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  • 51.
    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)
  • 52.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    IT Security in Distance Education2001In: Knowledge foundation's conference Proceedings of the Knowledge Foundation's Conference for the Promotion of Research in IT at University Colleges in Sweden, Ronneby, 2001Conference paper (Refereed)
  • 53.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    KIDSS – ett system för samsyn?: HAREC Centrum för handikapp- och rehabiliteringsforskning Handikappforskningens dag2009Conference paper (Other academic)
  • 54.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    KIDSS, ett system för kommunikation, information, dokumentation, samverkan och samsyn2005In: Riksstämman hos Svenska Läkarsällskapet, Älvsjö, Stockholm, 2005Conference paper (Refereed)
  • 55.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Mentally handicapped children in the integrated school-age care system2002In: World Congress of Inclusion International Melbourne, 2002Conference paper (Refereed)
  • 56.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Opportunities and conditions of integration2004In: NFPF The Positioning of Education in Contemporary Knowledge Society Reykjavik, 2004Conference paper (Refereed)
  • 57.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Problembaserat lärande1998Report (Other academic)
  • 58.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    School-age care, an ideological contradiction2012In: Problems of Education in the 21st Century, ISSN 1822-7864, Vol. 48, p. 45-51Article in journal (Refereed)
    Abstract [en]

    In the doctoral dissertation "Children with intellectual disability in the integrated school-age care system" the extent and goal fulfilment of after-school recreation centre activities in 19 Swedish municipalities were studied. The study gave high marks to these centres for integrating intellectually disabled children into their activities. The empirics of the dissertation revealed, however, a number of warning signals, which indicated an increase in offering “special solutions” to these children. This article will contain a comparison between the study from 1999 and the one carried out in the spring of 2011. The two studies have followed the same question construction in order to achieve a comparison over time. The aim of study, focusing on children received into schools for the intellectually disabled was to evaluate to what extent integrated activities occurred and to look for factors with a positive impact on the quality of those after-school activities which gathered children from these and compulsory schools in the same groups.On the basis of the comparison made between the 12 years that have passed from the earlier to the later study, it must be regretfully concluded that segregated activities have gained a firm hold on the activities of after-school recreation care centres.

  • 59.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Sortering och diskriminering eller inkludering2011Report (Other academic)
  • 60.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Stöd för lärande?: Möjligheter och hinder i realisering och implementering av lärapplikationer2011In: MIT seminar at Mälardalens högskola, Eskilstuna: MIT seminar at Mälardalens högskola , 2011Conference paper (Refereed)
  • 61.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science. Mälardalens University.
    Support for learning: possibilities and obstacles in learning applications2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In this thesis an overarching analysis is made of four articles published in refereed international journals. The articles are describing the development and implementation of learning support systems/learning support applications. The text which summarizes and retrospectively analyzes the projects described in the articles has been condensed into yet another article, which has been placed at the end of the thesis. This makes a total of five articles.

    In the analysis that is made of learning support applications the following questions are in focus: What results have the projects achieved and how have the experiences gained been utilized? What factors in the described projects have facilitated or hindered the idea, vision, design and implementation of the learning support systems? How have university intentions of supporting entrepreneurship and the commercialization of ideas and products benefited the projects?

    The results show that there are a great many similarities in the ideas and visions that have initiated and affected the learning support work. Improved communication and availability are expected from all the applications, as well as coordination, creating order and an overarching view. In spite of a large number of positive users, it has been difficult for the applications described to become integrated into the organizations. One possible reason for this is the bad anchoring of the projects in the management organization. Further, there was a lack of funding in the final phases of the projects, which considerably reduced the chances of establishing and continuing operating them. In the gap arising between the end of the implementation phase and the possible application for and granting of new funding, the project dies out of itself. One way of reversing this trend is to grant means for continued work and to get the organization and administration to upgrade the value of a learning application that has become established in the organization.

  • 62.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    SUV - systematisk utvärdering : Metod och IT-stöd för utvärdering på systemvetenskaplig grund.2006Conference paper (Other academic)
  • 63.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Swedish Student-Teachers in Digital Activities: Digital Competence Through Development-Oriented Thesis Projects2020In: International Journal of Computer Science & Information Technology (IJCSIT), ISSN 0975-4660, E-ISSN 0975-3826, Vol. 11, no 3Article in journal (Refereed)
    Abstract [en]

    This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project. 

  • 64.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Systematisk utvärdering i vård och omsorg: ”E-lärande inom medicin och vårdinriktad utbildning”. Center for Cognition, Understanding & Learning, Karolinska institutet2006Conference paper (Other academic)
  • 65.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Systemet KIDSS och utvärderingsmodellen SUV 2006.2006In: Dagens Medicin nr 20/2006, 2006Conference paper (Other academic)
  • 66.
    Karlsudd, Peter
    Lärarhögskolan i Malmö.
    Särskolebarn i integrerad skolbarnsomsorg1999Doctoral thesis, monograph (Other academic)
  • 67.
    Karlsudd, Peter
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Särskolebarn placerade i integrerad skolbarnsomsorg1999In: Handikappforskning pågår nr/99, 1999Conference paper (Other academic)
  • 68.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Tablets as learning support in special schools2014In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 59, p. 49-58Article in journal (Refereed)
    Abstract [en]

    Within special education research, ICT has occupied a relatively small space, especially when it comes to implementation and pupils’ learning effects. Few studies emphasize how ICT can promote a learning environment for pupils with cognitive disadvantages. The studies conducted in Sweden are about children and young people with physical rather than cognitive disabilities. Against this background and with the view to find new ways of learning for special school pupils the present research started. The overall aim was to increase pupil participation and promote learning in special schools by means of tablets. The research project involved researchers, teachers and student assistants in research circles, a method that can in many respects be compared with action research. Three special schools, two middle schools and one high school participated in the research project in which teachers and pupils were given Tablets. The data were using four different methods: Interview, Observation, Questionnaire and Essays. The data were tested against Professor Englund’s theory of Educational Philosophies. The theory has been a valuable tool for measuring and discussing how the discourse of change has occurred. The results show improved skills and a clear declaration of intent of staff to work in a reconstructive direction.

  • 69.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    The “Narrow” and the “Wide” Activity: the Circumstances of Integration.2007In: The International Journal of Disability, Community & Rehabilitation, Vol. 6, no 1Article in journal (Refereed)
  • 70.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    The Pedagogical Approach of E-Learning Companies2002In: Knowledge foundation's second conference, Proceedings of the Knowledge Foundation's Second Conference for the Promotion of Research in IT at New Universities and University Colleges in Sweden, Skövde,, 2002Conference paper (Refereed)
  • 71.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    The Search for Successful Inclusion2017In: Disability, CBR & Inclusive Development, ISSN 2211-5242, E-ISSN 2211-5242, Vol. 28, no 1, p. 142-160Article in journal (Refereed)
    Abstract [en]

    Purpose: This study primarily aimed to find the factors which can facilitate or, alternatively, hinder inclusion efforts.

    Method: Results from a number of student theses, which dealt with common issues in the area of inclusion of pupils with special needs, were brought together systematically. The method has been called area-delimited meta-study, where increased validity and generalisability are expected to strengthen development at the schools where the thesis work is carried out. A total of 18 thesis projects with a representation of 24 classrooms were included. The results of these projects have been categorised with the help of two models, positive and negative labelling, as well as inner and outer inclusion capital.

    Results: The respondents in the various studies were quite positive towards inclusion. The teachers stated that inclusion offers a range of possibilities even if problems often occur during implementation. For efforts to succeed, personnel should internalise the values intrinsic to inclusion. Staff knowledge, perception and empathy are examples of the inner inclusion capital necessary to achieve the goal of inclusion. Courage, self-confidence and self-awareness are additional factors that are essential for success. Outer inclusion capital such as clear leadership and effective teamwork are conditions that promote inclusion.

    Conclusion: Based on the results, it would be logical to invest in the positive labelling factors that are identified and at the same time work towards minimising the negative factors. The work can be further developed with area-delimited meta-studies, and future thesis projects could be initiated with a structure that is more participatory and action-oriented.

    Limitations: One problem in evaluating the circumstances around inclusion is that the respondents' interpretation of the definition of the word inclusion may vary. Even the experience of how inclusion works can differ between the teachers involved in the study. Despite these difficulties, the overall results provide a robust picture of the problems and opportunities that fit within the area. Differences in teacher interpretation could also be an important element for the research.

  • 72.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Tillsammans. Integreringens möjligheter och villkor.2002Report (Other academic)
  • 73.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Web coherence learning: Web support to create context and continuity in learning.2008In: International Journal of Emerging Technologies in Learning iJET, ISSN 1868-8799, Vol. 3, no 3Article in journal (Refereed)
    Abstract [en]

    This article describes a learning system constructed to facilitate teaching and learning by creating a functional web-based contact between schools and organisations which in cooperation with the school contribute to pupils’/students’ cognitive development. Examples of such organisations include science centres, museums, art and music workshops and teacher education internships. With the support of the “Web Coherence Learning

  • 74.
    Karlsudd, Peter
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Willén-Lundgren, Berit
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Less tradition for more profession: an attempt with thesis projects in practical development2017In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 75, no 3, p. 252-262Article in journal (Refereed)
    Abstract [en]

    This research scrutinises the question whether an education profile with development-oriented thesis projects in teacher education programs can provide an increased professional relevance without losing scientific quality. The methodology used in the survey can be defined as a participatory approach in which field work, document studies and interviews form the basis for data collection. The suggested activities that students used were development-oriented methods. Before the project's implementation, instructional texts and supplementary examination criteria were written with a view to guaranteeing scientific excellence, with the main aim of improving professional relevance. The results show that the course tutor initially had some trouble communicating disposition and structure, which meant that some of the students at first had doubts. Despite this, the summary assessment is that the development-oriented approach implemented with scientific quality enhanced the students` readiness for future professions.

  • 75.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Communication and Design.
    Diedrichs, Peter
    Uppsatsdialogen2006In: Netlearning Ronneby, 2006Conference paper (Refereed)
  • 76. Karlsudd, Peter
    et al.
    Dietrichs, Peter
    Slutrapport från projektet öppna lärresurser1998Report (Other academic)
  • 77.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Communication and Design.
    Jokela, Päivi
    University of Kalmar, School of Communication and Design.
    Doctors learning on line, evaluation of a videoconference based course in medicine2004In: NFPF The Positioning of Education in Contemporary Knowledge Society Reykjavik, 2004Conference paper (Refereed)
  • 78.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Communication and Design.
    Tallberg Broman, Ingegerd
    Jämställdhet, ett gemensamt ansvar1998Report (Other academic)
  • 79.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Human Sciences.
    Tågerud, Yael
    Att mötas i flexibelt lärande2008In: Strategisk pedagogisk utveckling / [ed] Katarina Mårtensson, Lund: Lunds universitet NSHU , 2008Conference paper (Other academic)
  • 80.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Communication and Design.
    Tågerud, Yael
    University of Kalmar, School of Communication and Design.
    Att mötas i flexibelt lärande.2005In: Utvecklingskonferensen, CED Lunds universitetspedagogiska utvecklingsenhet. Lund: Media Tryck, Lunds universitet., 2005Conference paper (Refereed)
  • 81.
    Karlsudd, Peter
    et al.
    University of Kalmar, School of Communication and Design.
    Tågerud, Yael
    University of Kalmar, School of Communication and Design.
    Bridging the Gap - Taking the Distance out of e-Learning2008In: EJEL Electronic Journal of e-Learning, Vol. 6, no 1 March, p. 43-53Article in journal (Refereed)
  • 82.
    Sandberg, Viktoria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Learning by Playing Searching after a Connection between Computer Game Playing and English Skills2014In: Journal of Emerging Trends in Computing and Information Sciences, ISSN 2079-8407, E-ISSN 2218-6301, Vol. 5, no 5, p. 371-376Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to investigate middle school students’ computer game habits, especially in relation to their oral and written knowledge of English as a school subject. A central issue was to search for indications of whether students’ computer game playing could have a positive effect on their knowledge level of English. A further aim was to study how teachers of English may relate to the use of computer games in teaching. The study is based on student questionnaires and on interviews with their teachers of English. Altogether, the participants included three teachers and 54 students, 25 of whom were boys and 29 girls. The results demonstrated that 91 % of the participant students play computer games in their spare time. The study also reveals considerable differences in the playing habits of boys and girls. Boys primarily play online and multiplayer games, while girls to a higher extent choose single player games. By these students’ teachers of English the knowledge level was assessed to be high among those spending much time on playing computer games. The boys were assessed as having a higher level of English, which may be due to the longer time they devote to playing and to their greater use of online and multiplayer games. There are of course a number of underlying variables, which may have had a greater effect on the result but have not been studied, such as TV-watching habits. Still, the result offers an interesting guideline for further studies. The interviewed teachers saw a learning potential in computer games and were positive to a future use of these, even though none of them used games in their teaching. 

  • 83.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Karlsudd, Peter
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    On-line Education, More Than One-way Education?2009In: Journal of Emerging Technologies in Web Intelligence, ISSN 1798-0461, Vol. 1, no 1, p. 77-87Article in journal (Refereed)
    Abstract [en]

    The aim of the evaluation research described is by critically examining an in-service education course, to give 25 university teachers a foundation for developing and improving their activities with a focus on flexible learning and ICT-supported education. In the final examination task the participants performed an educational activity with the aim of increasing their own understanding of the area and simultaneously spread the interest in and knowledge of ICTsupported education to colleagues and students. The results show that the degree of freedom offered in the course was not appreciated by all. Too great a freedom of choice may lead to negative consequences for interaction and throughput. This conflicting interest between a desire to maximize flexibility and avoidance of dropouts is problematized. A necessary reconceptualisation in faculty development, from organizing teacher-centred learning situations towards student-centred, is made explicit. This suggests some concrete advice to organizers of flexible education, namely the value of: i) fast feedback; ii) holistic planning; iii) functioning technology; iv) relevant course literature and v) clear goals. The principle of making the participants immediately test their newly acquired knowledge by passing it on to their colleagues was positively received by everyone.

  • 84.
    Stigmar, Martin
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Karlsudd, Peter
    “Pass it on! Shared knowledge and competence”.2008In: The International Conference on Technology, Communication and Education, 2008Conference paper (Refereed)
    Abstract [en]

    Summary

    The aim of the evaluation research described is by critically examining an in-service education course, to give university teachers a foundation for developing and improving their activities with a focus on flexible learning and ICT-supported education. In the final examination task the participants performed an educational activity with the aim of increasing their own understanding of the area and simultaneously spread the interest in and knowledge of ICT-supported education to colleagues and students.

    The results show that the degree of freedom offered in the course was not appreciated by all. Too great a freedom of choice may lead to negative consequences for interaction and throughput. This suggests some concrete advice to organizers of flexible education, namely the value of: i) fast feedback; ii) holistic planning; iii) functioning technology; iv) relevant course literature and v) clear goals. The principle of making the participants immediately test their newly acquired knowledge by passing it on to their colleagues was positively received by everyone.

  • 85.
    Tågerud, Yael
    et al.
    University of Kalmar, School of Communication and Design.
    Karlsudd, Peter
    University of Kalmar, School of Communication and Design.
    Pedagogical development of flexible learning to enhance combination of campus based activities and distance learning2006In: 6th Conference of the International Consortium for Educational Development Enhancing Academic Deveopmemt Practice: International Perspectives Sheffield Hallam University, United Kingdom, 2006Conference paper (Refereed)
  • 86.
    Willén-Lundgren, Berit
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Relationella avtryck och specialpedagogiska perspektiv i fritidshemmets praktik.2013In: Relationell specialpedagogik - i praktik och teori / [ed] Aspelin, J, Kristianstad: Kristianstad University Press , 2013, p. 63-78Chapter in book (Other academic)
    Abstract [sv]

    Kapitel beskriver blivande fritidslärares syn på betydelsen av relationsmedvetenhet i det pedagogiska arbetet med eleverna och hur en sådan medvetenhet kan komma till uttryck i (special)pedagogiska handlingar i fritidshemmen. Utgångsläget är en undersökning som genomfördes vid Linnéuniversitetet våren 2012. De studerande har, i en specialpedagogisk delkurs, problematiserat läraruppdraget med fokus på att kunna möta barns olikheter i en pedagogisk verksamhet. Spänningsfältet mellan kunskapsuppdraget och det sociala uppdraget har särskilt uppmärksammats med hjälp av relationsteoretiska begrepp som de studerande under kursens gång har försökt att identifiera och gestalta genom att ge exempel på konkreta yrkeshandlingar.

  • 87.
    Willén-Lundgren, Berit
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Karlsudd, Peter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Special needs education perspectives in the practice of leisure: time centres2014In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, Vol. 62, p. 51-61Article in journal (Refereed)
    Abstract [en]

    This study carried out at Linnaeus University in the spring of 2012 where students in a special needs education module problematised the teacher’s mission with the focus on being able to face differences among children in a pedagogical activity. The aim of the study was to make visible how the teaching and learning of values and attitudes can be promoted in educational practice, as well as to examine student views on including values for leisure-time centre work as stated in the target documents. In the study the students were required to observe activities primarily from the perspective of special needs education concepts referred to as categorical and relational. The results of the observations point to a number of concrete professional pedagogical actions that can be linked to a relational special pedagogy approach.

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