lnu.sePublikasjoner
Endre søk
Begrens søket
1 - 46 of 46
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Ahlström, Ida
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Edvardsson, Robert
    Linnéuniversitetet, Universitetsförvaltningen.
    Rieloff, Mattias
    Linnéuniversitetet, Universitetsbiblioteket.
    Hantering av forskningsdata vid Linnéuniversitetet2018Rapport (Annet vitenskapelig)
    Abstract [sv]

    Ett arbete för en övergång till ett öppet vetenskapssystem pågår både nationellt och inom EU. I Sverige är det Vetenskapsrådet som fått i uppdrag att ta fram riktlinjer för hur denna övergång ska genomföras, och målbilden är att ett sådant system ska vara på plats år 2025. Linnéuniversitetet har som myndighet ansvar att stödja sina anställda forskare vad gäller hantering av forskningsdata.

    För att få en bättre förståelse för hur forskningsdata hanteras vid lärosätet skickades en enkät ut till lärosätets forskare av gruppen som genomför en förstudie för inrättande av en Data Access Unit (DAU) vid Linnéuniversitetet. Gruppen består av personal från universitetsarkivet, universitetsbiblioteket, IT-avdelningen och Grants and Innovation Office. DAU kommer att stödja Linnéuniversitetets forskare i fråga om hantering, lagring, tillgängliggörande och bevarande av forskningsdata. Arbetet görs i samarbete med den nationella forsknings-infrastrukturen SND, Svensk Nationell Datatjänst

    Fulltekst (pdf)
    fulltext
  • 2.
    Ahlström, Ida
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Rudholm, Lynn
    Linnéuniversitetet, Universitetsbiblioteket.
    APC-kostnader 2018: Årlig uppföljning av kostnader för open access-publicering vid Linnéuniversitetet2019Rapport (Annet vitenskapelig)
    Abstract [sv]

    I den här rapporten redovisas en uppskattning av Linnéuniversitetets kostnader 2018 för publicering av open access-artiklar, så kallade APC:er (Article Processing Charges). Det är vanligt att tidskrifter eller förlag tar ut en sådan avgift för publicering av artiklar i open access-tidskrifter (helt öppna), eller för att göra en enstaka artikel tillgänglig i en tidskrift som annars inte är öppen (hybrid).

    Fulltekst (pdf)
    fulltext
  • 3.
    Ahlström, Ida
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Rudholm, Lynn
    Linnéuniversitetet, Universitetsbiblioteket.
    Open access till artiklar 2018: Årlig uppföljning av öppen tillgång till artiklar registrerade i DiVA2019Rapport (Annet vitenskapelig)
    Abstract [sv]

    I den här rapporten redovisas statistik kring de av Linnéuniversitetet publicerade vetenskapliga artiklar för 2018 som finns öppet tillgängliga. Som datakälla används DiVA, en databas där Linnéuniversitetets forskare ska registrera sina publikationer i syfte att samla information om det som universitetets forskare producerat på ett och samma ställe. Data från DiVA används till exempel även i en årlig bibliometrisk utvärdering, samt som hjälp för varje enskild forskare att kunna visa sina publikationer på ett samlat och enhetligt sätt på lnu.se. Databasen är dynamisk och forskare kan när som helst registrera publikationer retroaktivt. Universitetsbiblioteket granskar alla registrerade publikationer och kontrollerar den bibliografiska informationen. Vid granskningen av artiklarna kontrolleras om de finns öppet tillgängliga i någon form, vilket möjliggör undersökningar och sammanställningar baserat på detta.

    Fulltekst (pdf)
    fulltext
  • 4.
    Ammert, Niklas
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Torhell, Catta
    Linnéuniversitetet, Universitetsbiblioteket.
    Universitetsbiblioteket som arena för universitetsövergripande verksamhet - exemplet högskolepedagogik2018Inngår i: Mötesplats Profession – Forskning: Linnéuniversitetet i Växjö 22–23 oktober 2018, Stockholm: Svensk biblioteksförening , 2018Konferansepaper (Annet vitenskapelig)
  • 5.
    Arnason, Hrobjartur
    et al.
    University of Iceland, Iceland.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Eklund, Carola
    Landskapsregeringen Åland, Finland.
    Grubbe, Jørgen
    Monnet Gruppen, Danmark.
    Hansen, Deirdre
    Fjarnám Lifelong Learning Center Klaksvik, Færøerne.
    Utdanningstiltak: Bærekraft og langtidseffekterfor enkeltmennesker og samfunn2019Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [no]

    Hvordan får de som bor langt fra utdanningsinstitusjoner tilgang til utdanning? I denne rapporten fortelles det om femten ulike tiltak og prosjekter i Norden, hvor utdanningstilbudene er organisert slik at deltakerne kan utdanne og videreutdanne seg der de bor. For hvert av casene er det vurdert tre sider ved tiltaket: bærekraft - suksessfaktorer - utfordringer. På grunnlag av dette har prosjektgruppen som står bak rapporten trukket noen konklusjoner, som også er et godt grunnlag for videre diskusjon. Prosjektgruppen gir uttrykk for håp om at diskusjonen kan bidra til økt satsing på voksnes læring og desentraliserte utdanningstiltak.

    En av konklusjonene sier at «engasjement og forpliktelse fra virksomheter, utdanningsinstitusjoner, næringsråd, regionråd, lokale og regionale myndigheter, borgere og andre aktører er en forutsetning for suksess». En neste konklusjon viser til at lokale møtesteder, så som læringssentre, studiesentre og konsulenter (læringsambassadører) er viktige og nødvendige aktører i arbeidet med utdanning.

    Fulltekst (pdf)
    fulltext
  • 6.
    Bacsich, Paul
    et al.
    Sero Consulting Ltd, UK.
    Pepler, Giles
    Frank Bristow, Sara
    Ossiannilsson, Ebba
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Szalma, Eva
    Slaidins, Ilmars
    Adult education and open educational resources: Directorate-general for internal policies, Policy department B, Structural and cohension policies2015Rapport (Annet (populærvitenskap, debatt, mm))
    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.

  • 7.
    Bengtson Carlström, Helen
    Linnéuniversitetet, Universitetsbiblioteket. Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Talet om barn, föräldrar och professionalitet i det mångkulturella fritidshemmet2013Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    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.

    Fulltekst (pdf)
    Talet om barn, föräldrar och professionalitet
  • 8.
    Berg, Agne
    et al.
    Campus Västervik, Sweden.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Henriksson, Katarina
    Umeå University, Sweden.
    Holmberg, Jörgen
    University of Gävle, Sweden.
    Tell, Joakim
    Halmstad University, Sweden.
    Master Östlund, Christian
    University West, Sweden.
    Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller. WP2 delrapport inom K3-projektet ”Nya vägar”2020Rapport (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Syftet med den här rapporten är att presentera en nulägesbeskrivning av existerande nationellapedagogiska praktiker och distributionsformer för distansutbildning och e-lärande med fokuspå livslångt lärande. Som en del av detta tydliggörs begreppen distansstudier ochdistansstudent. Rapporten pekar även på de viktigaste utmaningarna för presumtiva ochnuvarande distansstudenter samt ger förslag till möjliga åtgärder för staten och lärosäten attmöta dessa utmaningar. Erfarenhets- och forskningsbaserade exempel på väl fungerandearbetssätt och åtgärder för kvalitativ distansutbildning presenteras. Denna del följs av eninternationell utblick i vilken författarna utifrån ett mer visionärt perspektiv diskuterar huralternativa sätt att organisera högre utbildning potentiellt skulle kunna erbjuda nya vägar tillhögre utbildning i hela landet. Slutligen presenteras ett antal slutsatser ochrekommendationer.

    Författarna är verksamma inom högre utbildning med lång erfarenhet av distans- ochcampusbaserad teknikstödd undervisning och rapporten speglar följaktligen deras samladekunskaper och erfarenheter inom området. Det innebär att denna rapport har ett fokus på demöjligheter och utmaningar som möter studenter och högskolor när högre utbildning skagöras tillgänglig för hela landet.

    Fulltekst (pdf)
    FULLTEXT01
  • 9.
    Breznik, Katja
    et al.
    University of Maribor, Slovenia.
    Špur, Natalija
    University of Maribor, Slovenia.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Frumen, Sebastijan
    University of Maribor, Slovenia.
    Didactical Use of Information Communication Technology (ICT) and Modern Teaching Practices (MTPs) in Higher Education2019Inngår i: Proceedings of the 2ND International Scientific Conference: »Teaching Methods for Economics and Business Sciences« / [ed] Nataša Gajšt & Alenka Plos, Maribor: University of Maribor Press , 2019, s. 29-50Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 10.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    A new ecosystem for learning2015Inngår i: Adjacent government, ISSN 2055-7612, Vol. May, s. 275-276Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    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.

  • 11.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Creelman, Alastair ()
    Linnéuniversitetet, Universitetsbiblioteket.
    Eklund, Carola ()
    Government of Åland, Finland.
    Grubbe, Jørgen ()
    Monnet Gruppen, Denmark.
    Kekkonen, Taru ()
    Otavan Opisto, Finland.
    Knudsen, Aina ()
    Foroya Handilsskuli, Faroe Islands.
    Ruge, Barfuss ()
    Internettikkut.gl Fjernundervisning og e-læring i Grønland, Greenland.
    Slåtto, Torhild ()
    Flexible Education Norway, Norway.
    Silent learners: a guide2018Collection/Antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 12.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Utvärdering av medicinska utbildningsresurser på internet: en översikt2014Rapport (Annet vitenskapelig)
    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.

    Fulltekst (pdf)
    fulltext
  • 13.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    ОНЛАЙН-ОБРАЗОВАНИЕ ДЛЯ БЕЖЕНЦЕВ – БАРЬЕРЫ И ВОЗМОЖНОСТИ: Online education for refugees - barriers and opportunities2019Inngår i: ПРЕЕМСТВЕННАЯ СИСТЕМА  ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ:  ПРОЕКТИРОВАНИЕ ИНКЛЮЗИВНЫХ  ОБРАЗОВАТЕЛЬНЫХ СИСТЕМ [Successful Systems of Inclusive Education: Designing of Inclusive Educational Systems]: Материалы VIII Международной научно-практической конференции 21–22 марта 2019 г. [Proceeding of the VIII International Scientific and Practical Conference March 21-22, 2019] / [ed] А. В. Тимирясова, И. И. Бикеев, Д. З. Ахметова, Г. Я. Дарчинова, Н. А. Паранина, Н. В. Климко, Kazan, Russia: Kazan Innovative University , 2019, s. 30-35Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

    Fulltekst (pdf)
    English version
    Fulltekst (pdf)
    Fulltext, Russian version
  • 14.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    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 Russian2013Inngår i: Ideas of inclusive pedagogy in the context of modern requirements for preschool, school and professional education, s. 66-80Artikkel i tidsskrift (Annet vitenskapelig)
    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.

    Fulltekst (pdf)
    fulltext
  • 15.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Ehlers, Ulf-Daniel
    Duale Hochschule Baden-Württemberg, Germany.
    Ossiannilsson, Ebba
    Lund University.
    Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project2014Inngår i: INNOQUAL - International Journal for Innovation and Quality in Learning, ISSN 2294-9763, Vol. 2, nr 3, s. 78-87Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 16.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Falk, Per
    Ossiannilsson, Ebba
    Lund University.
    Förändringar, utmaningar, gränslöst lärande2014Inngår i: Interaktiva medier och lärandemiljöer / [ed] Elza Dunkels, Simon Lindgren, Gleerups Utbildning AB, 2014, s. 31-45Kapittel i bok, del av antologi (Fagfellevurdert)
    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.

  • 17.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Gerestrand, Anders
    Linnéuniversitetet, Fakulteten för teknik (FTK), Institutionen för medieteknik (ME).
    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 development2016Inngår i: 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 , 2016Konferansepaper (Annet vitenskapelig)
    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.

    Fulltekst (pdf)
    fulltext
  • 18.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Jansen, Darco
    European Association of Distance Teaching Universities – EADTU, The Netherlands.
    Zourou, Katerina
    Web2Learn, Greece.
    Löwe, Corina
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    How Relevant is Open Education for Refugees? Experience and Discussion from the Erasmus+ Project MOONLITE: Workshop2017Inngår i: 26th EDEN Annual Conference Diversity Matters! 13-16 June 2017, Jönköping, 2017Konferansepaper (Fagfellevurdert)
  • 19.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Löwe, Corina
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Mainstreaming virtual mobility – helping teachers to get onboard2019Inngår i: Telecollaboration and virtual exchange across disciplines: in service of social inclusion and global citizenship / [ed] Anna Turula, Malgorzata Kurek, Tim Lewis, Voillans: Research-publishing.net, 2019, s. 15-22Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 20.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Löwe, Corina
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Diedrichs, Peter
    Linnéuniversitetet, Universitetsbiblioteket.
    Kulmala, Lena
    Linnéuniversitetet, Universitetsförvaltningen.
    Mainstreaming virtual mobility - helping teachers to get on board2018Inngår i: Telecollaboration and virtual exchange across disciplines : in service of social inclusion and global citizenship: Book of Abstracts, UNIcollaboration , 2018, s. 24-24Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 21.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    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 opportunities2013Inngår i: 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 , 2013Konferansepaper (Annet vitenskapelig)
    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).

    Fulltekst (pdf)
    fulltext
  • 22.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Reneland-Forsman, Linda
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Completion Rates – A False Trail to Measuring Course Quality?: Let’s Call in the HEROEs Instead2013Inngår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 16, nr 2, s. 40-49Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 23.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    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 collaboration2015Inngår i: 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, s. 93-94Konferansepaper (Fagfellevurdert)
    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. 

    Fulltekst (pdf)
    fulltext
  • 24.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Shamarina-Heidenreich, Tatiana
    University of Duisburg-Essen, Germany.
    Changing the trajectory - An Introduction2014Inngår i: 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, , s. 247s. 8-14Kapittel i bok, del av antologi (Annet vitenskapelig)
    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?

    Fulltekst (pdf)
    fulltext
  • 25.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Witthaus, Gabi
    University of Birmingham.
    Facilitated MOOC support - closed bubbles in an open sea2018Inngår i: The 2018 OpenupEd TrendReport on MOOCs / [ed] D. Jansen; L. Konings, Maastricht, Netherlands: EADTU , 2018, s. 31-34Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 26.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Witthaus, Gabi
    Art of E-learning, Leicester, UK;University of Birmingham, UK.
    Rodriguez, Brenda Cecilia Padilla
    E-Learning Monterrey;Autonomous University of Nuevo León, Mexico.
    Refugees’ educational resources – RefER project final report2018Rapport (Annet vitenskapelig)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 27.
    Creelman, Alastair
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Röthler, David
    WerdeDigital.at, Austria.
    Webinars as Active Learning Arenas2017Inngår i: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 28.
    Evertsson, Henrik
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Gunnarsson, Ted
    Linnéuniversitetet, Universitetsbiblioteket.
    Silander, Charlotte
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik (PED).
    Skrivguiden.se - en resurs för studenters akademiska skrivande2014Konferansepaper (Annet (populærvitenskap, debatt, mm))
    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.

     

  • 29.
    Golub, Koraljka
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Ahlström, Ida
    Linnéuniversitetet, Universitetsbiblioteket.
    Hansson, Joacim
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Tyrkkö, Jukka
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Subject metadata for humanities journal articles: Indexing consistency between a local repository and an external bibliographic database2019Inngår i: Presented at DCMI 2019: Metadata Innovation. Seoul, South Korea - September 23rd-26th, 2019, Dublin Core Metadata Initiative , 2019Konferansepaper (Fagfellevurdert)
    Download (pdf)
    presentation
  • 30.
    Golub, Koraljka
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Hansson, Joacim
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Tyrkkö, Jukka
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Ahlström, Ida
    Linnéuniversitetet, Universitetsbiblioteket.
    Subject indexing in humanities: A comparison between a local university repository and an international bibliographic service2020Inngår i: Journal of Documentation, ISSN 0022-0418, E-ISSN 1758-7379, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose – As the humanities develop in the realm of increasingly more pronounced digital scholarship, it isimportant to provide quality subject access to a vast range of heterogeneous information objects in digitalservices. The study aims to paint a representative picture of the current state of affairs of the use of subjectindex terms in humanities journal articles with particular reference to the well-established subject access needsof humanities researchers, with the purpose of identifying which improvements are needed in this context.

    Design/methodology/approach – The comparison of subject metadata on a sample of 649 peer-reviewedjournal articles from across the humanities is conducted in a university repository, against Scopus, the formerreflecting local and national policies and the latter being the most comprehensive international abstract andcitation database of research output.

    Findings – The study shows that established bibliographic objectives to ensure subject access for humanitiesjournal articles are not supported in either the world’s largest commercial abstract and citation databaseScopus or the local repository of a public university in Sweden. The indexing policies in the two services do notseem to address the needs of humanities scholars for highly granular subject index terms with appropriatefacets; no controlled vocabularies for any humanities discipline are used whatsoever.

    Originality/value – In all, not much has changed since 1990s when indexing for the humanities was shown tolag behind the sciences. The community of researchers and information professionals, today working togetheron digital humanities projects, as well as interdisciplinary research teams, should demand that their subjectaccess needs be fulfilled, especially in commercial services like Scopus and discovery services.

  • 31.
    Grubbe, Jørgen
    et al.
    The Danish Association for Flexible Learning – FLUID, Denmark.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Árnason, Hróbjartur
    University of Iceland, Iceland.
    Is lurking working?2016Inngår i: 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, s. 102-102Konferansepaper (Annet vitenskapelig)
    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. 

  • 32.
    Gunnarsson, Ingemar
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV). Linnéuniversitetet, Universitetsbiblioteket.
    Referenshantering med EndNote2017Inngår i: Vetenskaplig teori och metod: Från idé till examination inom omvårdnad / [ed] Maria Henricson, Lund: Studentlitteratur AB, 2017, 2, s. 439-458Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 33.
    Gunnarsson, Ingemar
    Linnéuniversitetet, Universitetsbiblioteket.
    Stärkt dialog mellan forskare och universitetsbibliotek: om vägen till Det infrastrukturella värdskapet®2010Inngår i: Biblioteksbladet, ISSN 0006-1867, Vol. 95, nr 10, s. 14-16Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

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

  • 34.
    Jani, Yahya
    et al.
    Linnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för biologi och miljö (BOM).
    Lundström, JelenaLinnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för biologi och miljö (BOM).Svensson, VivekaLinnéuniversitetet, Universitetsbiblioteket.Hogland, WilliamLinnéuniversitetet, Fakulteten för Hälso- och livsvetenskap (FHL), Institutionen för biologi och miljö (BOM).
    PROCEEDINGS of the International Conference LINNAEUS ECO-TECH 2018, Book of Abstracts2018Konferanseproceedings (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 35.
    Kvarnström, Maria
    et al.
    Karolinska Institutet.
    Hedberg, Maria
    Lund University.
    Ossiannilsson, Ebba
    Lund University.
    Åbjörnsson, Lotta
    Lund University.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Uhlin, Lars
    Karolinska Institutet.
    From awareness to participation: student engagement in an online environment2015Inngår i: MOOCs in Scandinavia, Karolinska Institutet, Stockholm, 11-12 June 2015, Karolinska Institutet , 2015Konferansepaper (Annet vitenskapelig)
    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). 

    Download (pdf)
    abstract
  • 36.
    Lorentzon, Tove
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Oscarsson, Ulla-Britt
    Linnéuniversitetet, Universitetsbiblioteket.
    Inte lärare men ändå pedagog2015Inngår i: Bortom förlägenheten: Bibliotekariens pedagogiska roll i utveckling / [ed] Hilda Androls, Elin Lucassi, Christine Wallén, Stockholm: Kungl. biblioteket , 2015, s. 163-172Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    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.

  • 37.
    Löwe, Corina
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Nilson, Maria
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för film och litteratur (IFL).
    Piltz, Linda
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för film och litteratur (IFL).
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Cost-benefit analysis of MOOC provision: sustainability report for Linnaeus University’s MOOC: Fantastic fiction and where to find it2019Rapport (Annet vitenskapelig)
    Abstract [en]

    This report presents a cost-benefit analysis of Linnaeus University’s MOOC: Fantastic Fiction and where to find it, using triple-bottom line reporting to understand the environmental, social and financial impacts of the programme.The report pilots a methodology forsuch analysis being developed and tested within the framework of the MOONLITE project.

    www.moonliteproject.eu

    Fulltekst (pdf)
    fulltext
  • 38.
    Ossiannilsson, Ebba
    et al.
    Lund University, Sweden.
    Uhlin, Lars
    Karolinska Institutet, Sweden.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Building your own personal learning network2014Inngår i: 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, s. 63-67Konferansepaper (Annet vitenskapelig)
    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.

  • 39.
    Pawlowski, Jan
    et al.
    University of Jyväskylä, Finland.
    Hoel, Tore
    Oslo and Akershus University College of Applied Science.
    Varis, Tapio
    University of Tampere, Finland.
    Lounaskorpi, Petri
    Didactec, Finland.
    Johannessen,, Øystein
    Qin AS, Norway.
    Titlestad, Gard
    ICDE Internationa Council for open and distance education.
    Ossiannilsson, Ebba
    Lunds universitet.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Hylen, Jan
    Hjorth Lund, Christian
    Basidia, Denmark.
    Ellefsen, Olavur
    Simprentis, Faroe Islands.
    Towards a Nordic Alliance for Open Education – a Position Paper2013Annet (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The paper outlines the current situation of Open Education / Open Educational Resources in the Nordic country. We show examples and practices  - based on expert workshops, we discuss barriers and necessary actions to overcome those. The paper is meant to be dynamic and will be improved and further developed - be part of the process at http://www.nordlet.org

    Open Educational Resources are discussed widely on a global, European and even Nordic level. UNESCO coined the term Open Educational Resources (OER) some 10 years ago and 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 givesrecommendations 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). Both the Nordic Council and the Nordic University Co-operation (NUS) will discuss OER in 2013.

     

    These developments inspired a Nordic initiative on promoting and utilizing Open Education in the Nordic countries with a focus on creating a strong base for OER and Open Educational Practices (OEP) in the region, also with a global outreach in mind. The Nordic countries have the potential to become a forerunner in OEP and the use of OER activities in Europe:

     

    1 The Nordic countries share many values related to education and technology development; the political and governmental institutions are quite similar and there is a tradition for exchange  f knowledge and solutions between the countries. Focusing on arelatively homogeneous region llows the newly-formed group to come up with specific recommendations that can reach the  ears of policy makers, be implemented in policies and practice, and be used in new project  proposals.

     

    2 Open Educational Resources could potentially be a change agent in schools as well as in universities and vocational education. Having OER as scope allows the group to use one strong prism to reflect the crossroads the educational systems have to navigate in the target countries.

     

    In this document, we will briefly give an introduction to OER and reflect on the main recommendations as well as propose implementation actions for governments and institutions.

    Fulltekst (pdf)
    fulltext
  • 40.
    Rieloff, Mattias
    et al.
    Linnéuniversitetet, Universitetsbiblioteket.
    Maricic, Ibolya
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Gunnarsson, Ingemar
    Linnéuniversitetet, Universitetsbiblioteket.
    Forskarstuderandes behov: Språkstöd/språkgranskning, publiceringsstrategier,informationssökning och referenshantering2015Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 41.
    Röthler, David
    et al.
    PROJEKTkompetenz.eu, Austria.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    Learning Design and Conceptual Issues: Is there a conflict between open and closed learning spaces? Can closed facilitate openness?2016Inngår i: 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, s. 515-519Konferansepaper (Fagfellevurdert)
    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. 

  • 42.
    Slåtto, Torhild
    et al.
    Flexible Education, Norway.
    Creelman, Alastair
    Linnéuniversitetet, Universitetsbiblioteket.
    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/facilitators2016Inngår i: 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, s. 98-98Konferansepaper (Annet (populærvitenskap, debatt, mm))
    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.

    Fulltekst (pdf)
    fulltext
  • 43.
    Somerville, Mary M.
    et al.
    University of Colorado Denver, USA.
    Cooper, Liz
    University of New Mexico, USA.
    Torhell, Catta
    Linnéuniversitetet, Universitetsbiblioteket.
    Hashert, Cindy
    University of Colorado Denver, USA.
    At home in the world: International library staff exchange program highlights2015Inngår i: IFLA Journal, ISSN 0340-0352, E-ISSN 1745-2651, Vol. 41, nr 4, s. 326-335Artikkel i tidsskrift (Fagfellevurdert)
    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.”

  • 44. Stracke, Christian M.
    et al.
    Ehlers, Ulf-DanielCreelman, AlastairLinnéuniversitetet, Universitetsbiblioteket.Shamarina-Heidenreich, TatianaUniversity of Duisburg-Essen, Germany.
    Changing the Trajectory: Quality for Opening up Education: Official Proceedings of the International EIF / LINQ Conference 20142014Konferanseproceedings (Fagfellevurdert)
    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?

  • 45. Traeger, Charlotte
    et al.
    Löwe, Corina
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR).
    Bick, Markus ()
    Camillieri, Anthony F. ()
    Cotreanu, Tatjana ()
    Creelman, Alastair ()
    Linnéuniversitetet, Universitetsbiblioteket.
    Jansen, Darco ()
    Sedano, Beatriz ()
    Read, Timothy ()
    Traxler, John ()
    Zourou, Katerina ()
    Exploiting MOOCs for Access and Progression into Higher Education Institutions and Employment Market2018Rapport (Annet vitenskapelig)
  • 46.
    Wolke, Anna
    Linnéuniversitetet, Universitetsbiblioteket.
    Digitala lärresurser: ska de' va' nå't?2015Inngår i: InfoTrend, ISSN 1653-0225, Vol. 68, nr 2, s. 14-23Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    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.

    Fulltekst (pdf)
    fulltext
1 - 46 of 46
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf