Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 67) Show all publications
Spante, M. (2019). Digital creativity: learning by story driven digital production. The international journal of information and learning technology
Open this publication in new window or tab >>Digital creativity: learning by story driven digital production
2019 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Gender roles, Social science, Creativity, Story, Digital competence, Digital design
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-13696 (URN)10.1108/IJILT-11-2018-0129 (DOI)2-s2.0-85062494966 (Scopus ID)
Note

Funders: Interreg

Available from: 2019-03-05 Created: 2019-03-05 Last updated: 2019-04-04Bibliographically approved
Spante, M., Varga, A. & Korp, H. (2019). Hitta drivet: Studiemotivation och genusmönster i grundskolan. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Hitta drivet: Studiemotivation och genusmönster i grundskolan
2019 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2019. p. 28
Series
Rapport i korthet
Keywords
Studiemotivation, grundskolan, genus
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14009 (URN)
Available from: 2019-06-28 Created: 2019-06-28 Last updated: 2019-06-28Bibliographically approved
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.
Open this publication in new window or tab >>Digital competence and digital literacy in higher education research: Systematic review of concept use
2018 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 5, no 1, article id 1519143Article, review/survey (Refereed) 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.

Keywords
digital literacy, digital competence, higher education, systematic literature review
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13033 (URN)10.1080/2331186X.2018.1519143 (DOI)000448153500001 ()2-s2.0-85060932273 (Scopus ID)
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2019-05-29Bibliographically approved
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
Open this publication in new window or tab >>Digital Creativity: Enabling Learning Of Gender Roles In Society In Primary School By Story Driven Digital Production
2018 (English)In: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris,Costas Tsolakidis, ICICTE , 2018, p. 213-224Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
ICICTE, 2018
Keywords
Social science, students, reflections, Work-integrated Learning
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12837 (URN)978-1-9996549-1-7 (ISBN)
Conference
The International Conference on Information Communication Technologies in Education 2018
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2018-08-28Bibliographically approved
Winman, T., Spante, M., Willermark, S., Svensson, L. & Lundh Snis, U. (2018). Digitaliseringen i skolan: möjligheter och utmaningar. Stockholm: Skolverket
Open this publication in new window or tab >>Digitaliseringen i skolan: möjligheter och utmaningar
Show others...
2018 (Swedish)Book (Other academic)
Alternative title[sv]
Digitalisering i skolan : möjligheter och utmaningar
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018. p. 83
Series
Forskning för skolan
Keywords
Digitalisering, skola, kunskapsöversikt
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12878 (URN)978-91-7559-323-4 (ISBN)
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-03-26Bibliographically approved
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
Open this publication in new window or tab >>Find The Drive: On Co-Designing Practice And Experience Of A Research And Development Project Driven By Municipalities And University
Show others...
2018 (English)In: ICERI2018 Proceedings, IATED , 2018, p. 10347-10356Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
IATED, 2018
Keywords
Collaborative research, competence development, motivation, co-design, collaboration
National Category
Pedagogical Work
Research subject
Child and Youth studies; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-13448 (URN)10.21125/iceri.2018.0951 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018
Available from: 2019-01-25 Created: 2019-01-25 Last updated: 2019-01-25Bibliographically approved
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
Open this publication in new window or tab >>Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper, Oral presentation with published abstract (Other academic)
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.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Interprofessional learning, work integrated learning, competence development
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13445 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
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
Open this publication in new window or tab >>Organizing Digitalization In School: How A Municipality In Sweden Arranged For New Curriculum Implementation  Emphasizing Digitalization
2018 (English)In: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris, Costas Tsolakidis, ICICTE , 2018, p. 382-390Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
ICICTE, 2018
Keywords
Digitalization, education quality
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12841 (URN)978-1-9996549-1-7 (ISBN)
Conference
The International Conference on Information Communication Technologies in Education 2018
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2018-08-28Bibliographically approved
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.
Open this publication in new window or tab >>Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development
2018 (English)In: 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, p. 1-10, article id 51824Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
Chesapeake, VA: Association for the Advancement of Computing in Education, 2018
Keywords
Storydriven transmedia, mobile learning, Games & Simulations, New Possibilities with Information Technologies
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12239 (URN)978-1-939797-32-2 (ISBN)
Conference
SITE 2018. 29th International Conference, March 26-30, 2018, The Westin Alexandria, Washington, DC
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2019-01-04Bibliographically approved
Ampem, D. K. & Spante, M. (2017). Reaching Out, Tuning in: On the Problematic Information Structure Hindering Connection between Socially Engaged Organizations and Refugees in the Municipality of Trollhättan. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies: Revised papers first presented at the 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden. Paper presented at Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies, 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden (pp. 21-28). Trollhättan: University West
Open this publication in new window or tab >>Reaching Out, Tuning in: On the Problematic Information Structure Hindering Connection between Socially Engaged Organizations and Refugees in the Municipality of Trollhättan
2017 (English)In: Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies: Revised papers first presented at the 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden / [ed] Iréne Bernhard, Trollhättan: University West , 2017, p. 21-28Conference paper, Published paper (Refereed)
Abstract [en]

The recent refugee crises have caused newcomers to settle in different municipalities in Sweden. Different municipalities respond differently to the situations that arise from an increased number of refugees waiting for decisions from the Swedish Migration Agency regarding residence permit. Such variation in response also affects how refugees can access relevant information about activities and initiatives available in the designated municipality while waiting. This study investigated how stakeholders' in the municipality of Trollhättan experienced their possibilities to spread information about their activities targeting refugees. A particular interest was on what kind of activities stakeholders provided, problems they face in reaching out to refugees, and opinions on using technology usage for outreach. Seven stakeholders in Trollhättan municipality were included in the study; a private company, the municipal employment office, a university and four nonprofit organizations. Findings suggest that stakeholders did arrange various types of initiatives but it was hard for refugees placed in Trollhättan to get access to these local initiatives. Stakeholders wanted to reach out to as many refugees as possible but they have a hard time doing so. The study concluded that information access of stakeholders activities is a major problem for refugees in Trollhättan. In order to address the dispersed and hard-to-find information from the varied stakeholders, a mobile app was suggested as a solution to the information problem in order to create a digital cental place for stakeholder initiatives and information spread. These initiatives, if known about, could create a more active and varied everyday life for refugees awaiting decisions from the migration board. For stakeholders to reach out with information of planned activities and for refugees to be able to tunein to these possibilities becomes particularly important in municipalities where refugees are dispersed in various kinds of locations, rather than living in largec amps.

Place, publisher, year, edition, pages
Trollhättan: University West, 2017
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2017:1
Keywords
Refugees, Trollhättan, organizations
National Category
Social Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-11850 (URN)978-91-87531-61-3 (ISBN)
Conference
Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies, 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2017-11-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3203-7062

Search in DiVA

Show all publications