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  • 301.
    Foss Lindblad, Rita
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindblad, Sverker
    Institutionen för pedagogik och specialpedagogik, Göteborgs Universitet.
    Higher Education and Research in a Steady State: Changing premises and practices for educational research in Sweden.2016In: Nordic Journal of Educational Policy, NordSTEP, E-ISSN 2002-0317, Vol. 1, no 1Article in journal (Refereed)
    Abstract [en]

    This chapter addresses changing premises and practices for and in educational research in the case of Sweden. The ambition is to analyse changing preconditions for educational research and potential implications of this for research practices and knowledge production in the field of education. The text is organised in three inquiries: First, we present a general framework of transitions in the system of higher education and research as a combination of expansion and contraction. Second, we analyse educational research in Sweden, its trajectory, playground and play performances, indicating possible changes in the rules of the game. Here we apply an international perspective. Thirdly, based on this, we discuss the current situation - the condition we are in for educational research, and where to go?

  • 302.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    Higher Education Policy and Changing Transnational Expertise in Sweden A contribution to the symposium Globalization and The Nordic model: conflicting, resisting and converting tendencies in policy of education2014Conference paper (Refereed)
    Abstract [en]

    This paper aims to analyze current impact of transnational organizations and multinational corporations in governance of higher education in Sweden. We put this in context of welfare state restructuring and performative governing by means of indicators and ranking and related to changing policy demands on research and expertise. Are these changes in higher education policy and research policy working in tandem as could be suggested by science - technology studies (Nowotny et al, 2003)? Our study will be based on policy network analysis and identification and analyses of expertise in education policy discourses. We analyze current policy discourses (since 2006 and onwards) giving special attention to what expertise that are referred to in these discourses, as well as the meanings and objects of the expertise concept in use. In relation to our aim of analyzing the impact of transnational organizations and multinational corporations in educational policy making, we refer to the studies on transnational governance by Djelic Sahlin-Anderson (2006) and the increasing use of incomplete organizing (Ahrne & Brunsson, 2010) in higher education. Concepts of "thin descriptions" (Porter, 2012) and potential "looping" (Hacking, 2004) are used here. As a result important changes in higher education governance and expertise are identified. Our analyses lead to a discussion of couplings between governance and research policy in higher education. This paper is attached to the symposium "Globalization and The Nordic model - conflicting, resisting and converting tendencies in policy of education" in Network 21, "Politics of Education and Education Policy Studies". References: Ahrne, G. & Brunsson, N. (2009). Complete and incomplete organisation (Scores Reports 2009:2). Stockholm: University Djelic, M. L., & Sahlin-Andersson, K. (Eds.). (2006). Transnational governance: Institutional dynamics of regulation. Cambridge University Press. Hacking, I. (1995). The looping effects of human kinds. Causal cognition: A multidisciplinary debate. D. Sperber, D. Premack and A. J. Premack. Oxford: Clarendon Press: 351-94. Nowotny, H.; Scott, P.; Gibbons, M. (2003): Introduction: Mode 2'Revisited: The New Production of Knowledge. Minerva, 2003, 41.3: 179-194. Porter, T. M. (2012). Thin Description: Surface and Depth in Science and Science Studies. Osiris, 27(1), 209-226.

  • 303.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    Quality and Relevance in educational research assessments: Some reflections on the role of research in processes of expertizing educational change.2014Conference paper (Refereed)
    Abstract [en]

    In accordance with the scientific enterprise at large, educational research is considered to be of increased importance - for the improvement of education and for the possibilities of social and economical developments. But as funding has its limits (Ziman,1994) this has also meant increases in demands and pressures on educational research to conduct according to what is needed and asked for – e.g. to be relevant (Besley, 2009). But how are decision over needs taken and how are the balance between research relevance and research quality handled, and with what consequences? These are questions addressed in this paper whose main aim is to reflect on the role of research in processes of expertizing educational change. Reflection means here to rethink (to reconceptualise) what already has been altered in a period of time where educational research and educational research policy are increasingly run by global agendas (Rizvi & Lingard, 2010) and where changes in epistemologies could be expected to follow changes in research assessments and research practices. The study addresses questions of research quality and research relevance from a perspective where images of differences between “external” and “internal” quality standards play a vital, but different, role in different forms of assessment of educational research (see Boaz & Ashby, 2003). This external/internal divide are here seen from a perspective of social epistemology (Fuller, 2002), and the paper analyse and exemplify the performativity and translations of these divides and its conceptual specificities as they are performed. Our analyses are based on different sources - selections of policy documents as well as selections of research assessment procedures from selected Research Councils. The paper is to be seen as an extension – and a conceptual rethinking - of our previous studies on the politics of assessments of educational research in Sweden (Foss Lindblad, Lindblad & Popkewitz, 2009), Norway (Lindblad, 2013) and Australia (Lindblad & Foss Lindblad, 2013). Our findings indicate, firstly, that the conceptual ambiguities of quality and relevance in educational research assessments are founded in epistemological terrains that mirror differences in the roles given to research in the processes of expertizing educational changes. While our empirical cases (Sweden, Norway and Australia) gives clear evidence for the fact that, secondly, such differences makes a difference also for the agenda setting of research priorities and the actual funding of research, the situation could also be seen as one where, thirdly, the external/internal divides conceptually hidden in ideas about scientific quality and scientific relevance demonstrates that struggles over different kinds of research has other dimensions than those addressed in the discussions on evidence-based research (Hammersley, 2007) and/or questions on qualitative vs. quantitative research (Denzin, Lincoln & Giardina, 2006). Disciplinary differences are important here – as are questions of the future of educational research (see Furlon & Lawn, 2011) and we will here take a clear stance for the importance of disciplines, and disciplinary crossings, in processes of expertizing educational change. References Boaz, A. & Ashby, D. (2003). Fit for purpose? Assessing research quality for evidence based policy and practice. Retrieved 2014, from ESRC UK Centre for Evidence Based Policy. Besley, T. (2009). Assessing the Quality of educational research in higher education: International perspectives. Sense Publishers. Denzin, N: Lincoln, Y & M Giardina,. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education. Vol. 19, No 6. Pp. 769 – 782. Fuller, Steven (2002). Social Epistemology. Indiana University Press. Furlong, J. & Lawn, M. (2011). Disciplines of Education. The role in the future of educational research. London & New York: Routledge. Hammersley, M (Ed.) (2007). Educational evidence-based practices. London:Sage. Lindblad, S. ; Bergviken Rensfeldt, A. ; Jensen, B. et al. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING 2020. Oslo: Norges Forskningsråd. Foss Lindblad, R. ; Lindblad, S. ; Popkewitz, T. S. (2009). Narratives on Educational Research Evaluation in Sweden. Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. s. 279-292. Rotterdam: Sense Publications Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher. 40 (4) s. 527-534. Rizvi F. & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge. Ziman, J.M. (1994). Prometheus Bound: Science in a Dynamic Steady State. Cambridge: University Press.

  • 304.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    The governance of peers.2013Conference paper (Refereed)
    Abstract [en]

    The Swedish case in a globalized context; This paper address governance by performances in Higher Education Institutions by discussing two strategies for assessing research quality, PeerReview systems and systems of performance indicators. While systems of performance indicators are of later date and has its origin in newer forms of governance, it has nevertheless usually been discussed as a system that operates on the same rationalities as the Peer-review system. Research excellence is for example still considered based on principles and norms such as those of originality and rigour, only translated into quantified figures. However, the translation of values between the two system is, we will argue, far from neutral and its significance has more to do with governance than with values per se, and, as we will argue, changes in governance includes the governance of peers. This will be the radical difference. We will here refer to the history of reviews of educational research in Sweden and to a context of changing research policies in a higher education and research system (Parliament bill 2012/13:30) that is based on increased competition of research funds. This we will put into the context of higher education and research as a system of different higher education institutions, such as university colleges and universities with large research funds.

  • 305.
    Foss Lindblad, Rita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University Ranking2011Conference paper (Refereed)
    Abstract [en]

    The making of the “European Higher Education Area” (EHEA) is based on a number of initiatives from a number of actors and networks. We will here put forwards these initiatives and the actions at work. Firstly, we will deal with the making of the “Knowledge Triangle” (KT), where education, research and innovation are assumed to be the interdependent drivers in the making of a Knowledge Society. How is this configured and what tools are at work – e.g. Erasmus and instruments such as U-multirank? Secondly, we go into research assessment exercises and how these construct higher education and research, and their mutual relations. Our study is based on notions of governing and dynamic nominalism. We have analysed documents that are strategic in the construction of EHEA and KT plus analyses of RAE technologies and constructions. This is combined with analyses of ranking instruments as navigation tools and standardization of EHEA. Here, we will focus on Sweden as a case scrutinising three larger universities and their recent use of Research Assessment Exercises and put this in an national and international context. The study is resulting in presenting critical research issues concerning transnational governance in the Europeanization of higher education and research.

  • 306. Fox, A
    et al.
    Allan, J
    University of Borås, Swedish School of Library and Information Science. [external].
    Doing reflexivity: Moments of unbecoming and becoming2013In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 37, no 1Article in journal (Refereed)
    Abstract [en]

    This paper offers an account of a reflexive ‘trip’ undertaken by a professional doctoral student and her supervisor. It presents a series of vignettes which offer an account of unbecomings and becomings encountered by the student. Making use of a dialogic approach in which the supervisor responds to the student, we suggest this method of data collection might offer an innovative approach which goes beyond simple recollection to enable a deeper level of reflexive action. In so doing, we have identified three lines along which reflexivity appears to have been practised: conceptual, ethical and performative. These expose reflexivity as partial, fragmented and dynamic.

  • 307.
    Francisco, Susanne
    et al.
    Charles Sturt University.
    Mahon, Kathleen
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Kemmis, Stephen
    Charles Sturt University.
    Transforming education and professional practice2017In: Exploring education and professional practice: Through the lens of practice architectures / [ed] Kathleen Mahon, Susanne Francisco, Stephen Kemmis, Singapore: Springer, 2017, p. 257-264Chapter in book (Other academic)
    Abstract [en]

    In this chapter, we return to the notion of exploring education and professional practices, the key focus of this volume. In the opening chapter, we argued that the theory of practice architectures is simultaneously a theoretical, an analytical, and a transformative resource. Here we highlight some of the ways the chapters in this book have capitalised on the affordances of the theory of practice architectures as their authors have explored education and professional practices. We comment on how, individually and collectively, the chapters contribute to ongoing conversations about particular practices, and our understanding of practices in general.

  • 308.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Lundh, Anna Hampson (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Forskning om informationskompetens i skolsammanhang2013In: Skolbibliotekets roller i förändrade landskap: en forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ Förlag , 2013, p. 142-203Chapter in book (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att presentera aktuell forskning om informationskompetens i skolan. Kapitlet behandlar därigenom forskning inom ett område som anknyter till ett av skolbibliotekens huvuduppdrag, nämligen att främja elevers förståelse för och förmåga att söka och använda information. Forskningen sker med olika utgångspunkter beroende på såväl teoretiska antaganden som syftet med forskningen och vi försöker i kapitlet att synliggöra detta.

  • 309.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Hanell, Fredrik
    Användning och värdering av sociala medier i skola och högre utbildning2014In: Medie- och informationskunnighet: en forskningsantologi / [ed] Johanna Rivano Eckerdal, Olof Sundin, Svensk biblioteksförening , 2014, p. 51-61Chapter in book (Other academic)
  • 310.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    An Inside View: Credibility in Wikipedia from the Perspective of Editors2010In: Information Research: Special supplement: Proceedings of the Seventh International Conference on Conceptions of Library and Information Science, London 21-24 June, 2010, University of Sheffield , 2010Conference paper (Refereed)
    Abstract [en]

    Introduction. The question of credibility in participatory information environments, particularly Wikipedia, has been much debated. This paper investigates how editors on Swedish Wikipedia consider credibility when they edit and read Wikipedia articles. Method. The study builds on interviews with 11 editors on Swedish Wikipedia, supported by a document analysis of policies on Swedish Wikipedia. Analysis. The interview transcripts have been coded qualitatively according to the participants' use of Wikipedia and what they take into consideration in making credibility assessments. Results. The participants use Wikipedia for purposes where it is not vital that the information is correct. Their credibility assessments are mainly based on authorship, verifiability, and the editing history of an article. Conclusions. The situations and purposes for which the editors use Wikipedia are similar to other user groups, but they draw on their knowledge as members of the network of practice of wikipedians to make credibility assessments, including knowledge of certain editors and of the MediaWiki architecture. Their assessments have more similarities to those used in traditional media than to assessments springing from the wisdom of crowds.

  • 311.
    Francke, Helena
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Sundin, Olof
    University of Borås, Swedish School of Library and Information Science.
    Negotiating the role of sources: Educators' conceptions of credibility in participatory media2012In: Library & Information Science Research, ISSN 0740-8188, E-ISSN 1873-1848, Vol. 34, no 3, p. 169-175Article in journal (Refereed)
    Abstract [en]

    Participatory media are commonly used in today's society for a variety of purposes. The credibility associated with these media is sometimes contested, and their acceptance into school practices has been debated. Focus group interviews with teachers and librarians in upper secondary schools in Sweden are used to investigate conceptions and experiences of activities involving the critical evaluation of participatory media, with a particular focus on Wikipedia. Three themes are addressed. The first concerns how the teaching of the critical evaluation of sources is organized and comanaged between teachers and librarians. The second describes educators' experiences of print versus digital media, and their worry because students have problems negotiating the information architecture of print media. The third theme deals with conceptions of the credibility of Wikipedia. Four conceptions of credibility are identified: credibility is associated with the control and stability of a source; it is considered to be strengthened when several sources support a claim; it is viewed as situational and partial, rather than absolute; and it is associated with a multiplicity of voices and democratic forms of production. These findings may be used to inform educational activities around credibility and authority in schools by raising self-awareness among educators of various ways to talk about the credibility of sources with both colleagues and students.

  • 312.
    Fransson, Anders
    University of Borås, School of Education and Behavioural Science.
    Nya villkor för lärandet i den högre utbildningen2002Report (Other academic)
  • 313.
    Friberg, Febe
    University of Borås, School of Health Science.
    Hur har patienters lärande hanterats i inom vårdforskning2007In: Patientundervisning och patienters lärande / [ed] E. Pilhammar-Andersson, Stockholm: Svensk Sjuksköterskeförening , 2007Chapter in book (Other academic)
  • 314. Gannerud, Eva
    et al.
    Holm, Ann-Sofie
    University of Borås, School of Education and Behavioural Science.
    Discourses of boys and girls in the classroom2008Conference paper (Refereed)
  • 315.
    Garrote Jurado, Ramon
    University of Borås, Centrum för lärande och undervisning.
    Barriers to a wider Implementation of LMS in Higher Education: a Swedish case study, 2006-20112012In: E-learning and education, Vol. 9Article in journal (Refereed)
    Abstract [en]

    This article investigates barriers to a wider utilization of a Learning Management System (LMS). The study aims to identify the reasons why some tools in the LMS are rarely used, in spite of assertions that the learning experience and students’ performance can be improved by interaction and collaboration, facilitated by the LMS. Lecturers’ perceptions about the use of LMSs over the last four years at the School of Engineering, University of Borås were investigated. Seventeen lecturers who were interviewed in 2006 were interviewed again in 2011. The lecturers’ still use the LMS primarily for distribution of documents and course administration. The results indicate that their attitudes have not changed significantly. The apparent reluctance to utilize interactive features in the LMS is analyzed, by looking at the expected impact on the lecturers’ work situation. The author argues that the main barrier to a wider utilization of LMS is the lecturers’ fear of additional demands on their time. Hence, if educational institutions want a wider utilization of LMS, some kind of incentives for lecturers are needed, in addition to support and training.

  • 316.
    Garrote Jurado, Ramon
    University of Borås, Centrum för lärande och undervisning.
    Building Shared Instructor and Peer Support for Students Projects2005Conference paper (Other academic)
    Abstract [en]

    The purpose of the project was to improve Project Degree reports, follow-up the students work in different companies, increase the number of reports finished in due time and develop and encourage social interaction and cooperation. After discussions with students the following method was suggested -Web based education tool (WebCT) -Discussion room -Calendar with possibility to make “public” statements, book meetings and announce important common activities as fairs, exhibitions, etc. -Common area with weekly report on progress, working papers, opposition and final report Through the transparency in a common course the result was that the students increased their knowledge, became more dedicated, got continuous and improved feed-back from the instructor and most of all improved quality of the Projects Degree reports.

  • 317.
    Garrote Jurado, Ramon
    University of Borås, Faculty of Librarianship, Information, Education and IT. Institutionen för pedagogik och didaktik, Stockholm University.
    Educational Software in Engineering Education2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used.

    In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work.

    The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education.

    The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru.

    The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners.

    The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.

  • 318.
    Garrote Jurado, Ramon
    University of Borås, Centrum för lärande och undervisning.
    Formação de professors com o método LUME: um exemplo de prática inovadora2013In: Criatividade e inocação no ensino superior: Experiências latino-americanas e europeias em foco / [ed] Marlene Zwierewicz, Nova Letra Gráfica & Editora Ltda. , 2013, p. 187-205Chapter in book (Refereed)
    Abstract [pt]

    LiveUSB Mediated Education (LUME), em português ‘Educação Mediada por Memória USB’, é um método para a educação assistida por computador. Foi desenhado com a intenção de distribuir cursos completos em locais nos quais o acesso à Internet é pouco confiável e/ou o acesso a computadores é escasso. A forma de distribuir cursos, empregando o método LUME, foi publicada previamente por Garrote, Pettersson e Christie (2011) e por Garrote e Pettersson (2011). Essas publicações utilizam dados compilados durante a aplicação de cursos de formação docente de universidades integradas ao Projeto USO+I, descrevendo obstáculos enfrentados e possibilidades visualizadas durante o desenvolvimento da proposta formativa, tais como a combinação de métodos pedagógicos inovadores com Tecnologias de Informação e Comunicação (TIC) e Recursos Educacionais Abertos (REA).

  • 319.
    Garrote Jurado, Ramon
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Projektet "Loftet": ett rum för aktiv lärande2016Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med Projekt Loftet vid Högskolan i Borås (HB) är att utforma en lokal för framtidens undervisning, utifrån aktuell forskning om lärandemiljöer. Här skall lärarna få en plats där de kan utveckla sin undervisning, prova pedagogiska och metodologiska idéer och bli förtrogna med aktuella tekniska hjälpmedel.

    Arbetsgruppen har på rektors uppdrag arbetat med frågan hur en mötesplats med lärande i fokus, där lärarna skall kunna utveckla sin pedagogik och teknik, med såväl pedagogiskt som tekniskt stöd bör utformas. Denna rapport har även som intention att förmedla arbetsgruppens tankar om hur användningen av ett rum för aktivt lärande skulle kunna utnyttjas för att utveckla undervisning och lärande vid Högskolan i Borås.

    Förutom aktuell forskning har intervjuer med studenter, lärare och forskare samt studiebesök vid andra universitet tjänat som underlag för gruppens diskussioner.

    Gruppen föreslår att en bred fortbildning för lärare med tonvikt på kollaborativa och elevcentrerade pedagogiska metoder initieras, för att motivera lärarna att utnyttja lokalens möjligheter.

    Ett förslag på utformning av rummet redovisas i rapporten.

  • 320.
    Garrote Jurado, Ramon
    University of Borås, School of Engineering.
    The use of a Learning Management System to promote group interaction and socialization in a trainee project: Unemployed Academics on their way to new jobs2007Conference paper (Other academic)
    Abstract [en]

    The project is a cooperation between University College of Borås (UB), local Unemployment Agency and European Social Fund. The purpose of the project is to offer practice to unemployed academics at UB, let them develop themselves and find a new job. After 5 months 11of 30 participants have got a job. The project uses a Learning Management System (LMS) to promote group interaction and socialization. An analysis of the use of online asynchronous discussion (OAD) within the LMS has been made and presented in this paper. The purpose of this analysis is to study the group interaction and socialization.

  • 321.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Christie, Michael
    Equity and access issues in the educational use of learning management systems (LMS) in a globally networked society2011Conference paper (Refereed)
    Abstract [en]

    In this paper the authors present research findings from a comparative case study involving the pedagogical use of learning management systems (LMS) at the university level. Two engineering programs are compared, one based at the University College, Borås, Sweden (hereafter UB) and the other at the Instituto Superior Politéêcnico Joséê Antonio Echeverrîa, Havana, Cuba (hereafter ISPJAE). At UB twenty two engineering lecturers were surveyed concerning their use of LMS. At ISPJAE fifteen lecturers were given a course on LMS, provided with tools to use it, and subsequently interviewed about the extent to which they had employed it in their courses. The aim of the case study was threefold. Firstly to compare the lecturers' knowledge and understanding of the pedagogical advantages of using LMS in face-to-face, blended and online learning. Secondly to determine the extent to which an LMS was used and evaluate the pedagogical value of such use. Thirdly to investigate the administrative, technological and pedagogical barriers involved in using an LMS.

  • 322.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Claudia A, Guzman Fazekas
    Edelman, Monzon Lopez
    Jaime, Oyarzo Espinosa
    Nora, Valerias Esteban
    Capítulo 2: Las universidades del proyecto USO+I i sus sistemeas de evaluación y acreditación. Capítulo 4: La capacitación de formadores y formadoras en las universidades Latinoamericanas2012In: Proyecto USO+I Experiencia de cooperación y mejora de la pertinencia de las ingenierías en Latinoamérica / [ed] Campo Montalvo Elena, Espinoza Montenegro Ernesto, Universidad de Alcalá , 2012, p. 29-69, 111Chapter in book (Other academic)
    Abstract [es]

    Este documento es el resultado de la ejecución del "Proyecto USO+I: Universidad, Sociedad e Innovación. Mejora de la pertinencia de la educación en las ingenierias de Latinoamérica", financiado por la Union Europea

  • 323.
    Garrote Jurado, Ramon
    et al.
    University of Borås, School of Engineering.
    Petersson, Tomas
    Christie, Michael
    Seoane, Fernando
    University of Borås, School of Engineering.
    Sigrén, Peter
    University of Borås, Centrum för lärande och undervisning.
    Training teachers in e-learning without Internet access2010In: Proceedings of EDULEARN10 Conference, 5th-7th July 2010, Barcelona, Spain., International Association of Technology, Education and Development , 2010, p. 6336-6341Conference paper (Refereed)
    Abstract [en]

    In this paper the authors present a solution to the problem of giving practical training in handling information and communication technology (ICT) without depending on internet access. The proposed method is to use an USB-memory to emulate selected educational resources that are otherwise available on the internet or on a local network. How this method can influence pedagogical issues is discussed and, it is asserted that the method offers interesting learning advantages beyond the obvious independence of internet connections. The paper describes the planning and implementation of a course about the use of Learning Management Systems (LMS) in higher education and, in particular, how it was designed to meet the needs of educators in a developing country with slow or unreliable internet connections. The course was a part of the project USo+I: Universidad, Sociedad e Innovación. Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica (University and Society: Improving of the relevance of the education in the engineering of Latinoamerica) this project financed by the European Union, within the ALFA III program. The University of Borås was assigned to design and teach a course about LMS to engineering educators in Latin-America.

  • 324.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pettersson, Tomas
    ATTITUDES AND UTILIZATION OF OPEN EDUCATIONAL RESOURCES2015In: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION, SEVILLE, SPAIN, NOVEMBER 16-18, 2015, Seville, 2015Conference paper (Refereed)
    Abstract [en]

    The use of Open Educational Resources (OER) by a number of Latin American lecturers and their students is presented. The respondents were divided in four groups, one each in Cuba, Guatemala, Peru and Brazil. They all participated in a course given by the first author of this paper about the use of learning management systems in the year 2010-12. In that course only OER were used and the participants were strongly encouraged to utilize OER in their work. Two weeks into the course the participants responded to a questionnaire with a number of statements about the use and sharing of free material on the internet.

    In this study the lecturers´ opinions about the use of OER at that time are compared with the use of OER by the lecturers and their students about one year after the course was finished.

    In all four groups the answers to the first questionnaire showed that, even though the idea to utilize free course material in higher education was new to most of them, the lecturers were positive to the idea of utilizing OER and most of them were prepared to make material of their own available to others.

    The results from the first and the second occasion are strongly correlated; the conclusion is that the attitude of the lecturers is of critical importance for the acceptance of OER. The results are consistent with the assumption that many lecturers can find plenty of useful free course material once they are made aware of OER and have methods to disseminate it to their students.

    The authors adhere to the opinion that OER could increase the quality of education and contribute to the availability of education worldwide. In order to stimulate the production and dissemination of OER the authors recommend that institutions of education worldwide encourage lecturers to take part in the free sharing of material on the internet.

  • 325.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    How university teachers in developing countries perceive the use of open educational resources in higher education2012Conference paper (Refereed)
    Abstract [en]

    This study was conducted to find out how lecturers in developing countries perceive the use of Open Educational Resources (OER). A group of teachers at the Instituto superior Politécnico José Antonio Echeverría, Facultad de Ingeniería Eléctrica (Havana, Cuba) participated in a course about the use of Learning Management Systems that only used OER. After they had been introduced to the concept they answered a questionnaire with a number of statements about the use and sharing of free material on the internet. The answers show that the lecturers were positive to the use of free course material and expressed their willingness to make their own material available. The results also confirm the hypothesis that peer recognition is an important reward for the time and effort spent on producing freeware. The authors assert that extensive use of OER could increase the quality of education, as well as making education more accessible in developing countries. To stimulate the production and dissemination of OER it is recommended that institutions of education worldwide promote the use of OER and encourage lecturers to take part in the free sharing of material on the internet.

  • 326.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study2007In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 23, no 3, p. 327-349Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used WebCT during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.

  • 327.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    University of Borås, Centrum för lärande och undervisning.
    LiveUSB Mediated Education (LUME)2011Conference paper (Other academic)
    Abstract [en]

    A poster presentation about the course of the use of Learning Management Systems (LMS), given by the University of Borås to lecturers in Cuba, Guatemala and Peru.

  • 328.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    University of Borås, Centrum för lärande och undervisning.
    LiveUSB Mediated Education (LUME)2011In: ijEDict - International Journal of Education and Development using Information and Communication Technology, ISSN 1814-0556, E-ISSN 1814-0556, Vol. 7, no 1Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    In this article the authors propose LiveUSB Mediated Education (LUME) as a term to describe the packaging of a complete set of course material together with the software necessary to access the material on a portable memory device. It is argued that the method offers a convenient tool to utilize Open Educational Resources (OER) and can significantly improve the availability of education worldwide. The article gives a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course uses only OER and all material is available from USB-memory sticks to meet any problems of limited access to computers or internet.

  • 329.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pettersson, Tomas
    Observations About Lecturers’ Attitudes and Their Use Of Educational Software and Digital Resources2017In: ICERI2017 Proceedings, Seville, Spain: IATED , 2017, p. 8146-8147Conference paper (Refereed)
    Abstract [en]

    This article presents findings from an action research project. It is based on data from participants in a Learning Management Systems (LMS) course given to educators in Cuba, Guatemala, Peru and Brazil. The data were first collected from the participants during the course, and approximately one year later, the participants were asked to fill out another questionnaire outlining their experiences after the course. The course used Live USB-Mediated Education (LUME), a method based on a complete package of course material and programs executable from portable memory devices, thus allowing participants to work on any computer on their own time. The results show that positive attitudes about open educational resources (OER), educational software and collaborative methods go together and are likely to result in a wider use of computer-facilitated methods and free digital material. The authors assert that the lecturers’ pedagogical motivation rather than their technical skill determine whether and to what extent they will use educational software; additionally, the results indicate that to reap the pedagogical benefits of educational software, teachers must understand how information sharing and collaborative methods can improve learning and teaching.

  • 330.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    University of Borås, Centrum för lärande och undervisning.
    The use of learning management systems: A Longitudinal Case Study2011In: E-learning and Education, ISSN 1860-7470, E-ISSN 1860-7470, Vol. 8Article in journal (Refereed)
    Abstract [en]

    In this article the use of Learning Management Systems (LMS) at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 is investigated. The tools in the LMS were classified into four groups (tools for distribution, tools for communication, tools for interaction and tools for course administration) and the pattern of use was analyzed. The preliminary interpretation of the results was discussed with a group of teachers from the School of Engineering with long experience of using LMS. High expectations about LMS as a tool to facilitate flexible education, student centered methods and the creation of an effective learning environment is abundant in the literature. This study, however, shows that in most of the surveyed courses the available LMS is predominantly used to distribute documents to students. The authors argue that a more elaborate use of LMS and a transformation of pedagogical practices towards social constructivist, learner centered procedures should be treated as an integrated process of professional development.

  • 331.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    University of Borås, Centrum för lärande och undervisning.
    Christie, Michael
    LiveUSB Mediated Education: A method to facilitate computer supported education2011In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 27, no 4Article in journal (Refereed)
    Abstract [en]

    In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the project USo+I: Universidad, Sociedad e Innovación, Mejora de la pertinencia de la educación en las ingenierías de Latinoamérica financed by the European Union's ALFA III program. In the course only open educational resources (OER) were used and all course material was stored on USB drives together with the needed software. All programs were executable directly from the memory to meet any problems of limited access to the Internet. Problem based learning was used, with the course divided into two weeks of on campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. The authors propose the term LiveUSB Mediated Education (LUME) for a course package, with course material and software contained on the same USB drive. The participants' opinions about the course and their perceptions about LMS and OER were investigated in order to determine the extent to which the LUME method can facilitate cost-effective computer aided education, especially in developing countries.

  • 332.
    Garrote Jurado, Ramon
    et al.
    University of Borås, School of Engineering.
    Pettersson, Tomas
    Christie, Michael F
    Lärares attityder till användningen av lärplattformar i högre utbildning2007Report (Other academic)
    Abstract [en]

    The purpose of this study was to examine the attitudes among lecturers and find out if there was a resistance that could be an obstacle to an increased use of LMS (Learning management systems) in the higher education. At the University College of Boras 22 lecturers were interviewed, the sample consisted of lecturers that had the opportunity to use WebCT during the last 9 months. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on the education is a main reason for lecturers not to use LMS, when lecturers decide individually to use tools in the systems, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the result of this study it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and the handling a part of the professional competence of the lecturers.

  • 333.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    Michael, Christie
    Assisting engineering educators from developing countries with the design and implementation of online learning2010Conference paper (Refereed)
    Abstract [en]

    In this paper the authors report on a course that was given in Cuba in 2010. The funding for the course came from the European Union, within the ALFA III program. The project was called US0+I; Universidad, Sociedad e Innovación and its aim was to facilitate the exchange of educational methodology and pedagogy between the partner countries that made up the US0+I consortium. Within this project the University of Borås was assigned the task of giving the above mentioned course about the use of Learning Management Systems (LMS) in Higher Education. This paper describes the design and implementation of the course, with emphasis on how it was adapted to meet the needs of lecturers in a developing country. It also analyzes the results of research data that was collected during the duration of the course. The main aim of the research was to more clearly define key questions and issues in the area of cross cultural use of Information Communication Technology (ICT) as part of a larger action research project concerning ICT and cross cultural equity. The basic question that drives this research project is: What technical, social, economic and cultural differences affect the implementation of LMS in developed as compared to developing countries?

  • 334.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Pettersson, Tomas
    Regueiro Gomez, Angel
    EDUCATIONAL SOFTWARE AND PEDAGOGICAL DEVELOPMENT: SUCCESS FACTORS IN TEACHERS TRAINING2016Conference paper (Refereed)
    Abstract [en]

    This article presents a staff development project, intended to increase the use of educational software in higher education. The data was collected in four Latin American countries where university teachers attended a course about Learning Management Systems (LMS) built on the LUME method. LUME is an acronym for LiveUSB Mediated Education, a method based on a complete course package executable from a portable memory device.

    The process of planning appropriate changes in a course is outlined by reflecting on previous results. Some critical aspects of teachers’ education are identified and the authors argue that pedagogical motivation and collaboration rather than technical skill decide the long-term results.

    The authors assert that educational software have the biggest impact on the students when it is used to facilitate social constructivist methods. In order to reap the pedagogical benefits of educational software teachers must understand how sharing the information and the collaborative learning can improve learning and teaching in high education.

  • 335.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    Regueiro Gomez, Angel
    Christie, Michael
    Attitudes amongst lecturers in engineering education: the use of learning management systems in developing countries2012Conference paper (Refereed)
    Abstract [en]

    In this investigation a group of lecturers in engineering education in Cuba that took part in an introduction course about the use of Learning Management Systems (LMS) gave their opinions about the future use of LMS. The answers show that the lecturers, even though they had little experience in handling a LMS, believed that they could benefit from the use of a LMS in the future and that they are prepared to use the programs as soon as they get proper training and the access to computers and internet is sufficient. It is pointed out that the possibility to improve efficiency, quality and availability of education by the use of a LMS depends on the system being fully implemented. In view of these findings the authors recommend that universities in developing countries take immediate steps to give lecturers training in the handling of LMS and encourage them to prepare for an extensive use of LMS as soon as the access to computers is sufficient.

  • 336.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    Regueiro Gomez, Angel
    Scheja, Max
    Classification of the features in learning management systems2014Conference paper (Refereed)
    Abstract [en]

    A Learning Management System (LMS) can be analyzed by sorting the features into four groups; tools for distribution, tools for communication, tools for interaction and tools for course administration. This classification was used for the first time when the use of LMS at the School of Engineering, University of Borås, in the year 2004 and the academic year 2009-2010 was investigated. The results from this longitudinal investigation confirmed the suspicion that lecturers used the available LMS predominantly to distribute documents to students, and that the pattern of use did not change over time. In this article the authors asserts that this classification is necessary to convincingly demonstrate the pattern of use and to analyze the pedagogical application of an LMS. The classification system works regardless of what brand of LMS is used, and it allows the connection between educational procedures and features in the LMS to be analyzed. Today, platforms, similar to a LMS are used in industry and government to handle information, staff development and internal communication. The possibility to analyze the use of such platforms may have beneficial effects on society beyond and outside universities.

  • 337.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Pettersson, Tomas
    Sigrén, Peter
    University of Borås, Centrum för lärande och undervisning.
    Regueiro Gomez, Angel
    Adaptation, design and implementation of engineering education to limited internet access2010Conference paper (Refereed)
    Abstract [en]

    Abstract – This paper is a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course was an introduction to the handling of Learning Management Systems (LMS) first conducted at Instituto Superior Politécnico José Antonio Echeverría, Facultad de Ingeniería Eléctrica, Havana, Cuba. The course was divided as two weeks of on-campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. Pedagogically and methodically the course was planned within the concept of Problem Based Learning (PBL). All course material was open educational resources freely available on the internet. The design of the course also had to consider the problems of limited access to computers and internet, both during the course and in the lecturers´ future practice. The solution was to have the LMS “Moodle” and other software executable from USB-memories and all course material available from the same USB-memory sticks. How this design can meet the given considerations is discussed.

  • 338.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Centrum för lärande och undervisning.
    Zwierewicz, Marlene
    University of Borås, Centrum för lärande och undervisning.
    Tecnologias de informação e communicaçã no ensino superior: TIC: reflexes direcionadas ao docente e equilíbrio entre utilidade e facilidade de uso2013In: Criatividade e inovação no ensino superior: Experiências latino-americanas e europeias em foco / [ed] Marlene Zwierewicz, Nova Letra Gráfica & Editora Ltda. , 2013, p. 207-233Chapter in book (Refereed)
    Abstract [en]

    Este capítulo foi desenvolvido para argumentar, de uma forma geral, os desafios enfrentados pelos docentes universitários quando pretendem ou a eles é requisitada a adaptação de suas disciplinas para a educação a distância ou semipresencial. No decorrer do texto, contudo, não são examinados somente os obstáculos, mas também apresentadas formas de superá-los. Sistematicamente, os desafios são caracterizados no relato das experiências que um dos autores deste capítulo vivenciou durante 14 anos no trabalho acadêmico e na participação em diferentes projetos, período em que as Tecnologias de Informação e Comunicação - TIC assumiram um papel importante na educação e em outras áreas. Para representação do processo vivenciado, foram selecionados projetos, nos quais se utilizaram recursos como a Internet, intranets, CD, DVD, produções multimídia (textos, imagens, áudio, vídeo e outros) e técnicas e ferramentas próprias de e-learning.

  • 339.
    Garrote Jurado, Ramon
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Zwierewicz, Marlene
    Moraes Cruz, Roberto
    Pettersson, Tomas
    Soluções criativas: o uso de Recursos Educacionais Abertos no acesso e na democratização do Ensino Superior2016In: Revista Polyphonía, ISSN 2238-8850, Vol. 27, no 1, p. 155-171Article, review/survey (Refereed)
    Abstract [pt]

    A ampliação da Educação a Distância - EaD no contexto brasileiro e internacional vem sendo

    acompanhada por uma série de desa%os, implicando, minimamente, na necessidade de compatibilidade

    entre a oferta, as possibilidades pedagógicas para o uso de Recursos Educacionais Abertos

    - REA e as especi%cidades de aprendizagem de cada contexto. Considerando a relevância da

    EaD para o acesso e a democratização do Ensino Superior, este estudo tem como objetivo re&etir

    sobre desa%os enfrentados na criação ou adaptação de propostas de ensino para a modalidade ou

    projetos semipresenciais, destacando soluções que permearam esse processo em diferentes iniciativas

    impulsionadas pela Universidade de Borås - HB (Suécia). Trata-se, portanto, de um relato de

    experiências que apresenta soluções criativas planejadas a partir dos desa%os observados na implantação

    de propostas em diferentes países, cuja intenção é colaborar para que outras instituições

    e outros pro%ssionais interessados facilitem o processo de inserção da EaD.

    Palavras-chave: e-learning, Recursos Educacionais Abertos, Ensino Superior.

  • 340. Goodson, I.
    et al.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    Lindblad, Sverker (Editor)
    University of Borås, School of Education and Behavioural Science.
    Conclusions: Developing a Conceptual Framework for Understanding Professional Knowledge2011In: Professional Knowledge and Educational Restructuring in Europe / [ed] I. F. Goodson, Sverker Lindblad, Rotterdam: Sense Publishers , 2011, p. 99-110Chapter in book (Refereed)
  • 341. Goodson, I.
    et al.
    Lindblad, SverkerUniversity of Borås, School of Education and Behavioural Science.
    Professional Knowledge and Educational Restructuring in Europe2011Collection (editor) (Other academic)
  • 342. Gulz, Agneta
    et al.
    Jensen, Mikael
    University of Borås, School of Education and Behavioural Science.
    Rambusch, Jana
    Allwood, Jens (Editor)
    Lärande och kognition2012In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Studentlitteratur , 2012, p. 219-228Chapter in book (Refereed)
  • 343.
    Gunnarsson, Jennie
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Lindgren, Helen
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Barns möte med materialet i förskolan: ett lärande som sker i relation med sin omgivning2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Inledning

    I detta avsnitt redogör vi för tidigare forskning om kunskapssyn och förhållningssätt i förskolan. Vi beskriver utvecklingspedagogikens- och Reggio Emilia filosofins grunder. Materialets betydelse i barnens vardag uppmärksammas och att materialet som barnen möter påverkar deras möjligheter till olika utforskande.

    Syfte

    Syftet med denna studie är att undersöka hur pedagogerna arbetar med förskolans material tillsammans med barnen i de yngre åldrarna, 1-3 år. Studien undersöker också vad pedagogerna uttrycker för tankar/syn om förskolans material. Vidare syftar studien till att jämföra utbudet och tillgängligheten av materialet på Reggio Emilia inspirerade förskolor och traditionella förskolor.

    Metod

    I studien har det gjorts schematiska observationer och intervjuer i två traditionella och två Reggio Emilia inspirerade förskolor. Det har använts både kvalitativ och kvantitativ metod. Observationer gjordes för att få syn på materialutbudet, tillgängligheten av materialet samt vilken interaktion som skedde. För att kunna få tag på förskollärarnas tankar om materialets betydelse för barns lärande har det gjorts intervjuer.

    Resultat

    Resultatet visar att det mesta av förskolans material inte är tillgängligt för barnen. Gällande materialutbudet så finns det mest av material som kan användas på ett särskilt sätt, (fast material). Material som går att variera och förändra behöver det finnas mera utav i utbudet för att barnen ska få möjligheter att agera med dessa. Det upptäcktes skillnader i vad pedagogerna på de traditionella förskolorna och de Reggio Emilia inspirerade förskolorna hade för pedagogiska tankar och arbetssätt i mötet med barnen och materialet. På de traditionella förskolorna utgicks det ifrån ämneskunskaper när det valdes material till skillnad från de Reggio Emilia inspirerade förskolor som hade barns kollektiva lärande och lärprocesserna i fokus.

  • 344. Gustafsson, Birgit
    et al.
    Åberg-Bengtsson, Lisbeth
    University of Borås, School of Education and Behavioural Science.
    It’s just to replace this [x] with something”: Secondary-school Students’ Grappling with Algebraic Problems2011Conference paper (Refereed)
    Abstract [en]

    The present study is one part of a larger research project dealing with the teaching and learning of mathematics in the latter part of the Swedish compulsory education and the first year of upper secondary school. The focus of the project as such is upon classroom communication with respect to teacher-student interaction on the one hand and students’ interpretation and understanding of the learning content on the other. The mathematical domain that is studied is algebra, and both mathematical concepts, which are new to the students, and concepts, which students are already familiar with, are of interest. It is frequently argued that algebra is an abstract and problematic area (e.g., Olteanu, 2007; Kieran, 1992; The Swedish National Agency for Education, 1999), which most students have not encountered in primary education in any formal sense, and which contains a body of new mathematical concepts. Thus, the teaching and learning of this particular area is an urgent domain for research on mathematics education.

  • 345.
    Gustavsson, Eva
    et al.
    University of Borås, School of Business and IT.
    Hagberg, Johan
    University of Borås, School of Business and IT.
    Holmén, Christer
    University of Borås, School of Business and IT.
    Javefors, Håkan
    University of Borås, School of Business and IT.
    Visioner och praktik: om examensarbetet i professionslärosätet2010In: PUH - Pedagogiska utvecklingsprojekt i högskolan 2010, Högskolan i Borås , 2010, p. 15-25Chapter in book (Other academic)
    Abstract [sv]

    Bakgrunden till denna uppsats är en diskussion mellan oss författare vid ett litteraturseminarium vid Högskolan i Borås (HB). Diskussionen handlade om vår pedagogiska verksamhet och att ta hänsyn till motstridiga krav. Utbildning ska vara flexibel men samtidigt standardiserad, utbildning ska förbereda studenterna för specifika yrken men samtidigt ”lära studenterna för livet”. Vi har observerat att liknande resonemang kommer till uttryck också i andra sammanhang. Ett exempel är propositionerna ”Fokus på kunskap i den högre utbildningen”1 och ”En akademi i tiden - ökad frihet för universitet och högskolor”2. Ett annat är den seminarieserie – Från HB till Humboldt: Perspektiv på universitetsidén under 200 år – som genomförs nu i vår vid HB. Vi kan konstatera att de motsägelsefulla krav vi upplever i vår roll som pedagoger hänger samman med en mer övergripande utveckling inom den högre utbildningen. De ideal som typiskt förknippats med högre utbildning har på senare tid kommit att ställas mot mer politiskt orienterade modeller. Vad betyder denna utveckling för vår praktik? Vi tar utgångspunkt i centrala utvecklingstendenser inom den högre utbildningen i Europa. Detta för att visa på förekomsten av alternativa tolkningar och anpassningar till ”Bologna” som utgör den rådande styrmodellen för högre utbildning i Europa. Vi förflyttar oss därefter till HB och dess utbildning av civilekonomer. Genom exempel visar vi hur den svenska tolkningen av den högre utbildningens styrmodell påverkar vårt pedagogiska utvecklingsarbete. Syftet är att problematisera och ifrågasätta den ”svenska tolkningen” genom att lyfta fram dess för praktiken motsägelsefulla konsekvenser.

  • 346.
    Gärdén, Cecilia
    University of Borås, Swedish School of Library and Information Science.
    Hampson Lundh, Anna (Editor)
    University of Borås, Swedish School of Library and Information Science.
    Skolbiblioteksforskning och skolbibliotekspraktik2013In: Skolbibliotekets roller i förändrade landskap: en forskningsantologi / [ed] Louise Limberg, Anna Hampson Lundh, BTJ Förlag , 2013, p. 71-110Chapter in book (Other academic)
    Abstract [sv]

    Forskning lyfts allt oftare fram som en viktig del av professionell utveckling och biblioteksutveckling och kapitlet handlar om forskningens roll i relation till skolbibliotekens verksamheter. Kapitlet inleds med några ord om forskningens och yrkesverksamhetens relation och diskuterar sedan glapp som ibland lyfts fram mellan forskning och praktik. Texten tar vidare upp vilken forskning som uppfattas som relevant för skolbibliotek av olika aktörer och olika dilemman förknippade med forskningsanvändning. Kapitlet problematiserar vad som menas med forskning i relation till biblioteksverksamhet och presenterar därefter några metoder och förhållningssätt för forskningsbaserad skolbiblioteksutveckling. Syftet med kapitlet är att visa en mångfacetterad bild av skolbiblioteksrelaterad forskning och att lyfta fram och problematisera förhållandet mellan bibliotekspraktik och forskning.

  • 347.
    Gärdén, Cecilia
    et al.
    University of Borås, Swedish School of Library and Information Science.
    Nowé Hedvall, Karen
    University of Borås, Swedish School of Library and Information Science.
    Lärande i biblioteket: Utvärdering av KUB-projektet2014Report (Other academic)
    Abstract [sv]

    KUB var ett stort kompetensutvecklingsprojekt för biblioteken i Dalarna, Gävleborg, Uppsala och Värmland. Projektet pågick från februari 2012 till juni 2014. Projektet var medfinansierat av Europeiska Socialfonden (ESF). Syftet med projektet var att all bibliotekspersonalen i de fyra länen skulle utveckla och stärka relevanta kompetenser. Projektet ville säkerställa att biblioteken och dess personal utvecklas i takt med användarnas behov och att biblioteken utvecklas som lärande organisationer. Genom detta ville projektet stärka bibliotekens roll som lärandemiljöer, både internt och utåt till medborgarna. Utvärderingen har genomförts i form av följeforskning, vilket innebär att resultaten av utvärderingen har återkopplats, muntligt och skriftligt, till projektets styrgrupp under hela genomförandefasen och inte endast efter projektets avslutande. I rapporten beskrivs projektet och följande frågor diskuteras: Vad säger forskningen om lärande i organisationer? Hur har projektorganisationen fungerat utifrån olika aktörers perspektiv? Hur har projektetet uppnått sina mål? Vilka dilemman har projektet behövt hantera? Vilka framgångfaktorer är viktiga för att förvalta projektets resultat? Det teoretiska ramverk som använts för utvärderingen har hämtats från perspektiv som betonar samspel, deltagande, sammanhang och redskap och forskning om lärande organisationer samt lärande i arbetslivet ur ett skandinaviskt perspektiv. Därtill har teorier, empirisk forskning och praktiska exempel tolkats genom en biblioteks- och informationsvetenskapliga lins.

  • 348. Hansen, M
    et al.
    Lindblad, S
    University of Borås, School of Education and Behavioural Science.
    On the social and intellectual organization of educational research communication in Sweden2012Conference paper (Refereed)
    Abstract [en]

    This study deals with changing communication patterns in relation to changes in governance of higher education. Vital for research organization and development is research publication and communication. How is educational research in Sweden dealing with these issues and what are the implications of that for the positioning of research at education departments? The present study aimed to analyze publication patterns in Swedish educational research by capturing the total publication output of a sample of Swedish researchers in education. The researchers in the study were identified as researchers- from different disciplines and faculties - through their applications for funding for educational studies at the two largest bodies for funding of research in Sweden. Of these were 42 percent from educational research in a more precise meaning, i.e. from education departments or from teacher education. Thus, we can compare publication patterns in educational research (e.g. in pedagogic, didaktik, pedagogisktarbete etc.) comparared to research in other disciplines (political science, sociology, history) doing research in education as a field of study. A total of more than four thousand publications were categorized into ten publication types or formats (e.g. books, research articles, newspaper articles) and the articles were analyzed in terms of the prestige level of the journals. The results are showing that educational research is using a number of publication genres, having a rather unfocused journal publication pattern (though with Scandinavian Journal of Educational Research and Pedagogisk Forskning i Sverige as most frequently selected journals), using more of Swedish as a publication language, and rather seldom using ISI web of science journals in their publications. This publication pattern is discussed in relation current changes in research policy and in relation to different strategies in research communication in order to change the social and intellectual organization of Swedish educational research in an Nordic and international context.

  • 349. Hansen, M.
    et al.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    An Informed and Rational Choice: Student Identity and Secondary School Markets2011Conference paper (Other academic)
  • 350. Hansen, M.
    et al.
    Lindblad, Sverker
    University of Borås, School of Education and Behavioural Science.
    Educational Research Communication and Research Organization: International Research Arenas in a Scandinavian Welfare State Context2011Conference paper (Other academic)
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