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Breznik, K., Špur, N., Creelman, A. & Frumen, S. (2019). Didactical Use of Information Communication Technology (ICT) and Modern Teaching Practices (MTPs) in Higher Education. In: Nataša Gajšt & Alenka Plos (Ed.), Proceedings of the 2ND International Scientific Conference: »Teaching Methods for Economics and Business Sciences«: . Paper presented at 2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences« 7 May, 2018, Maribor, Slovenia (pp. 29-50). Maribor: University of Maribor Press
Open this publication in new window or tab >>Didactical Use of Information Communication Technology (ICT) and Modern Teaching Practices (MTPs) in Higher Education
2019 (English)In: Proceedings of the 2ND International Scientific Conference: »Teaching Methods for Economics and Business Sciences« / [ed] Nataša Gajšt & Alenka Plos, Maribor: University of Maribor Press , 2019, p. 29-50Conference paper, Published paper (Refereed)
Abstract [en]

Along with the development of information communication technology (ICT) came modern teaching practices (MTPs) which provide opportunities for effective transfer of knowledge from university teachers (UTs) to students. However, the use of ICT can only be effective when used didactically appropriate. The newly established Centre for Teaching Support at the University of Maribor (UM) provides didactical and technical support to UTs for the appropriate didactical use of ICT through MTPs. This paper presents results of the analysis of the didactical use of ICT and MTPs, conducted with an online survey, answered by 217 university teachers. The results indicate that problem and project based learning are most present. The majority of teachers plan the didactical use of ICT in written communication and written materials, presentations, and learning management systems. Results revealed gaps where ICT and MTPs should be encouraged, and fields in which UTs need support to improve their pedagogical process. 

Place, publisher, year, edition, pages
Maribor: University of Maribor Press, 2019
Keywords
didactics, higher education, ICT, modern teaching, support
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-89042 (URN)978-961-286-285-5 (ISBN)
Conference
2nd International Scientific Conference »Teaching Methods for Economics and Business Sciences« 7 May, 2018, Maribor, Slovenia
Available from: 2019-09-10 Created: 2019-09-10 Last updated: 2020-02-18Bibliographically approved
Creelman, A. & Löwe, C. (2019). Mainstreaming virtual mobility – helping teachers to get onboard. In: Anna Turula, Malgorzata Kurek, Tim Lewis (Ed.), Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship (pp. 15-22). Voillans: Research-publishing.net
Open this publication in new window or tab >>Mainstreaming virtual mobility – helping teachers to get onboard
2019 (English)In: Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship / [ed] Anna Turula, Malgorzata Kurek, Tim Lewis, Voillans: Research-publishing.net, 2019, p. 15-22Chapter in book (Refereed)
Abstract [en]

Despite many innovative initiatives, virtual mobility is still a relatively unexploited aspect of internationalisation at European universities. An internal project at Linnaeus University, Global Classroom, aimed to create a framework and organisation to establish international networking and online collaboration as key elements of all degree programmes. The project aimed to promote the concept of virtual mobility and inspire faculty to adopt it in their degree programmes. A self-evaluation tool was developed for use in workshops, allowing faculty to highlight potential development areas. Each programme team could then implement an action plan in order to achieve these objectives, in consultation with the project team. The project also developed a toolbox for digital collaboration and worked with other institutions to offer an online collaborative course for teachers in the art of online collaboration. Another important issue was to create incentives for teachers to work with virtual mobility, including the use of digital badges. This paper describes these initiatives and discusses how virtual mobility can be mainstreamed, and what types of incentives are needed as a catalyst for development.

Place, publisher, year, edition, pages
Voillans: Research-publishing.net, 2019
Keywords
mobility, internationalisation, collaboration, evaluation, project
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-87017 (URN)10.14705/rpnet.2019.35.935 (DOI)978-2-490057-42-9 (ISBN)978-2-490057-43-6 (ISBN)978-2-490057-41-2 (ISBN)
Available from: 2019-07-29 Created: 2019-07-29 Last updated: 2019-08-05Bibliographically approved
Creelman, A. (2019). ОНЛАЙН-ОБРАЗОВАНИЕ ДЛЯ БЕЖЕНЦЕВ – БАРЬЕРЫ И ВОЗМОЖНОСТИ: Online education for refugees - barriers and opportunities. In: А. В. Тимирясова, И. И. Бикеев, Д. З. Ахметова, Г. Я. Дарчинова, Н. А. Паранина, Н. В. Климко (Ed.), ПРЕЕМСТВЕННАЯ СИСТЕМА  ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ:  ПРОЕКТИРОВАНИЕ ИНКЛЮЗИВНЫХ  ОБРАЗОВАТЕЛЬНЫХ СИСТЕМ [Successful Systems of Inclusive Education: Designing of Inclusive Educational Systems]: Материалы VIII Международной научно-практической конференции 21–22 марта 2019 г. [Proceeding of the VIII International Scientific and Practical Conference March 21-22, 2019]. Paper presented at Преемственная система инклюзивного образования: проектирование инклюзивных образовательных систем [Successful systems of inclusive education: designing inclusive educational systems, March 21-22, 2019, Kazan, Russia] (pp. 30-35). Kazan, Russia: Kazan Innovative University
Open this publication in new window or tab >>ОНЛАЙН-ОБРАЗОВАНИЕ ДЛЯ БЕЖЕНЦЕВ – БАРЬЕРЫ И ВОЗМОЖНОСТИ: Online education for refugees - barriers and opportunities
2019 (Russian)In: ПРЕЕМСТВЕННАЯ СИСТЕМА  ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ:  ПРОЕКТИРОВАНИЕ ИНКЛЮЗИВНЫХ  ОБРАЗОВАТЕЛЬНЫХ СИСТЕМ [Successful Systems of Inclusive Education: Designing of Inclusive Educational Systems]: Материалы VIII Международной научно-практической конференции 21–22 марта 2019 г. [Proceeding of the VIII International Scientific and Practical Conference March 21-22, 2019] / [ed] А. В. Тимирясова, И. И. Бикеев, Д. З. Ахметова, Г. Я. Дарчинова, Н. А. Паранина, Н. В. Климко, Kazan, Russia: Kazan Innovative University , 2019, p. 30-35Conference paper, Published paper (Other academic)
Abstract [en]

The influx of refugees into Europe in the last five years has lead to a wide range of educational initiatives in order to help refugees gain a foothold in their adopted homelands and gain access to formal education and employment. Online education in the form of mobile apps, open educational resources and open online courses such as MOOCs (Massive Open Online Courses) offer flexible learning opportunities for many people This is especially true dur31  ing the asylum-seeking process that can sometimes take up to 2 years and during which access to formal education is usually denied. This article examines the use of online education with refugees and asylum seekers, mostly in Europe, discusses the barriers and opportunities of this approach and suggests some future developments.

Abstract [ru]

Приток беженцев в Европу за последние пять лет привел к появлению широкого круга образовательных инициатив, призванных помочь беженцам закрепиться на родине и получить доступ к формальному образованию и занятости. Онлайнобразование в виде мобильных приложений, открытых образовательных ресурсов и открытых онлайн-курсов, таких как MOOK (Массовые Открытые Онлайн-Курсы), предлагает гибкие возможности обучения для многих людей. Это особенно актуально во время предоставления убежища, что иногда может занимать до 2 лет и в течение которого доступ к формальному образованию обычно запрещен. В этой статье рассматривается использование онлайн-образования для беженцев и просителей убежища, в основном в Европе, обсуждаются барьеры и возможности этого подхода и предлагаются некоторые будущие разработки.

Place, publisher, year, edition, pages
Kazan, Russia: Kazan Innovative University, 2019
Keywords
refugee, MOOC, online education, inclusion, accessibility, беженец, Массовые Открытые Онлайн-Курсы, онлайнобразование, инклюзивность, доступность
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-81763 (URN)978-5-8399-0678-5 (ISBN)
Conference
Преемственная система инклюзивного образования: проектирование инклюзивных образовательных систем [Successful systems of inclusive education: designing inclusive educational systems, March 21-22, 2019, Kazan, Russia]
Available from: 2019-04-09 Created: 2019-04-09 Last updated: 2019-04-11Bibliographically approved
Creelman, A. & Witthaus, G. (2018). Facilitated MOOC support - closed bubbles in an open sea. In: D. Jansen; L. Konings (Ed.), The 2018 OpenupEd TrendReport on MOOCs: (pp. 31-34). Maastricht, Netherlands: EADTU
Open this publication in new window or tab >>Facilitated MOOC support - closed bubbles in an open sea
2018 (English)In: The 2018 OpenupEd TrendReport on MOOCs / [ed] D. Jansen; L. Konings, Maastricht, Netherlands: EADTU , 2018, p. 31-34Chapter in book (Other academic)
Abstract [en]

A frequently voiced criticism of MOOCs is that they attract digitally literate graduates rather than learners who would most benefit from open education. Possible reasons for this include lack of awareness of open education, low levels of digital literacy, lack of experience of online learning, language issues, and lack of independent study skills. Those who do participate may find the massive and open nature of MOOCs overwhelming. This chapter looks at ways in which third-party organisations are offering structured social interaction and support for MOOC-based learning, both online and offline, with reference to a growing body of literature in this area.

Place, publisher, year, edition, pages
Maastricht, Netherlands: EADTU, 2018
Keywords
MOOC, inclusion, collaboration, open education, support
National Category
Learning
Identifiers
urn:nbn:se:lnu:diva-76622 (URN)978-90-79730-33-9 (ISBN)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-07-18Bibliographically approved
Creelman, A., Löwe, C., Diedrichs, P. & Kulmala, L. (2018). Mainstreaming virtual mobility - helping teachers to get on board. In: Telecollaboration and virtual exchange across disciplines : in service of social inclusion and global citizenship: Book of Abstracts. Paper presented at UNIcollaboration Conference, 25-27 April 2018, Kraków, Poland (pp. 24-24). UNIcollaboration
Open this publication in new window or tab >>Mainstreaming virtual mobility - helping teachers to get on board
2018 (English)In: Telecollaboration and virtual exchange across disciplines : in service of social inclusion and global citizenship: Book of Abstracts, UNIcollaboration , 2018, p. 24-24Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Despite many innovative initiatives, virtual mobility is still a relatively unexploited aspect of internationalisation at European universities. An internal project at Linnaeus university, Global Classroom, has aimed to create a framework and organisation to establish international networking and online collaboration as key elements of all degree programmes. The project aimed to promote the concept of virtual mobility and inspire faculty to adopt it in their programmes. A self-evaluation tool was developed for use in workshops with degree programme coordinators. This tool helps them assess their programme’s present status of internationalisation and highlight potential development areas. Each programme team can then, in consultation with the project team, devise and implement an action plan in order to achieve these objectives. The project also developed a toolbox for digital collaboration and worked with other institutions to offer an online collaborative course for teachers in the art of online collaboration. Another important issue was to create incentives for teachers to work with virtual mobility, including the use of digital badges. This session aims to discuss how virtual mobility can be mainstreamed and what types of incentives are needed as a catalyst for development.

Place, publisher, year, edition, pages
UNIcollaboration, 2018
National Category
Educational Sciences Media and Communications
Research subject
Pedagogics and Educational Sciences; Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-73091 (URN)
Conference
UNIcollaboration Conference, 25-27 April 2018, Kraków, Poland
Available from: 2018-04-19 Created: 2018-04-19 Last updated: 2018-05-11Bibliographically approved
Creelman, A., Witthaus, G. & Rodriguez, B. C. (2018). Refugees’ educational resources – RefER project final report. Open university, UK
Open this publication in new window or tab >>Refugees’ educational resources – RefER project final report
2018 (English)Report (Other academic)
Abstract [en]

The Refugees’ Educational Resources (RefER) project was carried out between June and November 2018. The aim was to provide an understanding of the learning resources offered by organisations working with refugees and asylum seekers in the UK, and to advise the Open University (OU) on how it might repackage existing resources, or create additional ones, to directly respond to the needs of these organisations and the individuals they support. The research methodology was qualitative, and was based on data gathered from respondents working or volunteering in organisations that support refugees in the UK. Data was gathered from 26 organisations through the use of a survey, online interviews and follow-up emails. Participating organisations included national and local charities and universities in the UK. The services they provide include counselling, English language teaching, legal advice, and settling-in support. Their clients vary widely in terms of home countries, first languages, education background and knowledge of English. There is a clear need for lifelong learning provision across all levels, not just higher education.

Place, publisher, year, edition, pages
Open university, UK, 2018. p. 28
Series
Open university UK project report
Keywords
refugees, educational resources, inclusion, e-learning, accessibility
National Category
Learning
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-79071 (URN)
Available from: 2018-12-05 Created: 2018-12-05 Last updated: 2018-12-06Bibliographically approved
Creelman, A. (Ed.). (2018). Silent learners: a guide. Oslo: Nordiskt nätverk för vuxnas lärande (NVL)
Open this publication in new window or tab >>Silent learners: a guide
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2018 (English)Collection (editor) (Other (popular science, discussion, etc.))
Abstract [en]

The main objective of the project was to try to understand how adult learners participate in educational activities. Why do some learners never make an active contribution to course activities and can socalled “lurking” (no visible active participation in course activities) be a legitimate form of individual personalized learning? If educational institutions genuinely want to offer individualised learning then surely an individual should have the option to be silent and not participate as actively as teachers might wish?

Place, publisher, year, edition, pages
Oslo: Nordiskt nätverk för vuxnas lärande (NVL), 2018. p. 28
Keywords
silent learner, inclusion, pedagogy, collaboration, lurker, participation
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-69613 (URN)978-952-7140-43-7 (ISBN)
Projects
Lorkers - is lurking working?
Available from: 2018-01-08 Created: 2018-01-08 Last updated: 2018-01-26Bibliographically approved
Creelman, A., Jansen, D., Zourou, K. & Löwe, C. (2017). How Relevant is Open Education for Refugees? Experience and Discussion from the Erasmus+ Project MOONLITE: Workshop. In: 26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping: . Paper presented at 26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping.
Open this publication in new window or tab >>How Relevant is Open Education for Refugees? Experience and Discussion from the Erasmus+ Project MOONLITE: Workshop
2017 (English)In: 26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping, 2017Conference paper, Oral presentation only (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-69594 (URN)
Conference
26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping
Available from: 2018-01-07 Created: 2018-01-07 Last updated: 2018-01-31Bibliographically approved
Creelman, A., Árnason, H. & Röthler, D. (2017). Webinars as Active Learning Arenas. European Journal of Open and Distance Learning
Open this publication in new window or tab >>Webinars as Active Learning Arenas
2017 (English)In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207Article in journal (Other academic) Published
Abstract [en]

There is still a tendency for educators to use webinars as an online lecture hall, replicating the traditional one-to-many delivery of the physical classroom. This is unfortunate since most web-based communication platforms that are used for webinars today offer a wide range of tools and options for interaction and community building. This paper, based on a Nordic project that ran from 2014 to 2016, presents a wide range of activities, tools and methods to encourage greater audience participation in webinars and looks in particular at methods that allow the discussion to be extended beyond the restricted time frame of the actual synchronous webinar. A flipped classroom approach can allow participants to prepare for the webinar and allow the online event to focus on deeper discussion of the issues at hand. A successful webinar can also be the basis of a community of practice and we investigate a number of tools and methods that can facilitate this.

Abstract [sv]

Det finns en kvarlevande tendens att utbildare använder webbinarier som en nätbaserad föreläsningssal, där man fortsätter den traditionella envägskommunikationen. Detta trots att de flesta e-mötesplattformarna som används idag erbjuder goda möjligheter för interaktivitet och gemenskapsbyggande. Denna artikel, med utgångspunkt i erfarenheter från ett nordiskt projekt som löpte från 2014 till 2016, presenterar ett brett sortiment aktiviteter, verktyg och metoder som kan främja engagemanget hos webbinariedeltagare. Artikeln fokuserar speciellt på metoder avsedda att fördjupa diskussionen och förlänga den bortom det synkrona webbinariets fasta tidsramar. Ett framgångsrikt webbinarium kan även utmynna i en gemensam praktik, och vi undersöker här ett antal verktyg och metoder som stödjer en sådan process.

Abstract [de]

Es gibt immer noch eine Tendenz von Pädagogen, Webinare wie einen Online-Vorlesungssaal zu verwenden. Dabei wird das traditionelle One-to-Many Paradigma des physischen Klassenzimmers fortgesetzt. Dies ist bedauerlich, da die meisten Softwärelösungen, die heute für Webinare verwendet werden, eine breite Palette an Tools und Optionen für die Interaktion und den Aufbau von Communities bieten. Dieses Paper, das auf einem skandinavischen Projekt basiert, das von 2014 bis 2016 lief, stellt eine breite Palette von Aktivitäten, Tools und Methoden vor, um eine stärkere Beteiligung der Teilnehmer an Webinaren zu fördern. Insbesondere werden Vorschläge gemacht, welche Methoden die Diskussion über den begrenzten Zeitraum des Webinars hinaus ermöglichen. Ein Flipped-Classroom-Ansatz kann es den Teilnehmern ermöglichen, sich auf das Webinar vorzubereiten und die Online-Veranstaltung für eine vertiefende Diskussion zu nutzen. Ein erfolgreiches Webinar kann auch die Grundlage einer Community of Practice sein und wir untersuchen eine Reihe von Tools und Methoden, die dies ermöglichen können.

Abstract [is]

Þrátt fyrir möguleika fjarfundakerfa til að bjóða upp á gangkvæm samskipti er það enn allt of algengt að kennarar noti þau til einstefnu miðlunar. Þetta er miður, því fjarfundakerfi bjóða upp á fjölda verkfæra til að stuðla að samskiptum og stuðla að uppbyggingu námssamfélaga. Þessi grein, sem er byggð á niðurstöðum norræns verkefnis sem var í gangi milli 2014-2016, kynnir fjölda leiða, verkfæra og aðferða til að stuðla að aukinni virkni þátttakenda á alls konar vefstofum og öðrum veflægum viðburðum. Þar að auki skoðum við leiðir til að framlegja samtalið sem verður til á vefstofum. Hugmyndina um vendinám höfum við útfært fyrir vefstofur og kynnum leiðir til að fá þátttakendur til að undirbúa sig fyrir þátttöku í vefstofum og nýta þannig  betur tímann sem þeir eru saman á sama tíma í dýpri samskipti. Vel heppnuð vefstofa getur orðið kveikja að starfssamfélagi - við skoðum verkfæri og aðferðir til að stuðla að slíkri þróun.

Keywords
webinar, collaboration, online, web-conferencing, communication, participation, social learning, communities of practice
National Category
Didactics
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-69108 (URN)
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-05-17Bibliographically approved
Slåtto, T., Creelman, A., Schneider, M., Röthler, D. & Árnason, H. (2016). Effective Interactive Webinars: Methods to facilitate learning in open collaborative learning environments. A toolbook for practitioners/facilitators. In: António Moreira Teixeira, András Szűcs, Ildikó Mázár (Ed.), EDEN 2016 ANNUAL Conference Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS. Paper presented at EDEN 2016 ANNUAL Conference: Re-Imagining Learning Scenarios. Budapest, Hungary, 14-17 June, 2016 (pp. 98-98). Budapest: European Distance and E-Learning Network
Open this publication in new window or tab >>Effective Interactive Webinars: Methods to facilitate learning in open collaborative learning environments. A toolbook for practitioners/facilitators
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2016 (English)In: EDEN 2016 ANNUAL Conference Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, Budapest: European Distance and E-Learning Network , 2016, p. 98-98Conference paper, Oral presentation with published abstract (Other (popular science, discussion, etc.))
Abstract [en]

Webinars are becoming an increasingly popular arena for the dissemination of information, primarily in the form of online presentations to large distributed audiences. However current practice shows a tendency towards largely oneway communication, especially when the number of participants rises above thirty. This happens at a time when oneway presentations or lectures are increasingly being questioned as an environment for effective learning. Many have experienced large webinars, which are just as tiresome as monotonous lectures, or even worse. As webconferencing, services get more traction both within the educational and corporate sphere, the need to develop online pedagogies, methods and formats that fit with learning goals and build on what is known about adult learning has become urgent. Universities, adult education centres as well as companies and institutions have been experimenting with the use of web-conferencing services to support learning. However many experiments to increase flexibility and to open the learning arena still seem to be based on replicating on-line what has been done on-site with mostly disappointing results. During our workshop we will present, demonstrate and discuss pedagogies which can help make webinars vibrant learning environments.

Place, publisher, year, edition, pages
Budapest: European Distance and E-Learning Network, 2016
Keywords
webinar, e-learning, collaboration, participation
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-53905 (URN)978-615-5511-08-0 (ISBN)
Conference
EDEN 2016 ANNUAL Conference: Re-Imagining Learning Scenarios. Budapest, Hungary, 14-17 June, 2016
Projects
Webinar – for interactive and collaborative learning. Nordplus project NPAD-2014/10320
Available from: 2016-06-20 Created: 2016-06-20 Last updated: 2018-03-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1194-0674

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