lnu.sePublications
Change search
Refine search result
1 - 26 of 26
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Bacsich, Paul
    et al.
    Sero Consulting Ltd, UK.
    Pepler, Giles
    Frank Bristow, Sara
    Ossiannilsson, Ebba
    Creelman, Alastair
    Linnaeus University, The University Library.
    Szalma, Eva
    Slaidins, Ilmars
    Adult education and open educational resources: Directorate-general for internal policies, Policy department B, Structural and cohension policies2015Report (Other (popular science, discussion, etc.))
    Abstract [en]

    This study reviews the current use of Open Educational Resources in Adult Education, assesses its potential and makes recommendations for policy interventions, taking account of the European Commission’s policy frameworks. It incorporates new research on over 12 Member States, leveraging on a synthesis of existing research from a range of projects including POERUP (Policies for OER Uptake) and a 2014-15 study on Shared OER for the Joint Research Centre, augmented by two more recent studies for JRC and LLP.

  • 2.
    Bengtson Carlström, Helen
    Linnaeus University, The University Library. Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Talet om barn, föräldrar och professionalitet i det mångkulturella fritidshemmet2013Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien har varit att inom kontexten fritidshem fördjupat studera och försöka att förstå innebörden i ett antal definierade diskurser i relation till lärarnas arbete på det mångkulturella fritidshemmet. Begreppen diskurs, etnicitet, normalitet och relation har varit de grundläggande centrala begrepp som studien vilat på. Studien har baserats på samtal med sju lärare samt fältstudier vid tre mångkulturella fritidshem. Diskursanalys har använts som verktyg för analysen. Resultatet visar att lärarna talar om barnen, föräldrarna och om sitt arbete i det mångkulturella fritidshemmet som annorlunda i jämförelse med andra fritidshem. Lärarna beskriver även olika relationer som de har till barn och föräldrar. Tre olika diskurser framträder, den etnocentriska diskursen, den bekräftande diskursen och den omhändertagande diskursen. Dessa diskurser får innebörd för praktiken. Konsekvenserna innebär att lärarna genom att med sitt tal bidrar till att befästa normaliteten vilket medför en ökad segregation. Därför är det av vikt att medvetandegöra de fördomar som finns men även det som sägs mellan raderna. När det gäller den sociala praktiken visar resultatet att den interkulturella pedagogiken inte genomsyrar det mångkulturella fritidshemmet utan att medvetenheten måste öka bland lärare för att undvika att det annorlunda konstrueras och konstitueras. Kunskapsbidraget i den här studien riktas mot lärare som är verksamma i den fritidspedagogiska praktiken.

  • 3.
    Creelman, Alastair
    Linnaeus University, The University Library.
    A new ecosystem for learning2015In: Adjacent government, ISSN 2055-7612, Vol. May, 275-276 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    The worldwide demand for higher education is exploding and projections show an increase from 100 million today to 250 million by 2025. The traditional university system simply cannot cope with this expansion and unless we start building new major universities every day for the foreseeable future, we will need to completely revise the provision of higher education. The demand for higher education among working professionals is growing rapidly and is overtaking the demand from the traditional 18-23 year old target group, which could even shrink as more young people opt out of often over-priced higher education. Whether they like it or not universities are facing a completely new market in the next 10 years. The traditional campus model certainly won’t disappear but there are strong signs that the concept of a university education preparing you for a career is becoming less valid. In addition, there is a massive demand for lifelong learning opportunities from people who have no university background but have gained equivalent skills outside the formal system.

  • 4.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Utvärdering av medicinska utbildningsresurser på internet: en översikt2014Report (Other academic)
    Abstract [sv]

    Att kunna hitta relevant utbildningsmaterial precis när man behöver det är en allt viktigare kompetens för alla som arbetar inom medicin, vård och hälsa. Det finns omfattande utbud av utbildningsresurser (såväl hela utbildningar som korta videoavsnitt) fritt tillgängliga på nätet via dator, surfplatta och mobil. Problemet är att resurserna ligger utspridda i många samlingar som gör det svårt att göra övergripande och tillförlitliga sökningar. Ett antal tjänster finns idag som söker bara bland godkända samlingar av utbildningsmaterial. Denna studie har valt ett flertal välkända internationella och nationella portaler och söktjänster som är specialiserade på området medicin, vård och hälsa och tittat närmare på vilka metoder som används för att göra kvalitetssäkrade sökningar. Ett antal kritiska faktorer identifierades och alternativa kvalitetssäkringsmetoder föreslås.

  • 5.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Akhmetova, Daniya
    Institute of Economics, Management and Law, Kazan, Russia.
    Morozova, Ilona
    Institute of Economics, Management and Law, Kazan, Russia.
    Zaynullin, Aydar
    Institute of Economics, Management and Law, Kazan, Russia.
    Facilitation as a method for a more inclusive approach to online learning / ФАСИЛИТАЦИЯ КАК ОДИН ИЗ МЕТОДОВ РЕАЛИЗАЦИИ ИНКЛЮЗИВНОГО ПОДХОДА ПРИ ONLINE ОБУЧЕНИИ: Article in English and Russian2013In: Ideas of inclusive pedagogy in the context of modern requirements for preschool, school and professional education, 66-80 p.Article in journal (Other academic)
    Abstract [en]

    This article reflects ongoing work in training university teachers in the new demands of synchronous online learning at the Institute of Economics, Management and Law in Kazan, Russia. Successful online teaching requires new skills and teachers require practical assistance in learning to handle online meeting tools such as Skype and OpenMeetings. A study of student attitudes is described as well as methods for helping teachers to adapt to online teaching. The success of online teaching depends on creating a sense of trust and respect between teachers and students and it is essential that teachers can convey a friendly and open attitude despite the limitations of using a web camera and headset. The importance of empathy and humour in online education is also described.

  • 6.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Ehlers, Ulf-Daniel
    Duale Hochschule Baden-Württemberg, Germany.
    Ossiannilsson, Ebba
    Lund University.
    Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project2014In: INNOQUAL - International Journal for Innovation and Quality in Learning, ISSN 2294-9763, Vol. 2, no 3, 78-87 p.Article in journal (Refereed)
    Abstract [en]

    Massive Open Online Courses (MOOC) represent a recent stage in open education. In more and more institutions they are moving from an early entrepreneurial stage into the reality. The rapidly rising participation levels, high visibility and a growing community worldwide prompt a number of important questions. The MOOC Quality Project, an initiative of the European Foundation for Quality in ELearning (EFQUEL), addresses the question of quality and MOOCs, not by trying to find one answer which fits all, but by trying to stimulate a discourse on the issue of quality in MOOCs. A series of blogposts by eleven worldwide experts and stakeholders in the field addressed the issues from each participant’s viewpoint. From twelve experts’ blog contributions key quality areas were identified by way of document analysis, amongst which were addressing a massive (and often unspecified) target group, mixing formal and informal learners, learning across contexts, transparency and openness, peer-to-peer pedagogy, choice-based learning and learner support.

  • 7.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Falk, Per
    Ossiannilsson, Ebba
    Lund University.
    Förändringar, utmaningar, gränslöst lärande2014In: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels, Simon Lindgren, Gleerups Utbildning AB, 2014, 31-45 p.Chapter in book (Refereed)
    Abstract [sv]

    Utbildningskartan ritas om radikalt just nu. Mest intressant i dag är gränslandet mellan informellt och formellt lärande där flera intressanta initiativ vuxit sig starka. Nätet ger möjligheten att bygga intressegrupper kring vilken fråga eller ämne som helst, vilket leder till nya spännande möjligheter inom informellt lärande.

     

    Bildning som betydelsefull del i lärandet är inte alltid prioriterad i formella utbildningssammanhang. Varken det informella lärandet (som sker i det dagliga livet och på arbetsplatsen) eller det icke-formella lärandet (utbildningar som inte leder till erkänd certifiering) erkänns som något som bidrar till kunskap och färdigheter, inte ens av individerna själva. Öppna sociala nätverk skapar möjligheter för ny syn på bildning och tillvaratagande av den enskildes engagemang, motivation, intresse och valmöjligheter, utifrån individuella förutsättningar och villkor. Förändrade lärandekulturer utvecklas om hur vi lär oss tillsammans i öppna nätverk såväl fysiska som digitala. Ett nytt ekosystem för utbildning tar form med nya aktörer och strukturer för bedömning och certifiering av lärande. Det amerikanska initiativet Open Badges (digitala certifikat för informellt lärande) är ett exempel på detta, liksom personliga e-portfolio, där kompetenser och erfarenheter kan valideras och certifieras av arbetsgivare, utbildningsaktörer eller även den enskilde själv. Informellt lärande och erkännande av reell kompetens börjar värderas i högre utsträckning tack vare tillgång till öppna lärresurser, öppna forskningsartiklar, öppna utbildningar, gratis nätbaserade verktyg för kollaboration och skapande samt sociala nätverk. Alla med internetuppkoppling har i dag möjlighet att komma åt information, kunskap, erfarenheter och idéer i överflöd. Information som tidigare fanns på biblioteket eller hos enskilda lärare och professorer är nu tillgängligt via en mobil här och nu, direkt vid behov och bara några klick bort. Nätet ger möjlighet att individanpassa utbildning och därmed förändras den enskildes valmöjligheter och påverkansmöjligheter. Sociala medier och nätverk skapar möjligheter till kollaborativt lärande genom att skapa arenor för diskussion, samarbete och spridning av nya idéer.

  • 8.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Gerestrand, Anders
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Uhlin, Lars
    Karolinska Institutet.
    Kvarnström, Maria
    Karolinska Institutet.
    Hedberg, Maria
    Lund University.
    Åbjörnsson, Lotta
    Lund University.
    Johansson, Kenneth
    Lund University.
    Stenbom, Stefan
    Royal Institute of Technology KTH.
    Whaits, Anne
    IIE Varsity College, South Africa.
    Open courses as virtual mobility and the role of collaborative literacy in staff development2016In: EDEN 2016 Annual Conference. Re-Imagining Learning Scenarios: EDEN 2016 Annual Conference Budapest, Hungary 14-17 June 2016 BOOK OF ABSTRACTS Including the Collection of “Synergy” Synopses / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, Budapest: European Distance and E-Learning Network, 2016 , 2016Conference paper (Other academic)
    Abstract [en]

    Open Networked Learning (ONL) https://opennetworkedlearning.wordpress.com is an open online course that is offered both as an internal professional development course at the partner universities (Karolinska Institute, Lund University, Linnaeus University, KTH in Sweden and IIE Varsity College in South Africa) as well as being open to learners from all over the world. The course has been derived from an earlier model that has in turn led to several other online courses. The primary target group is university teachers, educational technologists and course designers but it also attracts educators from other educational sectors both public and private. Using an open collaborative learning environment learners investigate aspects of connected, collaborative learning with modules based around topics such as digital literacies, collaborative and flexible learning, teaching in open spaces and course design.

  • 9.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Pawlowski, Jan
    University of Jyväskylä, Finland.
    Ossiannilsson, Ebba
    Lunds universitet.
    Titlestad, Gard
    International Council for Open and Distance Education – ICDE, Norway.
    Pirkkalainen, Henri
    University of Jyvaskyla, Finland.
    Hoel, Tore
    Oslo and Akershus University College of Applied Sciences, Norway.
    Varis, Tapio
    University of Tampere, Finland.
    Lounaskorpi, Petri
    Johannessen, Øystein
    Hylén, Jan
    Hjorth Lund, Christian
    Ellefsen, Olavur
    The Nordic Alliance for Open Education - State of the art, challenges and opportunities2013In: The Joy of Learning Enhancing Learning Experience - Improving Learning Quality: Proceedings of the European Distance and E-Learning Network 2013 Annual Conference Oslo, 12-15 June, 2013 ISBN 978-963-89559-3-7, Oslo: European Distance and E-Learning Network , 2013Conference paper (Other academic)
    Abstract [en]

    Are the Nordic countries forerunners in Open Education? What is the state of the art, barriers

    and opportunities of Open Education in the Nordic countries? What are necessary actions on

    policy, institutional and individual levels? These are the main questions of this paper.

    Open Educational Resources are discussed widely on a global, European and even Nordic

    level. UNESCO, which has coined the term Open Educational Resources (OER) some 10 years

    ago, published in June 2012 a global agenda for OER, the Paris Declaration (adopted by OER

    World Congress). The Declaration shows the importance of Open Educational Resources and

    gives recommendations to governments and institutions around the globe. The European

    Union has started a large-scale initiative on “Opening Up Education”

    (http://ec.europa.eu/dgs/education_culture/documents/consult/open_en.pdf).

    The concept of OER seems promising, potentially leading to educational collaborations,

    having potential for stimulating innovation in education, reducing cost of education, and

    broadening access to education for all. However, the awareness on the opportunities of using

    OERs is still low in the Nordic countries. In contrast to Open Access (for publications) or

    Open Source (for software development), OER are not yet broadly known and accepted /

    adopted. It is highly necessary to combine the initiatives and ideas of open approaches. This is

    the case at a user level as well as on policy level (see also Clements & Pawlowski, 2012).

    Therefore, it is important to promote OER to governments at all levels as well as to

    institutions.

    The Nordic countries seem to be a good ground for openness and sharing: the Nordic

    countries share many values related to education and technology development; the political 

    and governmental institutions are quite similar – there is also a tradition for exchange of

    knowledge and solutions between the countries.

    In this paper, we briefly give an introduction to OER and reflect on the state if the art of Open

    Education in the Nordic countries. In expert workshops by the Nordic Open Education

    Alliance, barriers and possible interventions to overcome them were explored. Based on these,

    we formulate recommendations as well as propose implementation actions. This study is

    based on a position paper from the Nordic Open Education Alliance

    (http://www.nordlet.org/?=position).

  • 10.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Reneland-Forsman, Linda
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Completion Rates – A False Trail to Measuring Course Quality?: Let’s Call in the HEROEs Instead2013In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 16, no 2, 40-49 p.Article in journal (Refereed)
    Abstract [en]

    Statistics are often used to reveal significant differences between online and campus-based education. The existence of online courses with low completion rates is often used to justify the inherent inferiority of online education compared to traditional classroom teaching. Our study revealed that this type of conclusion has little substance. We have performed three closely linked analyses of empirical data from Linnaeus University aimed at reaching a better understanding of completion rates. Differences in completion rates revealed themselves to be more substantial between faculties than between distribution forms. The key-factor lies in design. Courses with the highest completion rates had three things in common; active discussion forums, complementing media and collaborative activities. We believe that the time has come to move away from theoretical models of learning where web-based learning/distance learning/e-learning are seen as simply emphasizing the separation of teacher and students. Low completion rates should instead be addressed as a lack of insight and respect for the consequences of online pedagogical practice and its prerequisites.

  • 11.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Schneider, Markus
    Karlstad University, Sweden.
    Slåtto, Torhild
    Flexible Learning Norway, Norway.
    Röthler, David
    PROJEKTkompetenz.eu, Austria.
    Nørregaard, Lotte
    Brock Online Academy, Denmark.
    Arnason, Hróbjartur
    University of Iceland, Iceland.
    Webinars for effective collaboration2015In: The need for change in education. Openness as default?: Official Proceedings of the International LINQ Conference 2015, Brussels, Belgium, 11th-13th of May 2015 / [ed] Christian M. Stracke, Tatiana Shamarina-Heidenreich, Logos Verlag Berlin GmbH , 2015, 93-94 p.Conference paper (Refereed)
    Abstract [en]

    Webinars are frequently used for synchronous online meetings with up to several hundred participants, using popular platforms such as Adobe Connect, Webex and Blackboard Collaborate. All too often the tendency is that with more participants the level of interaction decreases and many webinars become simply one-way communication in the same way as the traditional academic lecture in a large lecture hall. However, gathering a large number of interested parties in one online meeting is an excellent opportunity to discuss, exchange experience and build networks. 

  • 12.
    Creelman, Alastair
    et al.
    Linnaeus University, The University Library.
    Shamarina-Heidenreich, Tatiana
    University of Duisburg-Essen, Germany.
    Changing the trajectory - An Introduction2014In: Changing the Trajectory: Quality for Opening up Education: Official Proceedings of the International EIF / LINQ Conference 2014 / [ed] Stracke, Christian M.; Ehlers, Ulf-Daniel; Creelman, Alastair; Shamarina-Heidenreich, Tatiana, Berlin: Logos Verlag Berlin, 2014, , 247 p.8-14 p.Chapter in book (Other academic)
    Abstract [en]

    The international EIF / LINQ Conference 2014 addressed innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities in particular in the light of the European Commission’s Opening up education initiative launched in 2013.

    Thus, the book contributes to the current debate on one of the greatest challenges in today’s quality development for education and training: How to achieve quality for opening up education?

  • 13.
    Evertsson, Henrik
    et al.
    Linnaeus University, The University Library.
    Gunnarsson, Ted
    Linnaeus University, The University Library.
    Silander, Charlotte
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Skrivguiden.se - en resurs för studenters akademiska skrivande2014Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Studenters bristande förmåga att uttrycka sig i skrift har väckt uppmärksamhet i media.[1] Även forskningen har uppmärksammat de svårigheter många studenter upplever i samband med inträdet i en ny och okänd texttradition.[2] Skrivguiden.se är en webbaserad guide vars syfte är att ge stöd till studenter i deras akademiska skrivande. Innehållet behandlar skrivprocessen, problemformulering och hur man hanterar källor och referenser. Presentationen kommer att belysa Skrivguiden.se ur tre perspektiv: från idé till webbsida, som en resurs för studieverkstäder och som kurslitteratur.

    Skrivguiden.se utvecklades av Blekinge Tekniska Högskolas bibliotek och lanserades hösten 2013. I januari 2014 lanserades den engelskspråkiga versionen – Writingguide.se. Målet var att Skrivguiden.se skulle bestå av korta texter och tydliga exempel. Det skulle vara möjligt för studenten att navigera mellan olika avsnitt för att hitta det som var relevant för den aktuella uppgiften. Ambitionen var även att utnyttja webbens möjligheter och integrera rörliga medier, självtester och dylikt. Sedan 2014 utvecklas Skrivguiden.se gemensamt av Blekinge Tekniska Högskola, Högskolan i Kristianstad, Linnéuniversitetet och Umeå Universitet.

    Många lärosäten i Sverige har inrättat språk- och studieverkstäder i olika former. Dessa verksamheter erbjuder i olika omfattning stöd och handledning i bland annat akademiskt skrivande. Studieverkstaden vid Linnéuniversitetet har länge sett ett behov av att, vid sidan om den befintliga verksamheten, ta fram ett mer utvecklat stöd på webben. Ett sådant stöd kan med hjälp av instruerande text- och bildmaterial leda studenten genom hela skrivprocessen eller fungera som en resurs för mer specifika aspekter av skrivandet (t.ex. referenshantering). Intentionen är att Skrivguiden.se ska kunna fungera som ett sådant stöd och bli ett väl integrerat verktyg i Studieverkstadens verksamhet.

    Skrivguiden.se har under våren 2014 använts i kursen Teknisk kommunikation vid BTH för förstaårsstudenter på ingenjörsutbildningen. Syftet med kursen är att öka studenternas färdigheter i akademiskt skrivande och på ett tidigt stadium träna förmågan att skriva inför framtida examensarbete. Skrivguiden.se har använts i kursen på två olika sätt. Dels har upplägget på föreläsningarna följt guidens upplägg, dels har Skrivguiden.se fungerat som kurslitteratur.

    Vi tar gärna emot synpunkter från lärare och andra som arbetar med studenters skrivande. Vilken typ av skrivstöd på webben finns det behov av? Hur kan Skrivguiden.se förbättras och utvecklas vidare?

    [1] Enefalk, Hanna, Andersson, Lars M., Aronsson, August, Englund, Viktor, Novaky, György, Svensson,Magnus, Thisner, Fredrik, Ågren, Henrik & Ågren, Maria (2013). Våra studenter kan inte svenska. Uppsala Nya Tidning, 2013-01-02. Tillgänglig: http://www.unt.se/debatt/vara-studenter-kan-inte-svenska-2027570.aspx [2014-05-14].

    [2] Ask, Sofia (2007). Vägar till ett akademiskt skriftspråk. Diss. Växjö : Växjö universitet, 2007.

     

  • 14.
    Grubbe, Jørgen
    et al.
    The Danish Association for Flexible Learning – FLUID, Denmark.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Is lurking working?2016In: EDEN 2016 ANNUAL Conference : Re-Imagining Learning Scenarios: Budapest, Hungary 14-17 June 2016. Book of Abstracts / [ed] António Moreira Teixeira, András Szűcs, Ildikó Mázár, 2016, 102-102 p.Conference paper (Other academic)
    Abstract [en]

    In this workshop, we will discuss reasons for passive/silent participation in courses and seminars (both online and onsite) and generate methods for encouraging more active participation. We will present the background and initial findings of our current project Is Lurking working? (Nordplus, 2015), and the findings of this workshop will provide valuable input to the project’s work. We believe that there are similarities between those who are silent learners on campus and online and that although the online environment may make it easier to remain silent the phenomenon is more about learner’s feeling of security and sense of belonging than a specific online issue. 

  • 15.
    Gunnarsson, Ingemar
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Linnaeus University, The University Library.
    Referenshantering med EndNote2017In: Vetenskaplig teori och metod: Från idé till examination inom omvårdnad / [ed] Maria Henricson, Lund: Studentlitteratur, 2017, 2, 439-458 p.Chapter in book (Other academic)
  • 16.
    Gunnarsson, Ingemar
    Linnaeus University, The University Library.
    Stärkt dialog mellan forskare och universitetsbibliotek: om vägen till Det infrastrukturella värdskapet®2010In: Biblioteksbladet, ISSN 0006-1867, Vol. 95, no 10, 14-16 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under 2007–2008 påbörjades arbetet med ett processbaserat stöd för svensk forskning på dåvarande Växjö universitet, numera Linnéuniversitetet.

  • 17.
    Kvarnström, Maria
    et al.
    Karolinska Institutet.
    Hedberg, Maria
    Lund University.
    Ossiannilsson, Ebba
    Lund University.
    Åbjörnsson, Lotta
    Lund University.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Uhlin, Lars
    Karolinska Institutet.
    From awareness to participation: student engagement in an online environment2015In: MOOCs in Scandinavia, Karolinska Institutet, Stockholm, 11-12 June 2015, Karolinska Institutet , 2015Conference paper (Other academic)
    Abstract [en]

    A central challenge for all who design open online courses is establishing a supportive community and encouraging “passive” learners to become more active through careful scaffolding (Smith & Smith, 2014). An additional challenge is how to work on learners’ individual experience and goals while simultaneously promoting interaction and collaborative learning and achievement (Swan, 2002). The course Open Networked Learning (ONL) attempts to meet these challenges by designing a collaborative online learning environment including scaffolding for individual and group inquiry and building of Personal Learning Networks (Ossiannilsson, E., Uhlin, L. & Creelman, A. 2014). 

  • 18.
    Lorentzon, Tove
    et al.
    Linnaeus University, The University Library.
    Oscarsson, Ulla-Britt
    Linnaeus University, The University Library.
    Inte lärare men ändå pedagog2015In: Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling / [ed] Hilda Androls, Elin Lucassi, Christine Wallén, Stockholm: Kungl. biblioteket , 2015, 163-172 p.Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vår pedagogiska roll har ibland ifrågasatts både av lärarkollegor och av oss själva. Läsaren träffar den nybakade skolbibliotekarien på 80-talet och på 2000-talet. I slutet av resan finns två erfarna universitetsbibliotekarier med informationskompetens och undervisning som inriktning.

  • 19.
    Ossiannilsson, Ebba
    et al.
    Lund University, Sweden.
    Uhlin, Lars
    Karolinska Institutet, Sweden.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Building your own personal learning network2014In: NGL 2014, Next Generation Learning Conference, Conference Summary: March 19-20, 2014, Dalarna University, Falun, Sweden / [ed] Erik Brunnert Walfridsson, Falun: Högskolan Dalarna, Dalarna University , 2014, 63-67 p.Conference paper (Other academic)
    Abstract [en]

    Learning is not a solitary task and neitheris teaching. We need to keep ourknowledge and skills updated and are dependenton knowing where to find the latestnews and ideas in our subject area.Teachers have always networked with colleaguesin the same department or institution,but seldom on a national or internationalscale, this is on the other side verynatural for researchers, to work internationallyand collaborative. Today’s socialnetworking tools make networking on aglobal scale an invaluable resource for allteachers. Building a Personal LearningNetwork (PLN) with a wide range of contactsfrom all over the world, provides asource of news, support, inspiration anddiscussion that is an invaluable and integralpart of professional development.

    The workshop at NGL14 aimed to introducethe concepts of PLN and communityof practice (CoP) to teachers who have notyet developed an extensive professionalnet-based network. During the workshopparticipants worked collaboratively ingroups to discover relevant tools and networksto join and benefit from. The mediumof the workshop was net-based collaborativeworkspaces where links and notesfrom the session can be shared and whichare available for all participants long afterthe workshop is over. The workshop allowedparticipants to examine a representativeselection of the numerous online toolsavailable for networking, sharing and collaboration.

  • 20.
    Rieloff, Mattias
    et al.
    Linnaeus University, The University Library.
    Maricic, Ibolya
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Gunnarsson, Ingemar
    Linnaeus University, The University Library.
    Forskarstuderandes behov: Språkstöd/språkgranskning, publiceringsstrategier,informationssökning och referenshantering2015Report (Other academic)
  • 21.
    Röthler, David
    et al.
    PROJEKTkompetenz.eu, Austria.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Learning Design and Conceptual Issues: Is there a conflict between open and closed learning spaces? Can closed facilitate openness?2016In: Proceedings of the EUROPEAN STAKEHOLDER SUMMIT on experiences and best practices in and around MOOCs (EMOOCS 2016) / [ed] Mohammad Khalil, Martin Ebner, Michael Kopp, Anja Lorenz & Marco Kalz, Graz, 2016, 515-519 p.Conference paper (Refereed)
    Abstract [en]

    The issue of openness is central to all discussions on MOOCs and although there are widely differing interpretations of openness in terms of copyright, a key characteristic of all MOOCs is that they are open to all. In this workshop we would like to explore the constraints of openness and whether closed or restricted learning spaces can actually enhance an open course. 

  • 22.
    Slåtto, Torhild
    et al.
    Flexible Education, Norway.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Schneider, Markus
    Karlstad University.
    Röthler, David
    Projektkompetenz, Austria.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Effective Interactive Webinars: Methods to facilitate learning in open collaborative learning environments. A toolbook for practitioners/facilitators2016In: 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, 98-98 p.Conference paper (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.

  • 23.
    Slåtto, Torhild
    et al.
    Flexible Education Norway FuN, Norway.
    Creelman, Alastair
    Linnaeus University, The University Library.
    Schneider, Markus
    Karlstad University.
    Röthler, David
    Projektkompetenz, Austria.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Effective Interactive Webinars: Methods to Facilitate Learning in Open Collaborative Learning Environments. A Toolbook for Practitioners/Facilitators2016In: EDEN 2016 ANNUAL Conference : Re-Imagining Learning Scenarios: 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, 98-98 p.Conference paper (Other academic)
    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 one-way communication, especially when the number of participants rises above thirty. This happens at a time when one-way 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 web-conferencing, 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. 

  • 24.
    Somerville, Mary M.
    et al.
    University of Colorado Denver, USA.
    Cooper, Liz
    University of New Mexico, USA.
    Torhell, Catta
    Linnaeus University, The University Library.
    Hashert, Cindy
    University of Colorado Denver, USA.
    At home in the world: International library staff exchange program highlights2015In: IFLA Journal, ISSN 0340-0352, E-ISSN 1745-2651, Vol. 41, no 4, 326-335 p.Article in journal (Refereed)
    Abstract [en]

    Since 2011, the academic libraries at Linnaeus University, Sweden and University of Colorado Denver, USA have collaboratively created a programmatic approach for staff exchanges and associated projects. This initiative occurred within the larger framework of university internationalization goals and cultural competency requirements. In addition, both libraries were experiencing significant workplace changes, including newly designed facilities, programs, and services, which required that staff members learn to see their organizations and understand their roles in new ways. As the exchange program evolved, formal comparison studies complemented informal exchange observations about similarities and differences between the two library organizations. Resulting insights altered traditional worldviews and professional assumptions of both host and exchange participants. In addition, cultural competencies were further exercised through collaborative projects that benefit the increasingly diverse faculty and student constituencies at both home institutions. Concluding reflections suggest considerations for organizations considering international exchanges for staff members “at home in the world.”

  • 25. Stracke, Christian M.
    et al.
    Ehlers, Ulf-DanielCreelman, AlastairLinnaeus University, The University Library.Shamarina-Heidenreich, TatianaUniversity of Duisburg-Essen, Germany.
    Changing the Trajectory: Quality for Opening up Education: Official Proceedings of the International EIF / LINQ Conference 20142014Conference proceedings (editor) (Refereed)
    Abstract [en]

    The international EIF / LINQ Conference 2014 addressed innovations and quality in lifelong learning, education and training: potential points of access to this field include new learning methods and design, technology-enhanced learning, quality standards and certification, human resources development, competences and skills, digital resources, learning materials, and online collaboration and communities in particular in the light of the European Commission’s Opening up education initiative launched in 2013.

    Thus, the book contributes to the current debate on one of the greatest challenges in today’s quality development for education and training: How to achieve quality for opening up education?

  • 26.
    Wolke, Anna
    Linnaeus University, The University Library.
    Digitala lärresurser: ska de' va' nå't?2015In: InfoTrend, ISSN 1653-0225, Vol. 68, no 2, 14-23 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Det här är min historia om hur mitt intresse för lärresurser började och hur det utvecklats till att även inkludera flipped classroom. Mina personliga erfarenheter och mina reflektioner kring att arbeta med digitala lärresurser avseende produktion, användning, undervisning. Samt en redovisning av en utvärdering med studenter som vi genomförde våren 2014 för att få ta del av deras synpunkter angående lärresurser.

1 - 26 of 26
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf