Utskrift från Malmö högskola - mah.se
Browsing Conference Contributions /LS SOL by Issue Date
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Browsing Conference Contributions /LS SOL by Issue Date
Now showing items 1-20 of 38
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Ezone a learner centered tool for net-supported education 
Rauer, Lars; Torstensson, Johan; Lundgren, Björn; Attström, Rolf : Netlearning2002, conference, Ronneby (2002) conference
PAPER
W4-Abstract_Rauer.pdf
(12.90Kb)
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Assessments in Virtual Environments
Lundgren, Björn; Natterstad, Anders; Attström, Rolf : Netlearnng2002, Conference, Ronneby (2002) conference
PAPER
English abstract: The demands of good instructional design increase as the expansion of net-based education continue. In staff development at Malmö University we pay special attention to collaborative learning models. A key issue for successful accomplishment of a course is assessment and formal examination. This must reflect the instructional design of the course. Prof. Anders Nattestad, Copenhagen University and prof. Rolf Attström, Malmö University, have created a tool for examination in a virtual environment, Learning On-line , LEO, http://tmk.odont.ku.dk/leo/ . The tool is developed for educations in odontology. The tool presents a problem, which can be an authentic case. The students return their solutions into the system, which automatically presents solutions produced by ?experts?. By comparing their own solutions with the expert solutions, identify pros and cons, differences and similarities, the students analyse and evaluate their own learning. Assessment can then be based on the analysis alone or in combination with the original solutions. Studies are performed to evaluate the impact of using LEO on students´ learning, both in Odontology (Attström and Nattestad pers comm.), Teacher Education (Lundgren) and Environmental Ethics (Lundgren and Westerberg pers comm.) A further development of the tool to fascilitate collaborative work is suggested.
W5-Abstract_Lundgren2002.pdf
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A psychosocial followup study of deaf children with cochlear implants Tvingstedt, Anna-Lena; Preisler, Gunilla (2003) peer-reviewed 
conference
PAPER -
Web-based Portfolios for Teachers and Students
Lundgren, Björn : Netlearning2004, Conference, Ronneby (2004) conference
PAPER
English abstract: The aim of the present project was to increase and secure quality in the Sport Sciences educational programme. An internal web-based portal was introduced to the staff and students. The design was discussed and outlined in a group consisting of staff members, support staff and programmers. It was developed in the same Learning Managing System (LMS), Webzone, as was used for net-based learning. The portal was presented to the staff at two introductory workshops provided during the planning period for the coming educational year. The staff was also encouraged to use net-based functions in their courses irrespective of if the courses were given over distance or at campus. The initiative was evaluated by questionnaires to the staff and students respectively half a year later. Preliminary analysis of available data indicates that most courses in Sport Sciences today use net-learning to some extent. An important reason seems to be that the portal was designed in accordance with the LMS used for net learning. Documentations of the courses, such as descriptions, course guides, and evaluations, are systematically and continuously saved in the portal. These functions seem to increase quality irrespective of changes among resource persons. Documentation is easily available for new staff.
Abstract_2004.pdf
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Interpersonal Communication – a study about pupil’s with hearing loss...
Anderson, Lotta : 11th Biennial International Conference of the ISAAC (2004) peer-reviewed
conference
PAPER
English abstract: Interpersonal Communication – a study about pupil’s with hearing loss and intellectual disability Introduction The all-embracing aim of this study (Anderson, 2002) is to look closer into the com-munication in cases where Sign Language and Sign Supported Speech are used. In focus are pupils with hearing and intellectual disabilities. The starting point is that the participants in a communicative encounter are active and that each person contributes in their way to uphold the conversation. During the interpersonal encounter something happens and the consequences that follow are dependent on how different conversa-tion partners act and react in relation to the contribution of the other. Aim of the Study • To describe and interpret patterns of interaction, form, use and content in the communication of the participants. • To study the possibilities and obstacles within the environment as well as the individual, which might have an impact on the communication process. Method The study has a micro-ethnographical onset; data consists of video-observations dur-ing one year in eight school-classes, supplemented with questionnaires, interviews, field notes and participant observations. The subjects are nine pupils, their parents, classmates and school staff. Theoretical Frame Of Reference Bloom and Laheys (1978, 1988) model gives a collected representation of different factors that are important for language development. For the interpersonal communi-cation to work and develop, it is necessary to pay attention to the individual and the conversation partner as well as the social and physical environment. In this study WHO’s International Classification of Functioning, Disability and Health (ICF, 2001) has been used to describe the function, the activity and participation of the pupils. The contextual factors in the ICF can be related to Bronfenbrenners bio-ecological model (1989). This model describes different phenomena, which at different levels, proxi-mally (micro level) to distally (macro level), might have an impact on children’s learn-ing and development. In this study the model has been used to explain phenomena in the interpersonal communication and in the surrounding environment of the partici-pants, with the purpose to throw light upon the factors, which facilitates or obstructs communicative development of an individual. Result From the microanalysis of the video-observations patterns in the interpersonal com-munication were identified, which have been categorised in following spheres of inter-est: • Informal and formal conversations. • Content and course of the conversations. • The language as a tool When the children initiate informal conversations they often have a lot to tell. Mutual-ity occurs when both code and focus are in common. The informal conversations be-tween the partners are where the child is concerned characterised by participation and mutual exchange, existence of peer conversations, pleasure in communicating and ability to carry on a topic that is interesting. The adult participant adapts in greater extent to the perspective of the child in the informal conversation, supports and elabo-rates the initiative of the child, but can also pass on to become task-oriented and ruling if the linguistic activity of the child is low. In formal conversations do the non-linguistic expressions of the child seldom attract attention, the child has to force its way into the adult’s monologues, answer questions from the adults, carry out instruc-tions, adapt to the perspective of the adult and accordingly has a low level of participa-tion. The content in the messages which the parties convey in different conversations do not always correspond, i.e. they communicate about different things, which leads to mis-understandings, interruptions or that the conversation comes to an end. It is common that adults in communication and interaction with children with severely disabilities not wait for the response from the child. The adults often are too hasty or change too quickly into a different topic or action. The analysis of the video material has resulted in that three different ways of dealing with communication and language been sorted out. • The child that observes • The communicatively active child • The linguistically active child The results show that there are both possibilities and obstacles that respectively facili-tate and obstruct communicative and linguistic development. These can be related to micro-, meso-, exo and macro levels. The children’s communication was mostly func-tional, but the adults did not always notice their intentions. The pupils were met by staff members with varied skills in Sign Language and Sign Supported Speech and it was evident that their communicative and linguistic needs was not as a matter of course accompanied by a supportive environment that facilitated communication de-velopment. Peers as well as adults should be seen as important conversation partners and they should be supported in their roles as communicative and linguistic models for the children. Adult’s communicative and linguistic competence is partly inadequate, i.e. they do not adapt enough to their conversation partners. Nor is this competence sufficient, why adults ought to further develop their linguistic and social skills in the communication with children with intellectual and hearing disabilities. References Anderson, L. (2002). Interpersonal communication: A study about pupils with im-paired hearing in the special schools for the severely learning disabled. Malmö University: School of Education. Bloom, L. & Lahey, M. (1978). Language development and language disorders. New York: John Wiley. Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187–249. Lahey, M. (1988). Language Disorders and Language Development. New York: Macmillan. WHO. (2001). International Classification of Functioning, Disability and Health, ICIDH-2. http://www.who.int/icidh
ISAAC2004Abstract.pdf
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Rosa projektet – rapport från ett analysexperiment med rektorer
Henningsson-Yousif, Anna (2006)
SYMPOSIUM 17B DEMOCRATIC KNOWLEDGE PROCESSES FOR SOCIAL CHANGE, NFPF:s 34:e kongress | Örebro University, mars 2006conference
PAPER
English abstract: The pink project – so far A report from a coanalytic experiment with school leaders. On the basis of the ongoing project The school leader, school change and the teacher students (The pink project), I want to discuss the methodological approach to involve school leaders in an analysis of an interview material they have contributed to. The question here is: What happens when you ask school leaders to make a contribution in a reasearch analysis of this kind? I also want to discuss the content of this analysis. The question here i What dimensions do the school leaders apply in their analyses of the material? In this Pink project seven school leaders connected to the teacher education of Malmö, were interviewed concerning their own efforts in relation to school change and teacher students. The project started in the autumn of 2004 partly as an extension of the The young cuckoo project (see a separate text, Henningsson-Yousif & Viggósson). The school leaders were asked to read and react on two “analysis booklets”. Analysis booklet 1, contains reasonings about the relation between the teacher education and the school (accompanied by a booklet with sketches on the issue made by the school leaders). The Analysis booklet 2, contains the reasonings about strategies of change, leadership, their own background etc. In december 2005 the school leaders have given their reactions on booklet 1. A meeting with three of the school leaders, who also have made an attempt to analyse booklet 2, is planned to take place in march 2006.
paper-rosa projektet NFPF.pdf
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Lärarutbildares och lärarstudenters funktionsuppfattningar – tankar i...
Henningsson-Yousif, Anna; Viggósson, Haukur (2006)
Nordisk förening för pedagogiska forskning, NFPF-konferens i Örebro år 2006. NFPF:s 34:e kongress, 68 NERA´s 34th Congress, Örebro 2006 Symposium:SYMPOSIUM 17B DEMOCRATIC KNOWLEDGE PROCESSES FOR SOCIAL CHANGEconference
PAPER
English abstract: The young cuckoo project It is of importance that teachers at work as well as teacher students develop an inquiring attitude and skills. They also need to develop an approach of making use of and treasuring experiences and reasonings of each other and others. This means for instance to take active part in a systematic inquiry of the teaching conditions and the prerequisits for school change in a systematic way. It also means to be attentive to the experiences and interpretations of the school and society that are made within the school and to make use of and treasure these. We regard these attitudes and skills as basic foundations of a democratic society. We connect them to the democratic knowledge processes (Holmstrand & Härnsten, 2003). The potential function of the school could in this respect be central. For the last couple of years we have been involved in trying out and studying how an inquiring and treasuring praxis could be developed at the campus and in the partner schools of the teacher education. We have studied the prerequisits for such development. We are now at a stage when we, on the basis of a pilot study (Henningsson-Yousif & Viggósson, 2006) are moving on to a development project; “Inquiring as the basis of school development as well as the development of teacher education” and a research project preliminary called “Mental images of teacher educators”. In this project we study how teacher educators at campus as well as in the partner schools both interpret the requirements of teacher students and their own functions as teacher educators. At the session we want to discuss the elaboration of the theoretical and methodological reasonings connected to our research project.
nfpf-paper den 27 februari 2006[1].pdf
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Kommunikation inom sociala nätverk runt barn och ungdomar med stora k...
Anderson, Lotta : Vardagsliv – Livskvalitet – Habilitering, 10:e Forskningskonferensen. Örebro läns landsting: Psykiatri och habilitering. (2006) conference
PAPER
Swedish abstract: Kommunikation i sociala nätverk runt barn och ungdomar med stora kommunikationssvårigheter Lotta Anderson Bakgrund Kommunikation och språk utvecklas mellan människor i samspel och en fungerande kommunikation är grundläggande för annan utveckling. Detta till trots är det många kommunikativa möten i vardagen som av olika skäl inte vidareutvecklas i positiv riktning. I den närmaste omgivningen, dvs. familj, släkt och vänner, förskola, skola och kamrater, skapas utvecklingsmöjligheter genom att personerna kommunicerar och berikar varandra på olika sätt. För att barn och ungdomar med stora kommunikationssvårigheter ska kunna utveckla sin kommunikation och sitt språk krävs kunskap och kompetens hos personer i det sociala nätverket (Blackstone & Hunt, 2002; Anderson, 2002). Projektets relevans och målgrupp Projektet består av två delar; där den första omfattar en enkätundersökning medan den andra inriktas på kommunikationsutveckling hos åtta familjer och deras sociala nätverk. Projektet förväntas belysa processen i det gemensamma lärandet då betydelsefulla närpersoner som finns omkring barn/unga med stora kommunikationssvårigheter samtalar kring bl a funktionshinder, kommunikation, delaktighet, faktorer som underlättar eller hindrar, lärandemiljöer, samtalspartnerns roll och kompetens (Light & Binger, 1998; WHO, 2004). Målgruppen är barn och ungdomar med stora kommunikationssvårigheter i åldern 5-25 år. Stora kommunikationssvårigheter innebär att kommunicera med någon form av symboler, men dessa räcker inte till för att göra sig förstådd eller att förstå i vardagen. Syfte Projektets första del syftar till att kartlägga och analysera föräldrars och yrkesverksammas uppfattningar Frågeställningarna handlar om kommunikation och dess tillämpning, samtalspartnerns roll, samverkansformer och kompetens samt vilka uttalade behov av stöd som finns och hur dessa kan tillgodoses. Den andra delen av projektet handlar om familjens sociala nätverk, dvs. i detta fall bestämmer familjen vilka som ska ingå i nätverket runt barnet/ungdomen. Åtta sociala nätverk är aktuella. Arbetet i dessa kommer att pågå i 1½ år och inriktas på att under handledning/utbildning som inkluderar videobaserad vägledningsinsats över tid, reflektion och dokumentation i syfte att utveckla förmågan som kommunikationspartner i relation till barnet/ungdomen. Metod För att få frågorna besvarade i projektets första del har postenkäter skickats till föräldrar och yrkesverksamma inom förskola/skola, habilitering, daglig verksamhet och fritidsverksamhet. Kartläggningen genomfördes nationellt. Resultat del ett Om barn och ungdomar. Alla de aktuella åldrarna finns representerade, men med en övervikt för åldrarna 8-14. Pojkarna är fler än flickorna. Kommunikationssätten är varierande och oftast kombinerade i form av tecken, bild och kroppsspråk men också i huvudsak teckenspråk eller tal. En dryg tredjedel av barn/ungdomar har någon form av kommunikationshjälpmedel, oftast till följd av motoriska svårigheter snarare än andra funktionsnedsättningar. Flertalet 2 barn/ungdomar har någon form av diagnos som grund till olika svårigheter, 19 olika diagnoser, som enda eller i flera kombinationer, förekommer. Flertalet har också habiliteringskontakt som bedöms som mer eller mindre tillfredsställande av föräldrarna. Nästan 2/3 av barnen/ungdomarna har en plan med mål som handlar om kommunikation/språk . Men det finns också små barn som inte har någon individuell plan, vilket kan betraktas som märkligt. De mål som beskrivs är ibland så generella att det kan ifrågasättas hur de kan genomföras och utvärderas och man träffas mestadels på de yrkesverksammas villkor. Om det finns en plan, oavsett vad den kallas, beror det i mindre utsträckning på hörselproblem (signifikant skillnad) än andra svårigheter (motorik, koncentration, syn)! Barn och ungdomar kommunicerar bäst i strukturerade situationer och mest i situationer som är motiverade, lustfyllda, har ett barn/ungdomsfokus och tillsammans med en partner som är engagerad, har fantasi, inger förtroende, är stresstålig eller m.a.o. är en kommunikativ "naturbegåvning" eller medvetet kunnig. För att ställa frågor, berätta, protestera, "hålla igång" ett samtal måste barn/ungdomar veta hur de ska gå till väga, vilket inte alltid är fallet. De strategier som används och hur framgångsrika de blir är ofta kopplade till barn och ungas personlighet, språklig- och kommunikativ utvecklingsnivå men också till omgivningens kompetens och form av respons. Föräldrar menar också att deras barn har mycket mer att uttrycka än de har uttrycksformer för. Om föräldrarnas uppfattningar: Mestadels är det mammorna som svarat på frågorna. Flertalet familjer är med i någon intresseförening, företrädesvis FUB, men också DHB. Ofta är de med i flera olika föreningar med koppling till någon av barnets funktionsnedsättningar och synpunkterna varierar från mycket stöd och gemenskap med föräldrar liknande situationer och olika utbud till inget stöd alls med avseende på kommunikation. Den som svarar på frågorna menar sig förstå barnet i något större utsträckning än övriga familjen. Kommunikationen försvåras med avståndet, dvs. släkt, vänner, grannar, kamrater förstår i mindre utsträckning. Än mer tydligt blir detta när man inte har någon gemensam referens, dvs. när budskapet är mer eller mindre okänt för kommunikationspartnern. Men föräldrar förlitar sig mer på andra vuxnas kompetens än jämnåriga runt barnet. Föräldrar menar att de i mycket liten utsträckning erbjudits att pröva alternativa kommunikationsutbud. Om de yrkesverksammas uppfattningar: De yrkesverksamma arbetar mestadels som lärare och specialpedagoger inom olika skolformer och logopeder inom habilitering. De anser, precis som föräldrar, att de förstår sina elever eller de barn/ungdomar som de arbetar med i större utsträckning än vad andra uppfattas göra. Men inte helt oväntat lika övertygade för egen del som föräldrar är. De yrkesverksamma (i skolan) menar å ena sidan att barn/ungdomar kan ses som "ensamma öar", som nästan aldrig kommunicerar med varandra. De menar också att det behövs vuxenstöd för att de ska "komma igång" med sin kommunikation. Men å andra sidan menar de att de skapar tillfällen så att kamrater kan samspela med varandra och att de vet vad som motiverar till kommunikation och samspel. De anser att det kan vara svårt att anpassa sig till barn/ungas tempo och intresse oftast till följd av att eleverna i grupperna har så varierande förutsättningar och behov. De största problemen med att arbeta med barn/unga med stora kommunikationssvårigheter är, menar de, att fånga alla i omgivningen - det finns en tröghet i systemet, den kommunikativa kompetensen, attityderna och förhållningssätt hos andra inom verksamheten skulle kunna vara mycket bättre. Det finns också kommunikationstillfällen som leder till missförstånd eller som 3 lämnas oförstådda och detta leder till stor frustration samtidigt som de menar att de i hög grad behärskar det kommunikationssätt som eleven använder. Likheter och skillnader: En del svar tyder på att föräldrar och yrkesverksamma har uppfattningar "om den andre" som inte sammanfaller när man tittar på varje grupp för sig. Uppfattningar som skulle kunna vara underlag för gemensamma diskussioner och leda till större tillfredsställelse. De yrkesverksamma menar att föräldrar har inflytande över insatser och utformning av planer. Föräldrar å sin sida anser att information om hjälp för att kunna kommunicera med sitt barn eller att få gehör för sina synpunkter inte varit tillräckliga. Således en fråga om delaktighet och att ge och få inflytande över företeelser som berör. De yrkesverksamma kan skriva såhär: "När man gör planer så krävs det att föräldrar vet vad de vill och vad barnet behöver", eller "det finns föräldrar som har svårt att acceptera sitt barns behov av teckenspråk", men också att "föräldrarna är stommen runt barnet - personal står för det pedagogiska kunnandet". Dessa uttalanden handlar om att inta olika roller men också att lägga över "bördan" på någon annan. De yrkesverksamma anser att elevernas behov mestadels tillgodoses. Föräldrarna (40 %) menar att de kommunikationsinsatser som erbjudits barnet och familjen inte varit meningsfulla. Detta formulerar de som att: "alla kring barnet kan tecken och kan avläsa", "logopeden tror oss inte när vi berättar", "skolan famlar mycket", "många tips men inget genomförande" men också "det vi fått har varit bra men för lite". Uttalandena handlar om kompetens, ansvar och trovärdighet. De yrkesverksamma anser att deras egna och föräldrarnas uppfattningar om barnets kommunikationsbehov stämmer överens och föräldrarna menar samtidigt att de ges möjlighet att diskutera barnets kommunikation med dem som regelbundet arbetar med barnet. Både föräldrar och yrkesverksamma har uppmanats att beskriva egna behov av insatser och stöd och kompetensutveckling och hur detta skulle kunna utformas. Vad gäller de yrkesverksamma så finns det ett önskemål som överskuggar allt annat - utbildning om och i tecken som alternativ och kompletterande kommunikation och teckenspråk. Föräldrarnas önskemål är mer mångfacetterade, ligger på olika nivåer, och riktar blicken mot organisation, struktur och innehåll. De kan sammanfattas med följande ord: regelbundenhet, samverkan, förståelse, empati, likvärdighet, kunskap, lust och glädje. Reflektioner: Resultatet ger en mängd intressant information, men där fortfarande mycket återstår att bearbeta. Men så här långt kan några punkter lyftas fram. • Den vanligaste kommunikationspartnern till barn/ungdomar, oavsett deras ålder, är en vuxen. Vad får det för konsekvenser när vi vet att samspel och kommunikation med jämnåriga också är centralt för utvecklingen. • Barn/ungdomar kommunicerar som mest när upplevelsen är gemensam och väcker intresse och utmaning. • Både de yrkesverksamma och föräldrarna har föreställningar om "den andre". • Samverkan sker med och mellan många parter och där hänsyn måste tas till delaktighet, inflytande, begriplighet, meningsfullhet och ansvar. 4 • Alla uttalar ett stort behov av kunskap och kompetens om kommunikation och samspel. • Varje familjs behov är unika och måste tillgodoses genom ömsesidighet och respekt. Projektet finansieras av Allmänna arvsfonden, Sunnerdahls handikappfond och Tysta skolan. Nyckelord: kommunikation, kommunikationssvårigheter, samtalspartner, sociala nätverk Referenser Anderson, L. (2002). Interpersonell kommunikation: En studie av elever med hörselnedsättning i särskolan. Malmö: Lärarhögskolan. Blackstone, S. & Hunt-Berg, M. (2003). Social Networks: Augmentative Communicators and their Communication Partners, http://www.augcominc.com/socialnetworks.html Light, J. & Binger, C. (1998). Building Communicative Competence with Individuals Who Use Augmentative and Alternative Communication. Baltimore: Paul H. Brookes Publishing Co. WHO (2004). Klassifikation av funktionstillstånd, funktionshinder och hälsa, ICF-CY. Stockholm: Socialstyrelsen.
ProjektSocialtNätverkdel I.pdf
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The Development of Pedagogical Capital among Student Teachers in Denm...
Viggósson, Haukur; Henningsson-Yousif, Anna; Jacobsen, Jens Christian (2007) peer-reviewed
conference
PAPER
English abstract: An Attempt to Track the Development of Student Teachers’ Pedagogical Capital during their Internship. A Joint Research Project ABSTRACT Four Danish and four Swedish students were asked to keep teaching logs covering topics they felt had importance for their development as teachers, e.g. interaction with teacher educators from campus, mentoring, feedback from fellow students, their own life stories and the influence of social networks. Afterwards they were interviewed in order to obtain a deeper understanding of their own development with regard to their pedagogical capital in particular. They were asked to reflect on their personal educational experiences as students, how these had influenced their studies and how their teaching program had changed their way of dealing with everyday life during their internship: interaction with staff and fellow students, problem solving situations, how they perceived the learning input from their education on campus and in their internship. The logs and the interviews will serve as background material for further investigation. Being four researchers1, we have emphasized the use of our different perspectives in the analysis. We analyze the students’ own input on their pedagogical capital from a personal perspective, a life-story perspective and from the perspective of pedagogical processes. The project is on-going. We intend to study the concept of pedagogical capital as a tool for understanding the novice entering the teaching profession and as a bridge for connecting theories of teaching with students’ classroom experiences during their internships in order to develop courses and education activities to improve teacher education. Student Teachers, Danmark, Sweden, Pedagogical Capital, Development of Teachers Education. 1 Marianne Vega Poulsen is the fourth member of the research project.
Microsoft Word - Abstrakt.pdf
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Developing Professional Competences through Building Narratives of Li...
Rubinstein Reich, Lena; Eriksson Sjöö, Tina; Sild Lönroth, Carina; Fresko, Barbara (2007) peer-reviewed
conference
PAPER
English abstract: The paper presents an ongoing project on how student teachers in Sweden can make use of experiences they acquire outside ordinary higher education in order to develop important parts of their professional competences such as empathy, perspective taking and ability to make judgements. These experiences could be temporarily working as assistants in schools, as care takers, mentors/tutors, leisure time/sport leaders or being active in organizations like youth clubs, the scouts etc. Students in teacher education and social work programmes and mentors (higher education students) in a mentoring project take part in a number of group seminars. In the seminars methods have been developed to make use of the students’ experiences in the form of personal narratives. Swedish abstract: Paperet presenterar ett pågående projekt, som finansieras av Nshu, "Studentens utveckling mot professionell kompetens". Projektet omfattar studenter i socionom- och lärarutbildningarna samt studenter som är mentorer (högskolestudenter) i Näktergalen mentorsverksamhet. I denna verksamhet, Näktergalen, medverkar studenter från olika områden inom Malmö högskola som mentorer för var sitt skolbarn. Projektets huvudsakliga syfte har varit att utveckla metoder som tillvaratar studenters erfarenheter utanför ordinarie utbildningskontext på ett sätt som stödjer deras lärande inom områden av vikt för det yrke de utbildar sig till, särskilt värderingsförmåga och förhållningssätt.
shortpaper-LenaRubinstein.pdf
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Digital media production: Learning potential in teacher education Leijon, Marie; Söderquist, Elisabeth
Conference paper in ETEN 17 : The Proceedings of the 17th Annual Conference of the European Teacher Education Network : ETEN (The European Teacher Education Network), the University of Greenwich, and Escola Superior de Educação, Instituto de Politécnico do Porto (2007)
ETEN 17 : 17th Annual Conference of the European Teacher Education Network, April 2007, Porto, Portugalpeer-reviewed
conference
PAPER
English abstract: There has been a dramatic effort with huge economic resources spent on developing the use of ICT in Swedish education during the years around the turn of the millennium. In higher education the progress has been a bit slower and there has been criticism of the way Swedish teacher students are prepared in these issues. At the same time the teacher education curriculum is explicit, even if not in so many words: we have to offer the students possibilities to learn and to use ICT and to prepare for a life in a society where media has a great influence. To face the criticism there has been an intense development in the area in different ways. At Malmö University the students work with digital production in several ways. In the pre-study 25 teacher students participated in digital media production using digital video and sound devices. The productions then were presented, analysed and reflected on within the group. A few words about the presentation form: When the students show their productions a certain form has been used, called "reception". Its origin is semiotic theory. In communication the sign is the starting point and the recipient is an important co-creator and the interpretation of the sign is stressed. The students analyses levels of meaning. They talk about their understanding of the text, called denotation, and then they discuss the interpretation of the text, called connotation. Finally the production group reflects on its production and the reactions from the audience together with the whole group. -
Deaf children´s concept formation in mathematics
Foisack, Elsa (2007)
ACE-DHH 2007 Conference "Getting to the Point - in Deaf Education"conference
PAPER
English abstract: Deaf children’s concept formation in mathematics is illuminated by describing how some deaf children express themselves and act on their way towards understanding multiplication with whole numbers. -
Bedömningsmatriser och självvärdering – om studenters delaktighet och...
Amhag, Lisbeth
Conference paper in Proceedings NU2008 : CED (2008)
Utvecklingskonferensen, 7-9 maj, Kalmarpeer-reviewed
conference
PAPER
Swedish abstract: Det övergripande syftet med projektet var att säkerställa lärarnas bedömning av studenters prestationer och progression, men också att vidareutveckla bedömningsformer och verktyg för självvärdering så att studenter kan ta en aktivare del i sin utbildning och sitt lärande. Studiens resultat från kursutvärderingen visar att verktygen för självvärdering till viss del har bidragit till att synliggöra studenternas läroprocess, såväl individuellt som i grupp och därmed tydliggjort kopplingen till lärandemålen. Men resultatet pekar också på att studenterna är ovana vid att reflektera över det egna lärandet, men även att ge och ta till sig respons och värderingar. Att ge och få respons är det verktyg där studenterna betonar vikten av utbyte i grupp. Strategiloggen med självbedömning är det verktyg som studenterna menar främst främjar självreflektion och att synliggöra sitt eget lärande.
Pages from ProceedingsNU2008Amhag.pdf
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Tillgodogörandet av pedagogiska kapital i skolutveckling och lärarutb...
Henningsson-Yousif, Anna; Viggósson, Haukur (2009)
Denna artikel är publicerad i samband med den tionde nordiska lärarutbildningskongressen i maj 2008, Reykjavik, Island.peer-reviewed
conference
PAPER
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Pedagogical praxis – an example from special schools for pupils with ... Östlund, Daniel
Publication in Abstracts for workshops and symposiums (2009)
The 10th NNDR (Nordic Network on Disability Research) conference April 2 - 4, 2009, in Nyborg, Denmarkother
English abstract: This paper will present some findings from my ongoing work with my doctoral thesis. The study deals with questions about learning and socialization in special schools for pupils with moderate to severe learning difficulties. The overall aim is to study the interaction between pupils and teachers and describe the patterns, forms and content in their vocal- and non-vocal interaction in the classroom. A point of departure is that learning occurs in a social context and in collaboration with others, and the theoretical framework in the research is inspired by a socio-cultural perspective and an interactionistic perspective . My specific research questions are: • What kind of patterns appears in the interaction between pupils and teachers in the classroom? • What kind of learning- and socialization processes appears in the verbal- and non-verbal interaction between pupils and teachers? The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. In all, three different classes participates in the study and the pupils in the classes go to the compulsory special school for the moderate to severely learning disabled (särskola/träningsskola), aged between 8 and 17 years.The empirical material is collected by participatory observations, by video recordings and by interviews with the teachers and the pupils. The video recordings are analyzed using techniques derived from what Scheff calls a part/whole analysis. The process of analyzing one of the classroom studies is in progress and the findings so far will be presented in the paper. -
Social Networks – involving families and professionals surrounding ch...
Anderson, Lotta : ECER-AACC (2009)
VIIth Eastern and Central European Regional Augmentative and Alternative Communication Conference (ECER-AACC) June 29– July 2, 2009, Archangelsk, Russiapeer-reviewed
conference
PAPER
English abstract: Children with severe communication disabilities are a vulnerable group in the community and are depending on the knowledge, skills and empathy of the people in their immediate surrounding, which include parents, sisters and brothers, relatives and professionals, i.e. the social networks (Klefbeck & Ogden; 1996; Blackstone & Hunt Berg, 2002; Anderson, 2006). The family is of great importance in supporting the communication and language development of the child. The professionals have to create conditions conducive to a positive learning environment, which demands knowledge of disability, language, communication and proximal zone of development (zpd). (Lahey, 1978; Vygotsky, 1986; Bodorova & Leong, 1996). It is significant to consider persons with complex disabilities as active and participating parties in the developmental process (Light & Binger, 1998). Children with disabilities encounter different hindrance in their daily life, in their communication with others and in their learning. Hindrance can be found by the individual himself as well by the persons in the surrounding and in the situation as in structures and principles of the society (Beukleman & Miranda, 1998; WHO, 2001, 2004; Anderson, 2002; Eriksson, 2006). Another reason can be found in indistinctive goals, effort and responsibility according to communication and language development of the child. Various kind of hindrance can be eliminated, among others by identifying and analyzing them, contextualizing them, illuminating facilitating phenomenon and increasing the awareness of the importance of communication by as well professionals as families. This project was made on the thesis from Anderson (2002). The results show that there are both possibilities and obstacles that respectively facilitate and obstruct communicative and linguistic development. These can be related to micro-, meso-, exo and macro levels. Informal communication was characterised by participation and mutual exchange, pleasure in communicating and adults adapting to the child´s perspective. Formal communication was characterised by adults choosing topics for conversation and being purpose-oriented, asking questions, giving instructions and expecting certain answers from the child. The children’s communication was mostly functional, but the adults did not always notice their intentions. The pupils were met by staff members with varied skills in manual signs and it was evident that the children’s communicative and linguistic needs were not necessarily accompanied by a supportive environment that facilitated communication development. Adults in the surroundings need education, training and support in Alternative and Augmentative Communication (AAC) to become competent and challenging communication partner (Beukleman & Miranda, 1998; Light & Binger, 1998; Arts, 2000). Another result shows that language use of parents and teachers with respect to prerequisite and needs of the children influence the expectation and treatment of the children. The starting point of the current project is the social networks surrounding children and youth with complex communication needs caused of, among other things hearing and intellectual disabilities. The target group is children and youth of 6 to 25 years of age and who 2 communicate in linguistic level, but the communication form is not sufficient to understand or express feelings, thoughts, and aims within the family or in daily life situations. Aim of the study The all-embracing aim of the Social Networks project is to examine the communicative competence in the surroundings and follow and illuminate participation and collaborative learning among participants in social networks (families and professionals) related to children with complex communication needs. An underlying purpose is to develop assessment methods, analysing needs and support and to find suitable forms of cooperation. The project contains two parts.
AbstractECER-AACC Conference2009.pdf
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Student’s Voices and Meaning Potentials in Asynchronous Dialogues
Amhag, Lisbeth (2009)
E-Learn 2009, World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education, October 26-30, Vancouver, BC Canada.peer-reviewed
conference
PAPER
English abstract: The aim of this study is to examine and describe in what way student teachers use their own and others words meanings content in asynchronous dialogues as a collaborative learning activity in three web-based courses over a period of 60 weeks. The students’ contributions to the course assignments, the group responses and the collaborative discussions were analysed and interpreted based on Bakhtin’s and Rommetveit’s theories on dialogic interactions, voices and meaning potentials in asynchronous dialogues. The results describe different dialogic interactions of meaning potentials and multiple voices in asynchronous dialogues, which students and teachers can use as a tool for learning in net-learning activities.
AmhagElearn09.pdf
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School of Education, Malmö University
Amhag, Lisbeth (2009)
3rd HeLPS TRANSFER Transnational Meeting (TOI Project - Agreement N. LLP-LDV/TOI/08/IT/500), 2009, 15-17 October, Gazi University, Ankara, Turkeyother
English abstract: In the presentation describes the Faculty of Education at Malmö University and the programs of: • Bachelor of Education degree for the Compulsory School (Theory and Practice of Teaching) • Master of Education degree for the Upper Secondary School (Theory and Practice of Teaching) • Diploma in Education for the Upper Secondary School (Theory and Practice of Teaching)
AmhagHeLPS-0910.pdf
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Interactional resources used in dialogues between pupils with profoun...
Östlund, Daniel (2010)
NERA's 38th Congress - Active Citizenship (Nordisk Förening för Pedagogisk Forskning) 11-13 March 2010conference
PAPER
English abstract: Much of the research on school settings for pupils with profound and multiple learning difficulties (PMLD) has focused on the pupils special needs as learners and on what special skills teachers need to work effectively with the pupils (Ware, 2005 ; Nind, 2007 ). In a Swedish context there has been some research from an interaction point of view on pupils with PMLD focusing the interaction with their parents (Wilder, 2008 ), some research (Anderson, 2002 ) with a focus on interaction between pupils and staff has been made in a training school context. In the work with my thesis the overall aim is to explore, describe and analyze the use of interactional resources in everyday life in the special school and to explore how the pedagogical praxis is constructed out of the use of the participants’ interactional resources. The study also tries to explore what kind of learning- and socialization processes the special school setting offers the participants. This paper tries to explore interactional resources used by staff (teachers and assistants) and pupils with PMLD in everyday life situations in special school classrooms with a focus on what resources is used when members of the staff or pupils are trying to initiate and maintain interaction with each other. The study draws on a theoretical framework that is influenced by ethnometodological work, where the participant’s social actions and the participant’s methodical ways of making sense in a social setting are in focus. The design of the project is inspired by an ethnographic approach and is constructed as a classroom study. The empirical material is collected by participatory observations, by video recordings and by focus group sessions with the members of the staff. The data presented in this paper derive from video recordings that were made during spring 2009 in two training school classes and all together eight pupils (age 8-17 - two boys and six girls) and 10 members from the staff (two special teachers, music teacher, psychical education teacher and six assistants - all women) participated in the study. In this paper a small portion of the total video recordings (about 50 hours) is transcribed and analyzed. Detailed transcripts have been made out of the data from video recordings using conversation analytic notations considering both verbal and non verbal actions in the interaction between pupils and staff members. The analytic approach is inspired by Conversation Analysis (CA) and provides detailed analysis of the use of interactional resources used when the participants in the material initiates and tries to maintain interaction with each other. The results in this study are supposed to be of relevance for the understanding of the pedagogical praxis in the special schools and by studying interaction between pupils and staff in the special schools this paper also intend to explore patterns in the interaction and bring new perspectives on teaching and interaction in the special school for pupils with profound and multiple learning difficulties.
Final NFPF paper Daniel Östlund.pdf
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Working with socio-scientific issues . Students’ and teachers’ experi...
Ekborg, Margareta; Ottander, Christina
Conference paper in Proceedings of the XIV Symposium of the International Organization for Science and Technology Education (IOSTE); : Institute for Innovation and Development of University of Ljubljana (2010)
IOSTE (International Organization for Science and Technology Education ), Bled, Slovenia, June 13. - 18. 2010. Socio-cultural and Human Values in Science and Technology Education.peer-reviewed
conference
PAPER
English abstract: We present a research project aiming at investigating how teachers and students in lower secondary school experience work with socio-scientific issues (SSIs). Our interest concerns the importance the actual content has for the students‘ interest and learning and how students‘ gender and attitudes towards science, affect their experience. Another interest is how the teachers describe their work with the cases, the students‘ learning and what difficulties they encounter in the work. We have compared students‘ and teachers‘ experiences of the SSI work. Data have been collected by questionnaires with students and teachers and interviews with teachers. The teachers confirm results from this and other studies that students are interested in working with socio-scientific issues. However some of results are contradictory. The teachers felt safe with content and work forms but they still arranged SSI as something special and even if they were comfortable with group work they generally did not seem to know how to facilitate the students‘ work. Both students and teachers found the work interesting and the teachers but not the students judged that the students learnt as much science as usual. Both students and teachers perceived critical thinking, search for information, and ability in argumentation as learning outcomes that were developed during the work with the case.
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