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  • 1. Fleischer, Håkan
    Datorn i skolan del 1: Därför behövs egen dator i skolan2015In: Re:flex, no 21 augustiArticle in journal (Other (popular science, discussion, etc.))
  • 2. Fleischer, Håkan
    Datorn i skolan, del 2: Rätt använda kan datorer stimulera reflektion2015In: Re:flex, no 1 septemberArticle in journal (Other (popular science, discussion, etc.))
  • 3. Fleischer, Håkan
    Datorn i skolan, del 3: Frihetens ideologi har ett pris2015In: Re:flex, no 18 septemberArticle in journal (Other (popular science, discussion, etc.))
  • 4.
    Fleischer, Håkan
    Högskolan i Jönköping.
    Det flexibla lärandets form och villkor: Ramar till ett forskningsprogram2003Report (Other academic)
  • 5.
    Fleischer, Håkan
    Jönköping university.
    En elev - en dator: kunskapsbildningens kvalitet och villkor i den datoriserade skolan2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.

  • 6. Fleischer, Håkan
    Företagarskolan i Jönköpings kommun: utvärdering2015Report (Other (popular science, discussion, etc.))
  • 7.
    Fleischer, Håkan
    Jönköping University.
    Knowledge qualities and interpretations of knowledge tasks in one-to-one projects2012Conference paper (Refereed)
  • 8.
    Fleischer, Håkan
    Jönköping University.
    Knowledge qualities and interpretations of knowledge tasks in one-to-one projects2012In: Earli Sig 9: Phenomenography, Jönköping University, 2012Conference paper (Refereed)
    Abstract [en]

    One-to-one computer projects are getting more and more common in European schools, for example in Italy, Portugal, France, Spain, Turkey and Germany (European Schoolnet, 2011; The Worldbank Group, 2011), as following the trend of education in USA (Maine Learning Technology Initiative, 2010). A recently published systematic research review (Fleischer, in press) on one-to-one (one computer per pupil and teacher) projects shows that pupils do spend much time on computers in one-to-one projects (Grimes & Warschauer, 2008), and that computers are highly appriciated. Previous research do also show that the computers are mostly used to explore information, to produce material by using word processors and powerpoint, and to communicate electronically (Fleischer, in press; Penuel, 2006). Previous research also indicates that the pupils sense of self-regulation in studies are increasing, as well as their motivation for studying (Maninger & Holden, 2009).

    However, the mentioned research review (Fleischer, in press) indicates that there is a lack of knowledge on how one-to-one affect the way pupils interpret knowledge tasks in school, how they approach knowledge tasks and how one-to-one computer projects affect qualities in formed knowledge.  

    The proposed study will therefor research qualities in formed knowledge in one-to-one settings. The research questions for the study are:

    • Which are the variations of quality in formed knowledge that takes place due to the one-to-one setting?
    • How is interpretation of the knowledge task conducted in one-to-one classrooms?
    • What strategies do the pupils use to solve knowledge tasks in one-to-one classrooms?

     

    Methodology

    The study is using a phenomenographical approach (Marton & Booth, 1997). The study takes place within one class of 16-years old pupils in Sweden, studying a theoretical topic, where the knowledge task will be to write an essay. An interview is made with the teacher, parallel with investigating the formal curriculum of the course, to establish the pedagogical norm. The content of the essays are investigating in relation to this pedagogical norm, in order to find the students critical varations on the topic. These variations are then hierarchical ordered due to the depth of knowledge represented, and presented critical aspects of the topic. After this, retrospective interviews with the pupils are conducted, to find out the way they tried to solve their knowledge task.

     

    Expected results

    The studies will bring further clarity on how one-to-one computing affects qualities in knowledge formation, and how those qualities are related to strategies that are chosen when the pupils are in a one-to-one  computer setting. The strategies will be discussed in terms of the interpretation of the task, the information seeking aspect of solving the task, and the writing process. The results of the study will be discussed from Gurwitsch’s three layers of awareness (Gurwitsch, Zaner, & Embree, 2010), in order to cast light over which aspects of one-to-one projects that affect the process of knowledge formation, and in what ways. Further, the results will also be discussed from a specific phenomenological framework, namely the one discussing the stretched world (Fleischer, 2011), taking into account what the strategies in forming knowledge mean for the lived experience of studying.

    The study will further discuss how to engage deeper into the question of affection on knowledge qualities and knowledge formation processes within one-to-one projects.

     

    Intent of publication

    The study is conducted within the framework of a doctoral thesis. The study is conducted during spring 2012, and the results will be presented at the ECER conference in September 2012. The study is also intended to be published in international peer reviewed journals during 2012.

     

    References

    European Schoolnet. (2011). Educational Netbook Pilot  Retrieved 2011-11-14, 2011, from http://www.netbooks.eun.org/web/acer/about

    Fleischer, H. (2011). Towards  a  Phenomenological  Understanding  of  Web  2.0  and  Knowledge  Formation. Education Inquiry, 2(3), 535-549.

    Fleischer, H. (in press). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review. doi: http://dx.doi.org/10.1016/j.edurev.2011.11.004

    Grimes, D., & Warschauer, M. (2008). Learning with Laptops: A Multi-Method Case Study. Journal of Educational Computing Research, 38(3), 305-332.

    Gurwitsch, A., Zaner, R. M., & Embree, L. E. (2010). The field of consciousness : phenomenology of theme, thematic field, and marginal consciousness. Dordrecht ; New York: Springer.

    Maine Learning Technology Initiative. (2010). About MLTI  Retrieved 2011-06-09, 2011, from http://www.maine.gov/mlti/about/index.shtml

    Maninger, R. M., & Holden, M. E. (2009). Put the Textbooks Away: Preparation and Support for a Middle School One-to-One Laptop Initiative. American Secondary Education, 38(1), 5-33.

    Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.: L. Erlbaum Associates.

    Penuel, W. R. (2006). Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-348.

    The Worldbank Group. (2011). 1-to-1 educational computing initiatives around the world, from http://blogs.worldbank.org/edutech/node/558

  • 9.
    Fleischer, Håkan
    Jönköping University.
    Knowledge qualities and interpretations of knowledge tasks in one-to-one projects2012Conference paper (Refereed)
  • 10.
    Fleischer, Håkan
    Högskolan i Jönköping.
    Learning in a digital life-world2008In: Paper presented at NFPF/NERA 2008, 2008Conference paper (Refereed)
  • 11.
    Fleischer, Håkan
    Högskolan i Jönköping.
    LEARNING IN THE DIGITAL LIFE-WORLD2007Conference paper (Refereed)
    Abstract [en]

    The postmodern condition has led to major changes in people’s everyday-life. One of the effects is that in the name of the globalized society, young people use more and more digital artefacts. From a phenomenological point of view one could say that the digital artefacts have become a part of young peoples lived bodies, interpreted in a phenomenological way. The digital artefacts are used with such a natural attitude that it is not being questioned and are used quite autonomous. The use of modern information and communication technology has become a completely natural component in youngsters' orientation towards the surrounding society, affecting ways of relating to information and communication in many different ways. The questions raised about the digital life-world propose, according to the background given above, that the processes of learning such as they are described and stimulated in a traditional school environment are heavily put at stake. Therefore this seminar, which emerges from the philosophical theme of my future doctoral thesis entitled Learning in a Digital Life world, focuses on the definition of the digital life-world in relation to learning with life- world phenomenology and the phenomenological lived body as a starting point. 

  • 12.
    Fleischer, Håkan
    Högskolan i Jönköping.
    Lärande i små och medelstora företag inom verkstadsindustrin: KK Foundation’s Research Platform 2000-2003, Development processes in small and medium-sized Enterprices. Appendix 2. Learning aspects.2003Report (Other academic)
  • 13.
    Fleischer, Håkan
    Högskolan i Jönköping.
    Nationell utbildning om spelberoende. Utvärdering och slutrapport2006Report (Other academic)
  • 14.
    Fleischer, Håkan
    Jönköping University.
    Review of What is our current understanding of one-to-one computer projects: A systematic narrative research review2012In: Educational Research Review, ISSN 1747-938X, E-ISSN 1878-0385, Vol. 7, no 2, p. 107-122Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 and 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred and five research articles were screened at the abstract and title level, 36 were full-text mapped, and 18 of those were further analysed. The final analysis revealed two main themes of narration, which guided the further descriptions. The first theme, Pupil-Related Results, deals with classroom activities and learning experiences and the outcomes of one-to-one projects. The second theme, Teacher-Related Results, deals with how teachers comprehend and relate to one-to-one computer projects. The results show that the research field has not developed substantially since the previously published reviews. This paper discusses the reasons for this lack of development, as well as the need for political, scholarly and epistemological awareness when researching questions of one-to-one computer projects.

  • 15.
    Fleischer, Håkan
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Students’ experiences of their knowledge formation in a one-to-one computer initiative2017In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 2, p. 123-136Article in journal (Refereed)
    Abstract [en]

    The research on one-to-one computer learning settings shows what students do while using computers and how much they use them. It is believed that students are highly motivated by having computers of their own and show improved grades, but few studies can confirm this belief. This study investigated the experience of knowledge formation amongst pupils in upper secondary school in Sweden during a one-to-one computer-based task. The theoretical and methodological framework stems from Interpretative Phenomenological Analysis, IPA. The analysis generated eight categories of statements, grouped into two themes: “Experience of processing the knowledge formation” and “Experiences of tool-handling. The article concludes with a proposal for how to expand on the students’ experiences, allowing for deeper learning from one-to-one computer-based paradigms.

  • 16. Fleischer, Håkan
    Studieteknik: Så lyckas du med dina studier2015Book (Other academic)
  • 17.
    Fleischer, Håkan
    Jönköping University.
    Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 537-549Article in journal (Refereed)
    Abstract [en]

    The article aims to illuminate the character of web 2.0 out of a reading of Martin Heidegger in order to provoke new epistemological questions about web 2.0 and knowledge formation. The article applies the ontological grounds on which Heidegger described being-in-world and worldliness, out from the phenomenon of web 2.0. The article states that web 2.0 could both be considered to be a thing (in Heideggerian terms), but also as not being a thing. A thing, according to the character of equipment, the feature of self-sameness and by the fact that it is organized in equipmental nexus which makes it recognizable as a thing from different perspectives. However, it does seem to have unthingly features because of its lack of spatio-temporal fixation, the fact that there is no original and no copies of it, and that it lacks timely orientation. The article further discusses the way the world reveals itself while using web 2.0, and is proposing a new term for this kind of revelation, namely a stretched world. It finally discusses web 2.0 as a place for dwelling, and the epistemological consequences of these features of web 2.0 for knowledge formation. It proposes that research questions should be asked from the perspective that web 2.0 used for knowledge formation is something to act upon while stepping into it.

  • 18. Fleischer, Håkan
    et al.
    Kvarnsell, Helena
    Digitalisering som lyfter skolan: teori möter praktik.2015Book (Other academic)
    Abstract [sv]

    För att utveckla elevernas kunskaper med hjälp av digitala verktyg måste vi utgå från pedagogik snarare än teknik. Boken Digitalisering som lyfter skolan – Teori möter praktikinnehåller inte ett enda apptips, men däremot finns strategier och förhållningssätt för hur digitala verktyg kan användas för att skapa fördjupad kunskap.

    Författarna tar sin utgångspunkt i forskning inom skola och IT. De visar vilka fallgropar som finns med tekniken och hur du kan undvika dem. Här finns också konkreta metoder för att utnyttja de fördelar som digitaliseringen för med sig. Boken ger dig en gedigen grund för att arbeta med digitala verktyg i skolan och sätter in ämnet i ett sammanhang.

  • 19.
    Fleischer, Håkan
    et al.
    Högskolan i Jönköping.
    Segolsson, MikaelHögskolan i Jönköping.
    Forskande lärare i praktiken: Vol. 12007Collection (editor) (Other academic)
  • 20.
    Fleischer, Håkan
    et al.
    Högskolan i Jönköping.
    Segolsson, MikaelHögskolan i Jönköping.
    Forskande lärare i praktiken: Vol. 22007Collection (editor) (Other academic)
  • 21.
    Fleischer, Håkan
    et al.
    Högskolan i Jönköping.
    Segolsson, MikaelHögskolan i Jönköping.
    Forskande lärare i praktiken: Vol. 42008Collection (editor) (Other academic)
  • 22.
    Fleischer, Håkan
    et al.
    Högskolan i Jönköping.
    Segolsson, MikaelHögskolan i Jönköping.
    Forskande lärare i praktiken: Vol. 52008Collection (editor) (Other academic)
  • 23.
    Joosten, Annette
    et al.
    Curtin University, Australia.
    Girdler, Sonya
    Curtin University, Australia.
    Albrecht, Matthew A
    Curtin University, Australia.
    Horlin, Chiara
    Curtin University, Australia.
    Falkmer, Marita
    Curtin University, Australia ; Jönköping University.
    Leung, Denise
    Curtin University, Australia.
    Ordqvist, Anna
    Linköping University ; Rehabilitation Centre Linköping.
    Fleischer, Håkan
    Jönköping University.
    Falkmer, Torbjörn
    Curtin University, Australia ; Linköping University ; Rehabilitation Centre Linköping.
    Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick2016In: Developmental Neurorehabilitation, ISSN 1751-8423, E-ISSN 1751-8431, Vol. 19, no 2, p. 95-102Article in journal (Refereed)
    Abstract [en]

    Objective: To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA. Methods: Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants’ eye movements were recorded using a head-mounted eye-tracker. Results: Children with AS/HFA looked less frequently and had shorter fixation on the magician’s direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician’s face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze. Conclusions: Information may enhance effective visual strategies in children with and without AS/HFA.

  • 24.
    Ordqvist, Anna
    et al.
    Linköping University ; Pain and Rehabilitation Centre Linköping.
    Falkmer, Marita
    Curtin University, Australia.
    Parsons, Richard
    Chalmers University of Technology.
    Leung, Denise
    Municipality Council of Norrköping ; Jönköping University.
    Dahlman, Joakim
    Jönköping University.
    Fleischer, Håkan
    Curtin University, Australia.
    Girdler, Sonya
    Curtin University, Australia ; Linköping University.
    Falkmer, Torbjörn
    University Hospital Linköping ; La Trobe University, Australia ; Jönköping University.
    Information and Repetition Change Children's Visual Strategies When Viewing Magic Tricks With and Without Gaze Cues2013In: Perceptual and Motor Skills, ISSN 0031-5125, E-ISSN 1558-688X, Vol. 116, no 1, p. 144-162Article in journal (Refereed)
    Abstract [en]

    Gaze cues and direct gaze attract visual attention. However, few studies have explored visual cues in children within realistic contexts. The effect of information and repetitive stimulus presentation has not been thoroughly studied with dynamic stimuli. The aim of the present study was to investigate how information affects the visual strategies of children measured by the number of fixations on certain areas of interest and their durations. Furthermore, this study examined the effect of gaze cues and direct gaze. In two consecutive experiments, children's visual strategies when viewing magic tricks were measured by an eye tracker. Gaze cues were only present in Experiment 1.The results showed that repetitive stimulus presentation and information caused children to change their visual strategies when viewing magic tricks with and without gaze cues. However, the effect was larger when the gaze cues were not present. These findings in children were similar to those in adults.

1 - 24 of 24
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