Design, and Innovation management, for professionals. Our aim is to describe how the project is setup to create new learning opportunities, including the development process and co-creation with industry, the core structure and the pedagogical design. Furthermore, we would like to discuss both challenges and opportunities that come with this kind of project, as well as reflecting on early stage outcomes. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

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