Ändra sökning
Länk till posten
Permanent länk

Direktlänk
BETA
Publikationer (10 of 68) Visa alla publikationer
Spante, M. (2019). Digital creativity: learning by story driven digital production. The international journal of information and learning technology
Öppna denna publikation i ny flik eller fönster >>Digital creativity: learning by story driven digital production
2019 (Engelska)Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. FindingsThis study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a "€œmental design device"€ into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.

Ort, förlag, år, upplaga, sidor
Emerald Group Publishing Limited, 2019
Nyckelord
Gender roles, Social science, Creativity, Story, Digital competence, Digital design
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande; Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-13696 (URN)10.1108/IJILT-11-2018-0129 (DOI)2-s2.0-85062494966 (Scopus ID)
Anmärkning

Funders: Interreg

Tillgänglig från: 2019-03-05 Skapad: 2019-03-05 Senast uppdaterad: 2019-04-04Bibliografiskt granskad
Spante, M., Varga, A. & Korp, H. (2019). Hitta drivet: Studiemotivation och genusmönster i grundskolan. Trollhättan: Högskolan Väst
Öppna denna publikation i ny flik eller fönster >>Hitta drivet: Studiemotivation och genusmönster i grundskolan
2019 (Svenska)Rapport (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Trollhättan: Högskolan Väst, 2019. s. 28
Serie
Rapport i korthet
Nyckelord
Studiemotivation, grundskolan, genus
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-14009 (URN)
Tillgänglig från: 2019-06-28 Skapad: 2019-06-28 Senast uppdaterad: 2019-06-28Bibliografiskt granskad
Spante, M., Johansson, K. & Jaldemark, J. (2019). MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming. In: Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland (Ed.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 223-237). Cham: Springer
Öppna denna publikation i ny flik eller fönster >>MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming
2019 (Engelska)Ingår i: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, s. 223-237Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

Ort, förlag, år, upplaga, sidor
Cham: Springer, 2019
Nyckelord
MakerSpace Networked professional development, Networked learning, Teacher learning groups, TLG
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-14348 (URN)10.1007/978-3-030-18030-0 (DOI)978-3-030-18029-4 (ISBN)978-3-030-18030-0 (ISBN)
Tillgänglig från: 2019-09-04 Skapad: 2019-09-04 Senast uppdaterad: 2019-09-09Bibliografiskt granskad
Spante, M., Sofkova Hashemi, S., Lundin, M. & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), Article ID 1519143.
Öppna denna publikation i ny flik eller fönster >>Digital competence and digital literacy in higher education research: Systematic review of concept use
2018 (Engelska)Ingår i: Cogent Education, E-ISSN 2331-186X, Vol. 5, nr 1, artikel-id 1519143Artikel, forskningsöversikt (Refereegranskat) Published
Abstract [en]

Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.

Nyckelord
digital literacy, digital competence, higher education, systematic literature review
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-13033 (URN)10.1080/2331186X.2018.1519143 (DOI)000448153500001 ()2-s2.0-85060932273 (Scopus ID)
Tillgänglig från: 2018-10-24 Skapad: 2018-10-24 Senast uppdaterad: 2019-05-29Bibliografiskt granskad
Spante, M. (2018). Digital Creativity: Enabling Learning Of Gender Roles In Society In Primary School By Story Driven Digital Production. In: Linda Morris,Costas Tsolakidis (Ed.), The Proceedings of the International Conference on Information Communication Technologies in Education 2018: . Paper presented at The International Conference on Information Communication Technologies in Education 2018 (pp. 213-224). ICICTE
Öppna denna publikation i ny flik eller fönster >>Digital Creativity: Enabling Learning Of Gender Roles In Society In Primary School By Story Driven Digital Production
2018 (Engelska)Ingår i: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris,Costas Tsolakidis, ICICTE , 2018, s. 213-224Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

To achieve knowledge and understanding in social science, students' ability to discuss and reflect is important. However, the goal to stimulate perspective taking and inference making upon social phenomena has proven to be difficult in general and in particular for primary school students. Thus, there is a need to develop models and concepts for learning that provide guidance that address these challenges. This study reports on how 6th grade students in a Swedish school successfully worked with gender roles in society with a storydriven didactical design linked to digital competence development and creativity in a cross-border setting.

Ort, förlag, år, upplaga, sidor
ICICTE, 2018
Nyckelord
Social science, students, reflections, Work-integrated Learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-12837 (URN)978-1-9996549-1-7 (ISBN)
Konferens
The International Conference on Information Communication Technologies in Education 2018
Tillgänglig från: 2018-08-28 Skapad: 2018-08-28 Senast uppdaterad: 2018-08-28Bibliografiskt granskad
Winman, T., Spante, M., Willermark, S., Svensson, L. & Lundh Snis, U. (2018). Digitaliseringen i skolan: möjligheter och utmaningar. Stockholm: Skolverket
Öppna denna publikation i ny flik eller fönster >>Digitaliseringen i skolan: möjligheter och utmaningar
Visa övriga...
2018 (Svenska)Bok (Övrigt vetenskapligt)
Alternativ titel[sv]
Digitalisering i skolan : möjligheter och utmaningar
Ort, förlag, år, upplaga, sidor
Stockholm: Skolverket, 2018. s. 83
Serie
Forskning för skolan
Nyckelord
Digitalisering, skola, kunskapsöversikt
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-12878 (URN)978-91-7559-323-4 (ISBN)
Tillgänglig från: 2018-09-06 Skapad: 2018-09-06 Senast uppdaterad: 2019-03-26Bibliografiskt granskad
Spante, M., Varga, A., Korp, H., Lind, H., Jansson, L., Lindeberg, B. & Adler Johannesson, A.-H. (2018). Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018 (pp. 10347-10356). IATED
Öppna denna publikation i ny flik eller fönster >>Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University
Visa övriga...
2018 (Engelska)Ingår i: ICERI2018 Proceedings, IATED , 2018, s. 10347-10356Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper aims to highlight challenges and opportunities connected to collaboration between municipal school administrators, principals, teachers and researchers. The current study was formulated in cooperation between researchers and administrators from two rural Swedish municipalities. The study was based on their concern on large gender gap in grades, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially among low-achieving boys.

The project was co-designed in close collaboration between administrators, principals and researchers. The negotiated purpose was thus collaboratively broadened to include not only gender patterns but also other sociological aspects that affect learner identities and motivation. Project information was provided through on-site visits where the project was presented for all staff members at each school in each municipality. During the first year, observations were carried out in grade 6 in five schools, and grade 9 in three schools. Two researchers followed each class one week, by teacher invitation. The focus was on the conditions for learning and motivation offered in class, and on factors supporting and hindering the learning and motivation of girls and boys with different backgrounds and resources. Semi-structured interviews with teachers in the targeted classes (N=18) were held. The interviews focused on the teachers' notions of student achievement and motivation in regard to gendered norms, curriculum and classroom practices. Teachers were also asked to reflect on the possibilities to change prevailing patterns. Semi-structured interviews with students, mostly in pairs (N=70; 39 girls, 31 boys) were carried out. The topics for these interviews were the students' notions of how school, home and peers interplay with their views on learning, motivation and their aspirations for the future. In addition to the practice-based research activities, organizational development and competence building were key ambitions in the cooperation between the two municipalities and the university. The model for this was a one-day workshop for the entire pedagogical staff in the schools at the respective municipality (N=195, N= 65). During these days, local experiences and observations were discussed in relation to presented research concerning study motivation and gender patterns.

Groups of teachers sat together and shared their understandings and reflections. All group conversations were documented in shared online documents for capturing and spreading thoughts and understandings. These shared documents provided a source for further discussions after the actual competence development day. The same model for data gathering will be carried out in year two of the project in order to have a solid foundation for analysis and further recommendations and suggestions. So far, our mutual experience from the range of roles participating in the project, is that the model for co-designing a project combining competence development arrangements with research activities is a fruitful cross-fertilizing process for knowledge creation and professional learning.

Ort, förlag, år, upplaga, sidor
IATED, 2018
Nyckelord
Collaborative research, competence development, motivation, co-design, collaboration
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap; SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-13448 (URN)10.21125/iceri.2018.0951 (DOI)978-84-09-05948-5 (ISBN)
Konferens
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018
Tillgänglig från: 2019-01-25 Skapad: 2019-01-25 Senast uppdaterad: 2019-01-25Bibliografiskt granskad
Spante, M. & Näverå, E. (2018). Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 7-7). Trollhättan: Högskolan Väst
Öppna denna publikation i ny flik eller fönster >>Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning
2018 (Engelska)Ingår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 7-7Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

How librarians and teachers in higher education collaborate in their workplace and how inter-professional learning is arranged for and experienced are understudied. This study will present a case where a librarian and a teacher held continuous meetings. The purpose of the case study is to demonstrate and emphasize the value of interprofessional learning as work integrated learning and suggest models for competence development and educational development for students regarding information seeking in higher education. The case includes three three-hour meetings between a librarian and a teacher where conversations and hands-on activities initially focused on databases, search tools and techniques for improved search quality. Individual experiences were documented as separate texts of reflections from a unique professional point of view. Every reflection brought on new questions and ideas that were discussed during the following meeting. The comprehensive documentation were analyzed and used for modelling courses for students' progression in information literacy. The courses were then implemented and evaluated on basic and advanced levels. Furthermore, experiences were used for modelling competence development in a University setting. Interprofessional learning arose while combining role specific practice and knowledge between a librarian and a teacher during their conversations. The emergent learning drove model creation that benefitted students, teachers, researchers and librarians. This study recommends the university management to support interprofessional encounters at work. Continuous meetings at Universities between librarians and teachers are rare and, thus, not often reflected upon or systematically documented and analyzed. Value is found in course development for students and professional development for librarians, teachers and researchers.

Ort, förlag, år, upplaga, sidor
Trollhättan: Högskolan Väst, 2018
Nyckelord
Interprofessional learning, work integrated learning, competence development
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-13445 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Konferens
VILÄR, 6-7 december 2018, Mölndal, Sverige
Tillgänglig från: 2019-01-22 Skapad: 2019-01-22 Senast uppdaterad: 2019-01-23Bibliografiskt granskad
Spante, M. (2018). Organizing Digitalization In School: How A Municipality In Sweden Arranged For New Curriculum Implementation  Emphasizing Digitalization. In: Linda Morris, Costas Tsolakidis (Ed.), The Proceedings of the International Conference on Information Communication Technologies in Education 2018: . Paper presented at The International Conference on Information Communication Technologies in Education 2018 (pp. 382-390). ICICTE
Öppna denna publikation i ny flik eller fönster >>Organizing Digitalization In School: How A Municipality In Sweden Arranged For New Curriculum Implementation  Emphasizing Digitalization
2018 (Engelska)Ingår i: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris, Costas Tsolakidis, ICICTE , 2018, s. 382-390Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This study focused on how a municipality in Sweden organized for a new curriculum implementation with the focus on digitalization following the demands from politicians. A compulsory competence development course was initiated for all 40 school leaders in the municipality. The course followed the structure and form provided from the Swedish National Agency for Education.The results showed vast variation among school leaders regarding the understanding of digitalization and how they led processes in their schools.The results call for a thoughtful model of how to capture and act on these differences to secure equal quality of education in the municipality.

Ort, förlag, år, upplaga, sidor
ICICTE, 2018
Nyckelord
Digitalization, education quality
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-12841 (URN)978-1-9996549-1-7 (ISBN)
Konferens
The International Conference on Information Communication Technologies in Education 2018
Tillgänglig från: 2018-08-28 Skapad: 2018-08-28 Senast uppdaterad: 2018-08-28Bibliografiskt granskad
Spante, M., Jacquet, E. & Lindqvist, E. (2018). Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development. In: Elizabeth Langran; Jered Borup (Ed.), Society for Information Technology & Teacher Education International Conference, Mar 26, 2018 in Washington, D.C., United States: . Paper presented at SITE 2018. 29th International Conference, March 26-30, 2018, The Westin Alexandria, Washington, DC (pp. 1-10). Chesapeake, VA: Association for the Advancement of Computing in Education, Article ID 51824.
Öppna denna publikation i ny flik eller fönster >>Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development
2018 (Engelska)Ingår i: Society for Information Technology & Teacher Education International Conference, Mar 26, 2018 in Washington, D.C., United States / [ed] Elizabeth Langran; Jered Borup, Chesapeake, VA: Association for the Advancement of Computing in Education, 2018, s. 1-10, artikel-id 51824Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The aim of the article is to highlight and explore challenges and possibilities for literacies development within a story-driven transmedia game using mobile technology. Two classes of 7th grade students from two different schools in Sweden participated in the game. During the game, groups of students are supposed to solve a mystery, while being active and finding clues connected to physical places, and to engage in various literacy activities. The participants interpret texts and interactions produced by the game master in the role of different characters within the game. To solve the mystery the participants also have to produce blog texts, photos, films, podcasts and other media. Data from game sessions was collected though participant observations and blog analyses, focusing on signs of engagement and involvement. The study concludes that major drivers for being motivated by transmedia game activities were to be found in the interaction with the game master, collaboration among group participants, number of postings as well as complexity in utterances in written language, pictorial contributions and compositions, entering an imaginary "as if" gaming mode. Hence, transmedia games provide an educational structure that involves the majority of students in their multiliteracy development. The game enables teachers to target those who would benefit from specific multiliteracy guidance while playing to enhance learning. Further transmedia game designs should therefore explicitly incorporate a teacher role in games.

Ort, förlag, år, upplaga, sidor
Chesapeake, VA: Association for the Advancement of Computing in Education, 2018
Nyckelord
Storydriven transmedia, mobile learning, Games & Simulations, New Possibilities with Information Technologies
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-12239 (URN)978-1-939797-32-2 (ISBN)
Konferens
SITE 2018. 29th International Conference, March 26-30, 2018, The Westin Alexandria, Washington, DC
Tillgänglig från: 2018-04-04 Skapad: 2018-04-04 Senast uppdaterad: 2019-01-04Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0003-3203-7062

Sök vidare i DiVA

Visa alla publikationer