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  • 1. Algers, A
    et al.
    Fransson, T
    Lagergren, S
    Nilsson, A
    Oja, BM
    Tågerud, Yael
    Karlsudd, Peter
    University of Kalmar, School of Human Sciences.
    Breddad rekrytering, distansutbildning och pedagogisk utveckling inom högre utbildning i Australien 2008Report (Other (popular science, discussion, etc.))
  • 2.
    Brandt, Patrik
    et al.
    University of Kalmar, School of Communication and Design.
    Jokela, Päivi
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Révay, Peter
    University of Kalmar, School of Communication and Design.
    Östlund, Louise
    University of Kalmar, School of Communication and Design.
    Evaluation model for e-phenomena - a case study2003In: Proceedings of the MicroCAD 2003 International Scientific Conference i Miskolc, Ungern, 2003Conference paper (Refereed)
  • 3.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Leisure-time teachers in a changed profession2015In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 68, p. 22-35, article id 1191863Article in journal (Refereed)
    Abstract [en]

    This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. 

    In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. 

  • 4.
    Diedrichs, Peter
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teachers’ and students’ opposing views on assessment2012In: The Academic Forum: December 2012 Conference Proceeding, December 17-22, 2012, 2012Conference paper (Refereed)
  • 5. Diedrichs, Peter
    et al.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Willén-Lundgren, Berit
    Flexibla erbjudande, traditionella val? Ett försök med alternativa examinationsformer i lärarutbildningen.2007In: Högskoleverkets kvalitetskonferens, 2007Conference paper (Refereed)
  • 6.
    Diedrichs, Peter
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Flexible examination as a pathway to learning2012In: Problems of Education in the 21st Century, ISSN 1822-7864, Vol. 40, no 40, p. 26-34Article in journal (Refereed)
    Abstract [en]

    Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.

  • 7.
    Havung, Margareta
    et al.
    University of Kalmar, School of Human Sciences.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Kan MAN göra det mer MAN-likt?1993Report (Other academic)
  • 8.
    Havung, Margareta
    et al.
    University of Kalmar, School of Human Sciences.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Kom man till barnomsorgen1993Report (Other academic)
  • 9.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    att lära säkert: IT-säkerhet i Nätuniversitetets distansutbildningar2005Report (Other academic)
    Abstract [en]

    The current higher education, both distance education and traditional campus courses,relies more and more on modern information and communication technologies (ICT).The use of computer systems and networks results in a wide range of security issues thatmust be dealt with in order to create a safe learning environment. In this work, we studythe security status within the Swedish Net University, where several universitiescollaborate in order to offer ICT supported higher education distance courses. The totalICT-security is defined as a combination of computer security and information security,and the focus in this work is on the information security. The four main components ofthe information security that are used in the study are: confidentiality, integrity,availability and accountability.The data gathering was made in two steps: first preliminary interviews then themain questionnaire. The interview respondents were a small number of students,teachers and ICT-experts at various universities, and the results of this preliminary studywere then used to complete the questionnaire. The main questionnaire was sent toapproximately 700 students, 100 lectures and 50 ICT-pedagogues. The answers wereanalysed both quantitatively and qualitatively. However, due to a relatively lowanswering rate, we must point out that the conclusions made are based on these limitedresults, and are therefore not necessarily generally applicable within the distanceeducation.The results show that both teachers and students involved in distance educationconsider that they have relatively good basic competence regarding the use of various ICT-resources. In addition, they consider that the computers and network connectionsthey are using have adequate technical standard. However, the respondents also expressa need for more information and training in various areas that are directly connected toinformation security issues. What is more, both students and teachers require thatadequate computer support is constantly available. Several respondents have notdeveloped procedures for backing up files in a regular basis. There seems also be someuncertainty concerning which measures should be taken in order to protect computersystem from viruses and also what should be done if the computer is infected. Manyteachers consider that the risk for cheating, especially for plagiarism, is greater in thedistance education than in campus courses. These teachers also spend more time toprevent this problem in distance courses, and may have special procedures in order todetect plagiarism.Even if several security issues are indicated, most of the respondents considerthat the general ICT-security in distance education has a relatively high standard. Thismay be a sign of some discrepancy between the users’ knowledge and their actualbehavior when they use the computer systems.

  • 10.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Evaluation Model for e-Phenomena Based on General Systems Theory2003In: Proceedings of the Knowledge Foundation’s Conference for the Promotion for Research in IT at New Universities and University Colleges in Sweden, Visby, Visby, 2003Conference paper (Refereed)
  • 11.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Evaluation of a videoconference supported course based on general system theory.2004In: ISSS 2004 Proceedings of the 48 TH Annual Conference, The international Society for the Systems Sciences, Asilomar, Kalifornien, 2004Conference paper (Refereed)
  • 12.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Learning with security2007In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 6, no 1, p. 291-309Article in journal (Refereed)
  • 13.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Läkare lär på länk2003In: Riksstämman hos Svenska Läkarsällskapet, Älvsjö, Stockholm, 2003Conference paper (Refereed)
  • 14.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Läkare lär på länk. Erfarenheter från en SK-kurs i akutmedicin, genomförd med stöd av videokommunikation2004Report (Other academic)
  • 15.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Net-Based Training for Physicians2009In: E-Learning and Digital Media, ISSN 2042-7530, E-ISSN 2042-7530, Vol. 6, no 4, p. 325-335Article in journal (Refereed)
    Abstract [en]

    In order to ensure and increase access to high-quality learning opportunities it is becoming more and more common to integrate e-learning into health-related environments. The rapid development of these new learning environments also requires continuous monitoring and evaluation, to guarantee the quality of the health-care education. In this project a holistic model based on a systems approach is used in order to evaluate a video conference-supported course in emergency medicine. Questionnaires and observations as well as interviews in groups and individually were used for data gathering. The course participants were 27 junior doctors, 18 from the Stockholm node and 9 from the Kalmar node; 11 lecturers were involved. The collaborative pedagogical approach was appreciated; all participants agreed that their peers contributed to the learning process. The greatest advantage of the course was that high-quality education was made available to a group of junior doctors who did not have alternative possibilities for participating in a traditional course. To offer a proficient video conference environment for synchronous two-way communication, the course must be developed at three levels: technical environment; individual information and communications technology skills; and course organisation. Potential users must be offered adequate training and technical support. The course organisation must encourage the sharing of responsibilities and tasks between the participating nodes.

  • 16.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Thesis Web Dialogue2007In: The European Journal of Open and Distance LearningArticle in journal (Refereed)
  • 17.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Thesis WebDialogue2005In: Proceedings of the IADIS International Conference, Qavra, Malta, 2005Conference paper (Refereed)
  • 18.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Uppsatsdialogen: utvecklingen och test av IT-stöd för handledare och uppsatsskrivare2006Report (Other academic)
  • 19.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Östlund, Martin
    University of Kalmar, School of Communication and Design.
    SUV, Systematisk utvärdering. Metod och IT-stöd för utvärdering på systemvetenskaplig grund2006In: Riksstämman, Svenska Läkarsällskapet, Göteborg, 2006Conference paper (Refereed)
  • 20.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Östlund, Martin
    University of Kalmar, School of Communication and Design.
    Systematisk utvärdering för kvalitetsförbättring.2007In: Konferensen Utvecklingskraft – lärandet betydelse för nya resultat. Jönköping, 2007Conference paper (Refereed)
  • 21.
    Jokela, Päivi
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Östlund, Martin
    University of Kalmar, School of Communication and Design.
    Theory, method and tools for evaluation using a systems-based approach2008In: Electronic Journal of Information Systems Evaluation, ISSN 1566-6379, E-ISSN 1566-6379, Vol. 11, no 3, p. 197-212Article in journal (Refereed)
    Abstract [en]

    This work introduces an evaluation model for examining organisations that in one form or another depend on modern information technology for their core activities. The evaluation model, named SUV, is based on a systems science approach and has been developed at the eHealth Institute (eHälsoinstitutet) at the University of Kalmar.

    The central mechanism of the model, the SUV diagram, partitions the scope of evaluation into seven categories and three levels. The seven categories have been selected on a systems science basis with inspiration from systems thinking. The rationale for making this the starting point for the evaluation model is that it may be justifiably stated that the framework provided by systems thinking truly encompasses the breadth of human activity. Making use of this general framework, the SUV diagram provides a general roadmap to guide the evaluation effort. The three levels (organisation, technological and individual) were selected to add detail to the analysis complement the categories and enrich the analysis of each category as well as to the dynamic interplay among them.

    The SUV methodology is based on a continuous evaluation process whose driving-force is the wish of the interested parties to develop their own activities. It is a methodology within whose framework any and all methods for data gathering deemed appropriate for the evaluation at hand can be used. The use of multiple methods is explicitly encouraged for the purpose of gaining a multi-perspective view of the organisation/activity under scrutiny.

    Based on the accumulated findings from pilot studies, the model was operationalised in the form of an IT application for electronic surveys. The application is expected to contribute in making the evaluation process more efficient and add structure to this process.

  • 22.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Assessing Essays to Develop Writing2010In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 25, p. 67-76Article in journal (Refereed)
    Abstract [en]

    Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap.

  • 23.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Att diagnostisera till inkludering - en (upp)given fundering?2012In: Bildning för alla!: En pedagogisk utmaning / [ed] Barow, T & Östlund, D, Kristianstad: Kristianstad University Press , 2012, 1, p. 175-184Chapter in book (Other academic)
  • 24.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att lära genom livsberättelser2018In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 91-114Article in journal (Refereed)
    Abstract [en]

    It  is  known  that  life  stories  as  well  as  research  based  on  this  kind  of  texts  can   provide  university   students  with  a  deep  and  broad   theoretical  understanding.   In  the  present  study,  a  life  story  is  compared  with  the  research  literature  that   does   not   use   this   type   of   texts   as   a   method   in   education   and   research.   The   purpose   is   to   discuss   the   possibilities   and   limitations   in   the   choice   of   special   education  course  literature.  The  problem  investigated  and  discussed  is  how  to   describe  similarities  and  differences  between  a  life  story  and  research  based  on   other   methods.   urthermore,   the   life   story   is   reviewed   for   its   possibilities   to   exemplify,  deepen  and  clarify  research  results  presented  in  literature  where  life   stories  have  not  been  used.  The  life  story  that  is  analy+ed  in  this  study  involves   a  father’s  perception  and  experience  of  being  a  parent  of  a  child  with  a  devel-­‐ opmental  disorder.  The   results  of   the   study   show   that  an  instructional  design   such  as   this,  should  create  good  conditions   for  giving   the  student  general  and   specific  knowledge  in  the  fields  where  the  life  story  is  applied.  The  combination   of   two   knowledge-­‐seeking   methods   can complement   each   other   and,   in   this   way,   provide   deeper   understanding   for   the   practicum   that   the   students   will   undertake  later. 

  • 25.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Att lära på tunna linor och bred(a) band: E-Learning. Ambition, mission och vision. En inledande granskning av e-learningsföretagens pedagogiska grundsyn.2003Report (Other academic)
  • 26.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Att lära på tunna linor och bred(a) band: IT-säkerhet i utbildning baserad på informations- och kommunikationsteknologi.2001Report (Other academic)
  • 27.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Att lära på tunna linor och bred(a) band: Pedagogik i utbildning baserad på informations- och kommunikationsteknologi. Konstruktion av ett analysverktyg.2001Report (Other academic)
  • 28.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Att problematisera ”problemet”: Bedömning och utveckling av problemformuleringar i lärarutbildningens självständiga arbeten: [To problematize the ’problem’: Assessment and development of problem formulations in independent theses projects in teacher education]2018In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 8, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    How well a research problem is formulated in theses, according to many educators and textbook writers, is of great importance for the final quality of a thesis project. To investigate if there is a link between the construction and formulations of a problem and the grades well accepted and accepted, 58 theses projects were reviewed. 82 students were tested on their ability to evaluate, discuss and formulate research problems through specific exercises. The results of the comparison between how the research problem was designed and the theses gradings show that a well-formulated problem is not an absolute necessity for the grade well accepted. However, the results indicate that writers who strive to express higher ambitions when it comes to the problem have a greater opportunity to realize these in their thesis. Highly formulated problems have been well represented among the theses that receive the grade well accepted.

    The conclusion of the study shows that a well constructed purpose and problem is of particular importance to achieve a good standard of a thesis project and the specific training efforts undertaken suggest that this training will continue as a regular feature of the programme.

  • 29.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Bemötande av flickor och pojkar i barnomsorg, skola och föreningar1997Report (Other academic)
  • 30.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Cheating or legitimate support?: Student‐Teachers’ attitudes toward digital tools in school2018In: Support for Learning, ISSN 0268-2141, E-ISSN 1467-9604, Vol. 33, no 4, p. 338-359, article id SUFL12224Article in journal (Refereed)
    Abstract [en]

    Sweden has easy access to digital technology, and the majority of the country’s teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers’ attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers’ acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study.

  • 31.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Children with Intellectual Disability in the Integrated School-age Care System.2003In: Interaction journal, Vol. volume 16 (2) (34-41)Article in journal (Refereed)
  • 32.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Det sista integreringsreservatet1999In: ENSAC Swedens Newsletter nr 25/99, 1999Conference paper (Other academic)
  • 33.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Det tårdränkta barnet: Forskningsgenomgång, diskussionsfrågor och förslag till arbets- och fördjupningsuppgifter.2015Other (Other (popular science, discussion, etc.))
  • 34.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Det tårdränkta barnet: Min berättelse om att bli pappa till ett barn med utvecklingsstörning2015Book (Other (popular science, discussion, etc.))
  • 35.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Diagnostisering och kompensatoriska hjälpmedel, inkluderande eller exkluderande. Debatt2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 223-228Article in journal (Other academic)
  • 36.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Diskriminerande skolformer.2012In: Normkritiska perspektiv – i skolans likabehandlingsarbete. / [ed] Elmeroth, Elisabeth, Lund: Studentlitteratur AB, 2012, 1, p. 105-120Chapter in book (Other academic)
  • 37.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    E-Collaboration around children with functional disabilities2008In: Telemedicine journal and e-health, ISSN 1530-5627, E-ISSN 1556-3669, Vol. 14, no 7, p. 687-694.Article in journal (Refereed)
  • 38.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    E-effective rehabilitation A system for communication, information, documentation and collaboration2006In: Proceedings of E-Learn 2006 World Conference on E-learning in Corporate Government, Healthcare & Higher Education, October 13-17, Honolulu, Hawaii, USA, 2006Conference paper (Refereed)
  • 39.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    E-Learning Companies, Pedagogically or Economically Based Vision?2003In: World Conference on E-learning in Corporate, Government, Healthcare & Higher Education Phoenix, USA, 2003Conference paper (Refereed)
  • 40.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Experience from an IT-tutor course for teachers in higher education.2006Conference paper (Other academic)
  • 41.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Familjesamverkan och samsyn med stöd av IT2012In: Att möta familjer inom vård och omsorg / [ed] Benzein, E; Hagberg, M; Saveman, B.I., Lund: Studentlitteratur AB, 2012, 1, p. 223-234Chapter in book (Other academic)
  • 42.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Familjesamverkan och samsyn med stöd av IT2017In: Att möta familjer inom vård och omsorg / [ed] Benzein, E; Hagberg, M; Saveman, B.I., Lund: Studentlitteratur AB, 2017, 2, p. 255-268Chapter in book (Other academic)
  • 43.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Family interaction and consensus with IT support2012In: International Journal of Telemedicine and Applications, ISSN 1687-6415, E-ISSN 1687-6423, article id 269637Article in journal (Refereed)
    Abstract [en]

    Experience shows that there are great defects in information and collaboration between families and professionals in the health and care sector. In an attempt to improve the quality of the efforts planned and implemented in collaboration with relatives a family-related IT-based collaboration system called CIDC was constructed. With the intention to facilitate communication, information, documentation, and collaboration the system was tested together with parents of children with cognitive impairment. The system contains a number of functions gathered in a so-called e-collaboration room. The person administering and distributing the system authorizes the patient/care recipient or relative to build up an e-collaboration room. The result has been largely positive, but the part, which was supposed to document everyday activities, leaves much to be desired. For this reason a follow-up study was completed, and an iPad was used as a contact book, which with the help of the Dropbox software provided increased insight into the child and improved the contact with parents without losing confidentiality or causing extra workload for the staff. By automatic download from the iPad parents and/or contact persons could easily follow the documentation of children’s everyday activities.

  • 44.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    For benefit or oblivion?: From idea and vision to the implementation and support of Learning Applications.2010In: International Journal of Advanced Research in Computer Science, ISSN 0976-5697, E-ISSN 0976-5697, Vol. 1, no 2, p. 79-89Article in journal (Refereed)
  • 45.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Group-Oriented Individualization: A Model to Achieve the Goal of Inclusion2019In: The IAFOR Hawaii Conference Series 2019: Independence Interdependence: Programme & Abstract Book, January 03-05, 2019, Honolulu, Hawaii, USA, 2019Conference paper (Refereed)
  • 46.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Hur kommer man till barnomsorgen? : Åtgärder för att rekrytera och behålla män i barnomsorgsarbete i utbildningen.1993Conference paper (Other academic)
  • 47.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    ICT and Learning In School2015In: Journal of Emerging Trends in Computing and Information Sciences, ISSN 2079-8407, E-ISSN 2218-6301, Vol. 6, no 12, p. 677-684Article in journal (Refereed)
    Abstract [en]

    This study represents a test of systematically bringing together the results of a number of degree projects dealing with joint issues within the fields of ICT and learning. The method has been named a field-limited met study, in which increased validity and generalizability are expected to strengthen school development in the region comprised by the study. A total of 16 studies were conducted in a limited geographical area including a representative sample of 79 schools. Two questions asked in the study were: What is the approach to learning ICT in the schools studied? and What possibilities and obstacles may arise when implementing ICT in schools? By breaking down the structure into individual, technology and organization the result was analyzed from four learning approaches. It shows that the most frequently represented approach is the one referred to as progressivism, where the student is in focus and activity pedagogy dominates, while perrenialism, an approach that emphasizes the invariable character of knowledge, is very poorly represented in the study. The teachers represented in the various studies are largely positive to ICT, in which they envisage a range of possibilities for the learning environment. With regard to technology, a great number of schools are facing problems. There is a lack of maintenance and support, both technical and pedagogical, as testified by a great many teachers. In respect of the overarching organization, the principal is viewed as the key person. A clear pedagogical strategy for the use of digital tools is also requested. With the support of the overall picture emerging from the study analysis, there are good reasons for developing work on field-limited met studies. A further step in this direction may be to allow teacher-students to plan and take part in longitudinal projects to increase the validity of the overall picture of important fields of development.

  • 48.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Inkluderande individualisering2015In: Specialpædagogik, ISSN 0107-0649, Vol. 35, no 1, p. 24-36Article in journal (Refereed)
    Abstract [sv]

    I föreliggande artikel diskuteras relationen mellan inkludering och individualisering. Inkludering och individualisering är två mångtydiga och komplexa begrepp vilka beskrivs ömsom som mål, ömsom som metod. Begreppens definitioner varierar i olika sammanhang och framträder inte sällan i stark åtskillnad. Målet inkludering kan bedömas gynnas av, men också motverkas av, metoden individualisering. Målet individualisering kan uppfattas bli hjälpt av, men även hindrat av, metoden inkludering. Utgångspunkten för denna text är att inkludering definieras som mål och individualisering som metod. Längre fram i artikeln formuleras och presenteras den "grupporienterade individualiseringen" som modell och metod för att nå målet inkludering. Modellen har kommunicerats, diskuterats och validerats i samverkan med specialpedagog- och speciallärarstuderande vid Linnéuniversitetet och vid Högskolan i Kristianstad. Intentionen är att modellen senare ska prövas och utvärderas i utvecklingsinriktade examensarbeten och projekt. 

  • 49.
    Karlsudd, Peter
    University of Kalmar, School of Human Sciences.
    Integreringens möjligheter och villkor Biennalen för specialundervisning och särskola Lindköping 15-16 augusti 2007.2007Conference paper (Other academic)
  • 50.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    ”Integreringsreservatet”– finns det kvar?2011In: Fritidspedagogik: Fritidshemmets teorier och praktiker / [ed] Klerfelt, A. & Haglund, B., Stockholm: Liber, 2011, 1, p. 61-79Chapter in book (Other academic)
12 1 - 50 of 86
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