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Richardson, David
Publications (9 of 9) Show all publications
Richardson, D. (2018). Technology at work: Remote supervision of teaching practice at a Swedish university. In: Smyrnova Trybulska, E (Ed.), E-Learning and Smart Learning Environment for the Preparation of New Generation Specialists: . Paper presented at Conference on E-learning and Smart Learning Environment for the Preparation of New Generation Specialists, 2018, Katowice, POLAND (pp. 189-198). University of Silesia
Open this publication in new window or tab >>Technology at work: Remote supervision of teaching practice at a Swedish university
2018 (English)In: E-Learning and Smart Learning Environment for the Preparation of New Generation Specialists / [ed] Smyrnova Trybulska, E, University of Silesia , 2018, p. 189-198Conference paper, Published paper (Refereed)
Abstract [en]

This article describes how remote supervision of teacher trainees was set up and carried out during the period from autumn 2015 to autumn 2017. In the autumn of 2015 Linnaeus University in southern Sweden started an operation to remotely supervise teacher trainees doing one of their teaching practices outside Sweden. The operation entailed each teacher trainee being lent an iPad Mini, loaded with the apps they needed, so that they could record lesson elements on their teaching practice. These lesson elements were then uploaded to the university's Moodle platform and the trainees received formative assessment of their performance on an ongoing basis throughout their 5-week teaching practice.

Place, publisher, year, edition, pages
University of Silesia, 2018
Series
E-learning, ISSN 2451-3644, E-ISSN 2451-3652 ; 10
Keywords
remote supervision teaching practice
National Category
Media and Communications Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82422 (URN)000464907000012 ()978-83-66055-05-6 (ISBN)
Conference
Conference on E-learning and Smart Learning Environment for the Preparation of New Generation Specialists, 2018, Katowice, POLAND
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2019-11-28Bibliographically approved
Allen, C., Hadjistassou, S. K. & Richardson, D. (2016). Self-evaluation using iPads in EFL teaching practice. In: Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny (Ed.), CALL communities and culture: short papers from EUROCALL 2016. Paper presented at EuroCALL 2016 (pp. 20-24).
Open this publication in new window or tab >>Self-evaluation using iPads in EFL teaching practice
2016 (English)In: CALL communities and culture: short papers from EUROCALL 2016 / [ed] Salomi Papadima-Sophocleous, Linda Bradley, Sylvie Thouësny, 2016, p. 20-24Conference paper, Published paper (Refereed)
Abstract [en]

The relentlessly accelerating global educational demands for teaching English as a Second or Foreign Language (ESL/EFL) in multiple, diverse, and often remote geographic locations constitute new challenges for academic institutions, teacher training and preparation programs, and teachers themselves. This study describes a novel approach where five elementary school preservice teachers teaching ESL/EFL borrowed an iPad mini from their teacher training institution customized with specific apps to record a series of five teaching sequences during their teaching practice placement in elementary schools in Tanzania and Kenya. All recorded sessions were uploaded to a Moodle Virtual Learning Environment (VLE)site specially constructed for the purpose of the teaching practice course. Results indicate that, apart from their experienced instructors’ feedback on their teaching practice, the recorded sessions formed constructive tools for self-reflection, self-evaluation and the pursuit of possible paths for improvement.

Keywords
iPads, ESL, EFL, pre-service teachers, teaching practice, self-evaluation.
National Category
Languages and Literature
Research subject
Humanities, English Education
Identifiers
urn:nbn:se:lnu:diva-59165 (URN)10.14705/rpnet.2016.eurocall2016.532 (DOI)978-1-908416-43-8 (ISBN)978-1-908416-44-5 (ISBN)978-1-908416-45-2 (ISBN)
Conference
EuroCALL 2016
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2016-12-20Bibliographically approved
Allen, C. & Richardson, D. (2012). Exploring Digital Literacy in Student Teacher ICT Projects. In: Linda Bradley and Sylvie Thouësny (Ed.), Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings: . Paper presented at 2012 EuroCALL conference Gothenburg, 22-25 August 2012 (pp. 5-9). Research-publishing.net
Open this publication in new window or tab >>Exploring Digital Literacy in Student Teacher ICT Projects
2012 (English)In: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings / [ed] Linda Bradley and Sylvie Thouësny, Research-publishing.net, 2012, p. 5-9Conference paper, Published paper (Other academic)
Abstract [en]

his paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, & Pegrum, forthcoming; Hockly, 2012; Pegrum, 2011). The challenge for teachers, regardless of what stage they are at in their careers, is to be able to operationalize in Hockly’s (2012) terms the notion of digital literacy in the foreign language classroom while at the same time encorporating these concerns into a task-based framework in which communication is balanced with a focus on linguistic form. Students in their second term of studies in language didactics were given the task of creating an ICT-based project in English, encorporating both internet and classroom-based inquiry activities aimed at either lower or upper secondary levels in the Swedish school system. The project brief given to the student teachers more VSHFL¿FDOO\DGGUHVVHGWKHLUDELOLW\WRSODQDQGRUJDQL]HDVHWRIOHDUQLQJDFWLYLWLHVDURXQGan extended webquest in addition to demonstrating the procedural usage of a wide range of ICT tools such as wikis, blogs, podcasts, etc. in English language teaching (ELT). The four areas of language-, information-, connection-, and re-design-based digital literacies, as proposed by Pegrum (2011), form the basis for the evaluation of the projects.

Place, publisher, year, edition, pages
Research-publishing.net, 2012
National Category
Humanities
Identifiers
urn:nbn:se:lnu:diva-33449 (URN)10.14705/rpnet.2012.000017 (DOI)
Conference
2012 EuroCALL conference Gothenburg, 22-25 August 2012
Available from: 2014-03-31 Created: 2014-03-31 Last updated: 2016-04-26Bibliographically approved
Brate, M. & Hanberger, P. (2012). Places, People, Stories. Kalmar: Linnaeus University
Open this publication in new window or tab >>Places, People, Stories
2012 (English)Book (Other academic) [Artistic work]
Abstract [en]

This graphic novel is the documentation of Places, People, Stories, a conference held at Linnaeus University in Kalmar, 28–30 September 2011. The conference was the culmination of the research project Places as Stories (see page 31) and attracted more than 175 participants from around the world, including Scandinavia, United Kingdom, USA, Japan, Argentina, Israel, India, the Marshall Islands and Australia. A wide spectrum of disciplines was represented including Anthropology, Archaeology, Architecture, Art, Business Studies, Design, Heritage Studies, History, Human Geography, Literature, Media Studies, Pedagogics, Religious Studies and Tourism Studies. Professionals working in the education, landscape and heritage sectors were also invited. The conference, which took place at the conference centre Brofästet close to the Baltic Sea, just outside the centre of Kalmar, featured four keynote lectures and more than 120 academic presentations in 18 sessions as well as six artistic contributions. Some sessions may be published separately in traditional academic formats. The conference was supported by grants received from Linnaeus University and the Swedish National Heritage Board. During the three conference days a multidisciplinary discussion took place about human narratives and their connections to places. The aim was to create a platform for unpredictable dialogues between professional scientists and artists, while providing opportunities for personal encounters and conversations that may lead to a new understanding of how cultural phenomena emerge.

Place, publisher, year, edition, pages
Kalmar: Linnaeus University, 2012. p. 40
Keywords
Graphic novel, comic, conference publication
National Category
Humanities
Research subject
Humanities
Identifiers
urn:nbn:se:lnu:diva-21778 (URN)978-91-86983-78-9 (ISBN)
Projects
Platser som berättelser
Funder
Riksbankens Jubileumsfond
Note

Story, script, drawings and art direction by Mats Brate and Petter Hanberger – Kalmar/Stockholm 2011–2012

www.matsbrate.com, www.petterhanberger.se

Foreword (page 5) and appendix written, resp. edited by Cornelius Holtorf

Translation by David Richardson

published with support received from Riksbankens Jubileumsfond and Längmanska Kulturfonden

Available from: 2012-10-04 Created: 2012-09-24 Last updated: 2017-02-14Bibliographically approved
Richardson, D. & Molka-Danielsen, J. (2009). Assessing Student Performance (1ed.). In: Judith Molka-Danielsen and Mats Deutschmann (Ed.), Teaching and Learning in the Virtual World of Second Life (pp. 45-60). Trondheim: Tapir Academic Press
Open this publication in new window or tab >>Assessing Student Performance
2009 (English)In: Teaching and Learning in the Virtual World of Second Life / [ed] Judith Molka-Danielsen and Mats Deutschmann, Trondheim: Tapir Academic Press , 2009, 1, p. 45-60Chapter in book (Other academic)
Abstract [en]

This chapter addresses the issues of assessing student performance on courses run in virtual worlds. While best practices for assessment in education in virtual worlds are not yet established, our applied practices and experiences help to develop these.

Place, publisher, year, edition, pages
Trondheim: Tapir Academic Press, 2009 Edition: 1
Keywords
Second Life, assessment of performance, virtual worlds
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:hik:diva-2780 (URN)978-82-519-2353-8 (ISBN)
Projects
Kamimo Islands Project
Available from: 2010-02-21 Created: 2010-02-21 Last updated: 2011-09-14Bibliographically approved
Molka-Danielsen, J., Carter, B., Richardson, D. & Jaeger, B. (2009). Teaching and learning affectively within a virtual campus. International Journal of Networking and Virtual Organisations, 6(5), 476-498
Open this publication in new window or tab >>Teaching and learning affectively within a virtual campus
2009 (English)In: International Journal of Networking and Virtual Organisations, ISSN 1470-9503, E-ISSN 1741-5225, Vol. 6, no 5, p. 476-498Article in journal (Refereed) Published
Abstract [en]

Working in a virtual world creates new opportunities available for both students and teachers and introduces new challenges to their skills and resources. In particular, virtual worlds such as Second Life (SL) offer revolutionary and innovative modes for learning. These learning spaces are referred to as Virtual Learning Environments (VLEs) (Gredler, 2001; Jenkins, 2005). The guiding principle for the adoption of new VLEs by educators is that the particular features of each new Information and Communications Technology (ICT)-based tool should be used to provide specific benefits to the students' learning environments. While virtual worlds like SL are visually very rich environments where many types of stimuli and materials can be made available to students, the question is: what 'mainstream' university campus activities may be carried out completely within VLEs such as SL? We propose to explore this question and identify the potential to support teacher and learner interactions and activities within a virtual campus space of SL.

Place, publisher, year, edition, pages
Geneva: Inderscience Publishers, 2009
Keywords
ICT, VLE, communications technology, constructivist learning, e-learning, electronic learning, higher education, information technology, lifelong learning, online campus, online learning, second life, teaching, universities, virtual campus, virtual learning environment, web based campus
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:hik:diva-2779 (URN)10.1504/IJNVO.2009.027392 (DOI)
Available from: 2010-02-21 Created: 2010-02-21 Last updated: 2017-12-12Bibliographically approved
Creelman, A., Petrakou, A. & Richardson, D. (2008). Teaching and learning in Second Life - experience from the Kamimo project. In: Online Information 2008 Conference Proceedings: Information at the heart of the business. Paper presented at Online Information 2008 conference, London, UK, December 2-4, 2008 (pp. 85-89). London, UK: Incisive Media
Open this publication in new window or tab >>Teaching and learning in Second Life - experience from the Kamimo project
2008 (English)In: Online Information 2008 Conference Proceedings: Information at the heart of the business, London, UK: Incisive Media , 2008, p. 85-89Conference paper, Published paper (Other (popular science, discussion, etc.))
Abstract [en]

In this presentation we will describe the Kamimo project, a two year cooperation (2007-2008) between the University of Kalmar (Sweden), University College Molde (Norway) and Central Missouri University (USA) and sponsored by the Norwegian Open University (Norgesuniversitet). The project aims to investigate the potential uses of virtual worlds in higher education by carrying out a number of courses, projects and collaborative work in Second Life.  The project has established two virtual islands, Kamimo Island and Virtual Montmartre in cooperation with external consultants who have assisted with the building and establishment of the islands.   The main objectives of the project are to:  1) Create a stimulating virtual learning environment in SL   2)  Test and evaluate different teaching and learning activities in SL (courses, projects, meetings, roleplay)   3) Test and evaluate how effectively SL can be used in fostering cooperation (between faculties, universities, business)   4) Test selected learning tools or elements together with the virtual environment  The project supports learning activities for different segments of the partner organizations student populations as well as allowing for cross communication between the student bodies. We have offered two courses in English presentation skills run completely in Second Life, several student projects designing and building virtual environments in SL as part of an ongoing degree program, courses for information technology majors and further integration and testing of the virtual world elements for learning and for support of learning and communication between groups within the business sector. These activities are being evaluated and we aim to present research papers based on the findings at a later date.  Our partners at Central Missouri University have built a simulation of Montmartre, Paris as it was in the 1920s in order to provide students with an engaging and immersive learning environment for studies in Afro-American culture and in particular the growth of jazz in post-WW1 Paris. The use of virtual worlds to facilitate immersive role play and enable students to recreate convincingly the era they are studying is being investigated as part of the project and will be presented at the conference. In the evaluation of the project activities we have focused on examining how far teaching methods used in Second Life exhibit affective support for the involvement of learners. We examine how the use of virtual worlds can add a social dimension to distance learning not present in existing learning management systems.  In this presentation we will describe our reasons for working in Second Life, conclusions based on our teaching experience there, ongoing research and thoughts on the future relevance of virtual worlds in higher education. The presentation will use PowerPoint slides as well as a live demonstration of Second life and a meeting on our own Kamimo Island. Several of the project group will participate via Second life as well as possibly a representative from one of the other universities we have collaborated with over the last year.  The Kamimo project group consists of: Björn Jaeger, University College Molde (Norway) Judith Molka-Danielsen, University College Molde (Norway) Dr. Bryan Carter, Central Missouri University (USA) Alastair Creelman, University of Kalmar (Sweden) David Richardson, University of Kalmar (Sweden)  Project blog - http://kamimo-islands.blogspot.com/

Place, publisher, year, edition, pages
London, UK: Incisive Media, 2008
Keywords
virtual world, teaching, second life, e-learning, net-based, distance learning, english teaching, virtual learning environment
National Category
Communication Studies
Identifiers
urn:nbn:se:hik:diva-929 (URN)1900239906 (ISBN)
Conference
Online Information 2008 conference, London, UK, December 2-4, 2008
Projects
Kamimo project
Available from: 2008-12-10 Created: 2008-12-10 Last updated: 2017-10-12Bibliographically approved
Molka-Danielsen, J., Richardson, D., Deutschmann, M. & Carter, B. (2007). Teaching Languages in a Virtual World. NOKOBIT Proceedings 2007
Open this publication in new window or tab >>Teaching Languages in a Virtual World
2007 (English)In: NOKOBIT Proceedings 2007, ISSN ISBN978-82-519-2261-6Article in journal (Refereed) Published
Abstract [en]

This article explores the development of a course for teaching a language in a virtual world. In particular we evaluate the course entitled, “Social English for Doctoral Students” that is in progress in the fall semester of 2007. This course will activate learners and educators using a variety of support media including Marratech conferencing system and Second Life virtual world platform. The pilot course part of a one year project sponsored by The Norwegian University program (NUV) is entitled, “A Virtual Platform for Life Long Learning”. In addition to the development of this course, we contribute with the development of an evaluation framework that may be applied to other courses taught in Second Life as well.

Place, publisher, year, edition, pages
Trondheim: Tapir Akademisk Førlag, 2007
Keywords
Virtual worlds, E-learning, multimedia instruction, language studies
National Category
Specific Languages
Research subject
Technology (byts ev till Engineering); Humanities, English; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:hik:diva-2777 (URN)
Projects
Kamimo Islands Project
Available from: 2010-12-13 Created: 2010-02-19 Last updated: 2018-01-12Bibliographically approved
Richardson, D. (2006). Digital Communication and Collaboration: Marratech–One Tool to Consider (1ed.). In: James J. Sosnoski, Patricia Harkin and Bryan Carter (Ed.), Configuring History: Teaching the Harlem Renaissance through Virtual Reality Cityscapes (pp. 165-172). New York: Peter Lang
Open this publication in new window or tab >>Digital Communication and Collaboration: Marratech–One Tool to Consider
2006 (English)In: Configuring History: Teaching the Harlem Renaissance through Virtual Reality Cityscapes / [ed] James J. Sosnoski, Patricia Harkin and Bryan Carter, New York: Peter Lang , 2006, 1, p. 165-172Chapter in book (Other academic)
Place, publisher, year, edition, pages
New York: Peter Lang, 2006 Edition: 1
Keywords
digital communication
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:hik:diva-2845 (URN)0-8204-6784-7 (ISBN)
Available from: 2010-02-23 Created: 2010-02-23 Last updated: 2011-09-14Bibliographically approved
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