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  • 1.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sjöström, Mårten
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Karlsson, Håkan
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Andersson, Mattias
    Olsson, Roger
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Åhlander, Jimmy
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Systems and Technology.
    Digital visualisering i skolan: Mittuniversitetets slutrapport från förstudien2018Report (Other academic)
    Abstract [sv]

    Den här studiens syfte har varit tvåfaldigt, nämligen att testa alternativa lärmetoder via ett digitalt läromedel i matematik i en kvasiexperimentell studie samt att tillämpa metoder av användarupplevelser för interaktiva visualiseringar, och därigenom öka kunskapen kring hur upplevd kvalitet beror på använd teknik. Pilotstudien sätter också fokus på flera angelägna områden inom skolutveckling både regionalt och nationellt samt viktiga aspekter när det gäller kopplingen teknik, pedagogik och utvärderingsmetoder inom “den tekniska delen”. Det förra handlar om sjunkande matematikresultat i skolan, praktiknära skolforskning, stärkt digital kompetens, visualisering och lärande samt forskning om visualisering och utvärdering. Den senare svarar på frågor om vilka tekniska lösningar som tidigare använts och med vilket syfte har de skapats samt hur visualiseringar har utvärderats enligt läroböcker och i forskningslitteratur.

     

    När det gäller elevernas resultat, en av de stora forskningsfrågorna i studien, så fann vi inga signifikanta skillnader mellan traditionell undervisning och undervisning med visualiseringsläromedlet (3D). Beträffande elevers attityder till matematikmomentet kan konstateras att i kontrollgruppen för årskurs 6 förbättrades attityden signifikans, men inte i klass 8. Gällande flickors och pojkars resultat och attityder kan vi konstatera att flickorna i båda klasserna hade bättre förkunskaper än pojkarna samt att i årskurs 6 var flickorna mer positiva till matematikmomentet än pojkarna i kontrollgruppen. Därutöver kan vi inte skönja några signifikanta skillnader. Andra viktiga rön i studien var att provkonstruktionen inte var optimal samt att tiden för provgenomförande har stor betydelse när på dagen det genomfördes. Andra resultat resultaten i den kvalitativa analysen pekar på positiva attityder och beteenden från eleverna vid arbetet med det visuella läromedlet. Elevernas samarbete och kommunikation förbättrades under lektionerna. Vidare pekade lärarna på att med 3D-läromedlet gavs större möjligheter till att stimulera flera sinnen under lärprocessen. En tydlig slutsats är att 3D-läromedlet är ett viktigt komplement i undervisningen, men kan inte användas helt självt.

     

    Vi kan varken sälla oss till de forskare som anser att 3D-visualisering är överlägset som läromedel för elevers resultat eller till de forskare som varnar för dess effekter för elevers kognitiva överbelastning.  Våra resultat ligger mer i linje med de slutsatser Skolforskningsinstitutet (2017) drar, nämligen att undervisning med digitala läromedel i matematik kan ha positiva effekter, men en lika effektiv undervisning kan möjligen designas på andra sätt. Däremot pekar resultaten i vår studie på ett flertal störningsmoment som kan ha påverkat möjliga resultat och behovet av god teknologin och välutvecklade programvaror.

     

    I studien har vi analyserat resultaten med hjälp av två övergripande ramverk för integrering av teknikstöd i lärande, SAMR och TPACK. Det förra ramverket bidrog med en taxonomi vid diskussionen av hur väl teknikens möjligheter tagits tillvara av läromedel och i läraktiviteter, det senare för en diskussion om de didaktiska frågeställningarna med fokus på teknikens roll. Båda aspekterna är högaktuella med tanke på den ökande digitaliseringen i skolan.

     

    Utifrån tidigare forskning och denna pilotstudie förstår vi att det är viktigt att designa forskningsmetoderna noggrant. En randomisering av grupper vore önskvärt. Prestandamått kan också vara svåra att välja. Tester där personer får utvärdera användbarhet (usability) och användarupplevelse (user experience, UX) baserade på både kvalitativa och kvantitativa metoder blir viktiga för själva användandet av tekniken, men det måste till ytterligare utvärderingar för att koppla tekniken och visualiseringen till kvaliteten i lärandet och undervisningen. Flera metoder behövs således och det blir viktigt med samarbete mellan olika ämnen och discipliner.

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  • 2.
    Boström, Lena
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Digital Visualization Compared toTraditional Teaching in Geometry: -about Students' Results and Attitudes2019Conference paper (Refereed)
  • 3.
    Fredriksson, Ulf
    et al.
    Stockholm University, Institute of International Education/Department of Education.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Weak readers in the Nordic Countries: Gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors.2012In: Northern Lights on PISA 2009: focus on reading / [ed] Niels Egelund, Köpenhamn: Nordisk ministerråd, 2012, p. 23-43Chapter in book (Refereed)
    Abstract [en]

    The objective of this article is to identify how large the groups of weak readers are in the Nordic countries and to examine the composition of these groups with respect to gender, immigrant background, socioeconomic background, enjoyment of reading and school related factors. The percentage of weak readers varies from 8 percent in Finland to 17 percent in Iceland and Sweden. The percentage of weak readers has increased in Finland, Iceland and Sweden between 2000 and 2009 and decreased in Norway and Denmark during the same period. The composition of the group weak readers seems to be similar in the Nordic countries. Although there are many similarities between the countries, Finland seems to be the country that partly differs from the other countries. One possible reason behind this could be that the group weak readers is that much smaller than in the other countries and that this has an influence on the composition of the group.

  • 4.
    Fredriksson, Ulf
    et al.
    Stockholms universitet.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Lundgren, Maria
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Digital och traditionell läsning: Analys av olika elevgruppers läsning utifrån PISA 20092013Report (Other academic)
    Abstract [sv]

    Denna fördjupningsstudie analyserar data från PISA 2009 och jämför goda digitala och goda traditionella läsare med avseende på bakgrundsfaktorerna kön, socioekonomisk bakgrund och migrationsbakgrund. Studien jämför också elevernas läslust och läsvanor.

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  • 5.
    Gunnars, Fabian
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Palmquist, Adam
    University of Gothenburg.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Adult education teacher’s perception of gamification implemented in distance education2021In: Proceedings of ICERI2021 Conference, Barceló Sevilla Renacimiento, Sevilla, Spanien: IATED , 2021, p. 3049-3056Conference paper (Refereed)
    Abstract [en]

    This paper discusses perceptions of educational gamification and its potential opportunities for reducing student dropout and teacher workload. Interviews of nine teachers and their technology acceptance were studied in conjunction with the implementation of a gamified online system during2019, fully designed for distance education. Results indicate perceptions of reduced workload, prevention of students from handing in late, and facilitating activity in courses. However, perceptions of clear suspicion towards Educational Gamification also related acceptance as insufficient for behavioral intent until very conclusive result demonstrations of behavioral performance are available to the teachers. Implications for lifelong learning and ethical concerns are briefly discussed.

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  • 6.
    Hrastinski, Stefan
    et al.
    KTH Royal Institute of Technology.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Arkenback, Charlotte
    University of Gothenburg.
    Ekström, Sara
    University West.
    Ericsson, Elin
    University of Gothenburg.
    Fransson, Göran
    Högskolan i Gävle.
    Jaldemark, Jimmy
    Mid Sweden University.
    Ryberg, Thomas
    Aalborg University.
    Öberg, Lena-Maria
    Mid Sweden University.
    Fuentes, Ana
    University West.
    Gustafsson, Ulrika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Humble, Niklas
    Mid Sweden University.
    Mozelius, Peter
    Mid Sweden University.
    Sundgren, Marcus
    Mid sweden University.
    Utterberg, Marie
    University of Gothenburg.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019In: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, no 2, p. 427-445Article in journal (Refereed)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they robots, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

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  • 7.
    Hrastinski, Stefan
    et al.
    KTH.
    Olofsson, Anders D.
    Umeå Universitet.
    Arkenback, Charlotte
    Göteborgs universitet.
    Ekström, Sara
    Högskolan i Väst.
    Ericsson, Elin
    Göteborgs universitet.
    Fransson, Göran
    Högskolan i Gävle, Avdelningen för utbildningsvetenskap.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Ryberg, Thomas
    Aalborgs universitet.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Fuentes, Ana
    Högskolan i Väst.
    Gustafsson, Ulrika
    Umeå Universitet.
    Humble, Niklas
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Utterberg, Marie
    Göteborgs universitet.
    Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education2019In: Postdigital Science and Education, ISSN 2524-4868, Vol. 1, no 2, p. 427-445Article in journal (Refereed)
    Abstract [en]

    It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they operates, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

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  • 8.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Fredriksson, Gunnel
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jonsson, Jan-Erik
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information and Communication systems.
    Slutrapport MUML – MittUniversitetet och Mobilt Lärande: En försöksverksamhet2014Report (Other (popular science, discussion, etc.))
  • 9.
    Jaldemark, Jimmy
    et al.
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Bostedt, Göran
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Mobile Learning As A Vehicle To Change Higher Education2012Conference paper (Refereed)
    Abstract [en]

    During recent decades the society has gone through rapid technological changes. New ways of communicating has emerged while the old ones still have its place in everyday life. Scholars sometimes label the state of the current society as a networked society, with emphasis on social aspects of being networked. However, this development of the society has affected the organisation of higher education (HE). In Swedish HE this is visible in many ways. Students enrolled on courses labelled online, or distance, education has risen from a few percentages of the student population in the early 1990’s to reach approximately 30 per cent in 2010. Moreover, computer-mediated communication is a phenomenon that is relevant to different modes of HE, e.g. campus-based, distance, and online education. The development has come so far that boundaries between these modes in Swedish HE have dissolved and now mainly serves as a marketing issue. In 2009/2010 Mid Sweden University, one of the biggest Swedish providers of online and distance education, approximately 75 per cent of the students were enrolled as distance/online students. In the teacher-training programme more than 90 per cent of the students were enrolled in such modes. To emphasis the importance of computerised communication, our university’s educational strategy for the years 2011-2015 focuses even more on development of e-learning. Various e-learning projects, for example in mobile learning, are funded to help the university to defend its position as a high-quality provider of distance and online education. Three mobile learning projects, unfold below, could help the university to reach the next level. In one of these projects tablets have been acquired for teachers and students at the teacher-training programme to learn how to implement mobile technologies in the practice of teaching. In the Mid Sweden University and Mobile Learning project, students and teachers in two programmes will perform experimental teaching by deploying smartphones and tablets in its courses. A third project, SMILE, is planned to start during the autumn semester of 2012, where the local upper secondary school collaborates with the university to transform them into a networked and mobile school of tomorrow. These projects build on a tradition of distance education with technology support, e.g. an experiment using iPods to facilitate learning through blogs and podcasts in a mobile setting. More recently the authors have been guiding the university’s pedagogical process for selecting a new learning management system.

  • 10.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Augmented Education: Location-Based Games for Real-World Teaching and Learning Sessions2019In: Augmented Reality Games I / [ed] Vladimir Geroimenko, Springer, 2019, p. 217-235Chapter in book (Refereed)
    Abstract [en]

    GPS-equipped smartphones have enabled the construction of location-based games. In augmented reality (AR), fantasy worlds are mapped to real-world settings. Two location-based AR games that use historical markers as points of interest are Ingress and Pokémon GO. This chapter describes and discusses how PokéStop statues in Pokémon GO can be used in primary school outdoor sessions. A case study was conducted on how fifth-grade students learned about local history, social sciences and humanities during game sessions. Findings suggest that AR could be an inspiring  extension in educational settings, if activities are aligned to the surroundings and learning objectives and outdoor gaming activities are followed up in more traditional classroom sessions.

  • 11.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System Science.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Eriksson Bergström, Sofia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    The Concept of ‘Bringing Your Own Device’ in Scaffolded and Augmented Education2020In: Augmented Reality in Education: A New Technology for Teaching and Learning / [ed] Vladimir Geroimenko, Springer, 2020, 1, p. 59-70Chapter in book (Refereed)
    Abstract [en]

    Location-based games has enabled new opportunities for augmenting the traditional learning space. In a time where most students have their own smartphones, the concept of bringing your own device (BYOD) seems promising in educational settings as well. However, playing by random in augmented reality environments will not automatically bring curriculum-aligned learning outcomes. This chapter analyses and discusses how the combination of BYOD and augmented reality gaming might be scaffolded to support collaborative curriculum-aligned learning. The overall research strategy was a case study approach with Affordance theory, Social Constructivism and BYOD as theoretical assumptions for a deductive analysis. The case units were two outdoor sessions for middle school students with curriculum-aligned assignments in Mathematics and Social Science solved by playing the augmented reality game Pokémon GO. Data have been collected by video recordings of the outdoor sessions with spy glasses and a handheld camera. Results indicate that the augmented reality environment stimulates active learning, but that there like in traditional learning, is a need for scaffolding to achieve the stated learning outcomes.  

  • 12.
    Mozelius, Peter
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Furnishing for the future - teacher experiences of Active Learning Classrooms2018In: INTED 2018 PROCEEDINGS / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2018, Vol. 12, p. 3115-3123Conference paper (Refereed)
    Abstract [en]

    Despite the rapid technological development most classrooms looks the same as they did one hundred years ago. In the 21st century education has become technology enhanced and blended in various ways. In blended synchronous learning on-campus students participate in the same teaching and learning sessions as distance students with the idea of active and collaborative learning. The aim of this study is to evaluate and discuss how active learning classrooms best should be designed and equipped to support blended synchronous learning.

    The overall research strategy has been a case study approach with two active learning classrooms as the cases. Nine teachers with experiences from the two active learning classrooms have been interviewed. Questions were based on a question scheme constructed at the Office of information technology at the University of Minnesota. Answers to the semi-structured interviews have been thematically analysed with the qualitative data analysis tool Atlas.ti.

    Results from the analysis show that furnishing is a crucial issue and that there are several reasons to carefully consider how active learning classrooms should be designed and equipped. Teachers had different ideas on how the classrooms should better be furnished to support active group learning, but they were in general surprisingly satisfied with the technology and the technical support. Except for minor hardware problems in the inception phase the reported technical problems have mainly been software based. Some informants had not been able to always book the classrooms and recommended further investment in the construction of more active learning spaces. 

  • 13.
    Pettersson, Astrid
    et al.
    Stockholms universitet.
    Oskarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Fredriksson, Ulf
    Stockholms universitet.
    Karlsson, Karl Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Sollerman, Samuel
    Stockholms universitet.
    Eliasson, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Science Education and Mathematics.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    PISA 2012: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap2013Report (Other academic)
  • 14.
    Rasmusson, Maria
    et al.
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Sahlin, Susanne
    Mid Sweden University, Faculty of Educational Sciences, Department of Education.
    Podcasting and blogging - the way to learn?: Presented at the European Conference on Educational Research 2008 in Gothenburg Sept 102008Conference paper (Refereed)
    Abstract [en]

    Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Salmon, 2004). New technologies have changed the conditions for distribution of distance courses the last decade. Learning management systems (LMS) of various kinds have been developed; podcast, wikis and blogs are enablers for enhancing flexible education. Little research is done on how students perceive the availability of podcasts and blogs for their learning and even less on the effects on students’ learning, if any (Bell et al, 2007; Boulos et al, 2006; Maag, 2006)? Podcasting refers to a technique to distribute a collection of digital media files over the Internet, often using syndication feeds, for playback on portable media players or computers. The term can refer to either the content itself or to the method by which it is syndicated. The media thus distributed can be either plain audio, video or a combination of audio and presentation slides, often called enhanced podcasts ). Blog is a portmanteau of “web log”, a website where the author publishes entries combining text, images and links to other sources related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Mid Sweden University gives a course for students in teacher training and as inservice-training for teachers: “ICT and media as support for learning”. It is a distance course with one physical meeting in the beginning, and one at the end of the course. LMS, blogs and podcasts are used between these gatherings. In this course the students were offered to borrow a video-capable Ipod to give them options of Mobile Learning (mLearning). The study includes two groups of students, one group took the course the summer 2007 and a second group the summer 2008 which as of this writing hasn’t been held yet. Some of the on-campus lectures were provided as enhanced podcasts, and some additional lectures were only made available as podcasts. Another assignment required the students to comment on the course literature and lectures in the form of a blog entry. The students in the study group then commented on each others entries. An overall question is if educational providers should invest in Ipods and podcast productions? Does the benefits outweigh the costs and the efforts? The present study wants to investigate the student’s use of these features of the course. How did the students perceive the use of Ipods and podcasts in the course, and for their learning? How and how much did they use the blog, what characterized their blogging? As a theoretical framework the sociocultural theory was used. Learning is a social act that can be mediated between social beings through language, signs, genres or tools. Ipods and blogs can be seen as artifacts for learning from a sociocultural perspective. These tools can facilitate learning in a context relevant for the student (Säljö, 1999; Vygostky, 1978; Wenger, 1998).

    Methodology, Methods, Research Instruments or Sources Used

    This study was conducted with questionnaires and text analysis. We distributed an initial questionnaire to investigate the students expectations and their background. At the end of the course we conducted a second survey about their perceptions of podcasts in relation to their learning. Text-analysis were used for the student blogs (Coffin et al, 2006).

    Conclusions, Expected Outcomes or Findings

    An understanding about the students’ perceptions of podcasts and an outlook on how students can use blogs in a learning situation.

  • 15.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Blurring Time And Place In Higher Education With Bring Your Own Device Applications: A Literature Review2017In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 22, no 6, p. 3081-3119Article in journal (Refereed)
    Abstract [en]

    The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009–2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students. 

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  • 16.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Exploring digital technologies in higher educational settings: Enabling a community of inquiry2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Designing an educational experience that fosters higher-order thinking and learning is a significant challenge in a campus setting, and more so in an online setting. The constantly changing nature of educational technology adds even more complexity to the situation and educational research struggles to provide relevant recommendations and best practices. Therefore, this thesis provides theoretical, methodological, and practical contributions to the research community in five areas : (1) The addition of emotional presence to the Community of Inquiry (CoI) framework holds the potential to enrich social presence. A teacher seeking to enhance their educational design can benefit from a deliberate focus on emotional aspects. This extension offers researchers fresh perspectives and advances understanding in this area. However, there are valid arguments against expanding the framework, as it may introduce unnecessary complexity. (2) Digital technologies play a crucial role in designing effective online educational settings to accommodate the various presences within the CoI. A review of bring-your-own-device (BYOD) applications in higher education identified several tools that can support individual CoI presences. However, while technological advancements have addressed numerous issues, challenges persist. (3) The CoI framework is rooted in principles of active learning, which are vital for fostering social presence and cognitive presence in online settings. Evaluating the implementation of active learning classrooms (ALC) revealed intriguing connections between campus- based and online teaching. However, assessing student activity in online environments can be challenging. Visualizations of Google Docs revision history prove valuable for diagnosing collaborative patterns and identifying low collaboration and interaction between group participants, which otherwise could hinder higher-order thinking and critical discourse. (4) The rapid growth of online educational settings in higher education has generated an abundance of student data for learning analytics. Unfortunately, ethical considerations have not received adequate attention. Key ethical areas in learning analytics are discussed. (5) The methodological contribution lies in the design that utilizes a pragmatist worldview as the guiding philosophy of science for a mixed methods approach, coupled with a pragmatism philosophy of education, that in turn, guides the theoretical and educational stances.

    These results have implications for higher education teachers striving to develop their educational practice.

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  • 17.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Närvaro eller frånvaro: Sociala medier för lärande2023In: Konferens i pedagogiskt arbete, 2023: Book of abstracts / [ed] David Rapp, Linköping: Linköping University Electronic Press, 2023, p. 27-28Conference paper (Refereed)
    Abstract [sv]

    De senaste årens pandemi har satt ljuset på fjärrundervisning. Det har tillämpats i en tidigare aldrig skådad omfattning, dessutom i lägre åldersgrupper än vanligt. Fenomenet har beskrivits som Emergency Remote Teaching (Bozkurt & Sharma, 2020; Hodges m.fl., 2020; Mohmmed m.fl., 2020) för att urskilja undervisning orsakad av kriser och katastrofer från välplanerad distansundervisning (Online Education). Men denna framtvingade ”fjärrundervisning i kris” har även lyft behovet av ökad kunskap kring elevers digitala lärmiljö, vilket inkluderar system och plattformar utanför utbildningsanordnarens kontroll.

    Syftet med denna studie är att undersöka hur tillgången till fritt tillgängliga digitala plattformar kan inverka på lärandemiljön för studiegrupper i samband med fjärrundervisning. Detta undersöks utifrån frågeställningarna: hur resonerar de lärande kring val av kommunikationsplattformar? samt vilka möjligheter och utmaningar kan identifieras?

    Studien har en parallell mixad design och datainsamlingen genomfördes genom semistrukturerade gruppintervjuer (n=2, en intakt studiegrupp och en tvärgrupp med representanter från 6 studiegrupper) och en mindre enkät (n≈80). Med Community of Inquiry som lins (e.g., Garrison, 2017; Garrison m.fl., 1999; Vaughan m.fl., 2013) visar preliminära resultat att studenter snabbt och spontant organiserar sig för att hitta smidiga kommunikationslösningar. Fördelar som stärkt social och kognitiv närvaro kan identifieras. Det kan också uppstå nackdelar då kommunikationen flyttar utanför lärares insyn. Möjligheten att identifiera behov av gruppstödjande insatser eller tillrättaläggande av missuppfattningar försvåras. Förekomst av kränkande beteende hamnar utanför utbildningsanordnarens kontroll, och elever/studenter som valt att stå utanför plattformar som Facebook riskerar att uteslutas från studiegruppsarbeten. Viss lärarinsyn kan dock återfås genom digitala lösningar (e.g., Sundgren & Jaldemark, 2020).

    Referenser

    Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 6.

    Garrison, D. R. (2017). E-learning in the 21st century: A community of inquiry framework for research and practice (Third edition). Routledge.

    Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

    Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching- and-online-learning

    Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 72. https://doi.org/10.1007/s41062-020-00326-7

    Sundgren, M., & Jaldemark, J. (2020). Visualizing online collaborative writing strategies in higher education group assignments. International Journal of Information and Learning Technology, 37(5), 351–373. https://doi.org/10.1108/IJILT-02-2020-0018

    Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.

  • 18.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Pedagogiska ställningstaganden för en ny lärplattform vid Mittuniversitetet2011Other (Other (popular science, discussion, etc.))
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    Pedagogisk kravspec LMS
  • 19.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Håkansson Lindqvist, Marcia
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Öberg, Lena-Marie
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Design of Active Learning Spaces for Blended Learning Groups - the Teacher Perspective2017In: International Forum on Active Learning Classrooms, Minnesota, MN, August 9-11 2017 / [ed] Langley, D., Baepler, P., & Wright, R., University of Minnesota Press, 2017Conference paper (Refereed)
    Abstract [en]

    The use of blended learning environments in higher education has rapidly increased in the 21st century, but if the term also should include blended student groups there is a need for redesign of existing learning spaces. Today many universities give courses and programmes for a mix of campus students and distance participants. There are several research studies reporting on the benefits of blended learning environments for universities and students, while there are less reports on the teacher view of blended learning design.

    This study has the aim to describe, evaluate and discuss the design of selected active learning spaces from a teacher perspective. The main research question to answer is: “How should the new learning spaces be designed to support a student centred instructional design for blended student groups?”.   The overall research strategy was a case study gathering data in a mix of observations, semi-structured interviews and document studies.

    Findings indicate that the new design of classrooms and lecture halls is a step in the right direction opening up new possibilities for active learning. However, there still exist needs for further refinement and teacher training.

  • 20.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Breaking the boundaries of space and time: A review of applications of bring-your-own-device in higher education2016In: / [ed] Cranmer S, Dohn NB, de Laat M, Ryberg T & Sime JA., 2016, p. 332-335Conference paper (Refereed)
  • 21.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Visualizing online collaborative writing strategies in higher education group assignments2020In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 37, no 5, p. 351-373Article in journal (Refereed)
    Abstract [en]

    Purpose: Working together in groups is a common and emphasized feature in today's society, and higher educational settings often utilize group assignments to enable students to develop collaborative skills. Therefore, the purpose of this article is to describe and analyze applied strategies and the patterns that emerge during students online collaborative writing in higher education group assignments. The research questions that this article aims to answer are (1) which patterns of students online collaborative writing emerge in higher education group assignments and (2) what strategies of online collaborative writing do higher education students apply in group assignments?

    Design/methodology/approach: This study's design builds on Conversation Analysis to explore visualizations of Google Docs revision history of online collaborative writing documents. Documents from 25 student groups were the basis of the analysis. The visualizations used in this project are produced with the DocuViz Chrome extension.

    Findings: The findings suggest that visualizations can provide a quick and fairly accurate estimate of collaborative strategies used when students write together online. Three patterns of document growth were identified, two of which could be directly linked to strategies for collaboration. Cramming patterns are indicative of low collaboration and concentrating patterns with high levels of collaboration.

    Practical implications: The findings provide useful insight for teachers regarding the nature of collaboration taking place during online collaborative writing tasks. By visualizing the revision history, much can be learnt about the nature of the collaboration and of the individual group member's contributions in a student group that otherwise remains largely invisible to the teacher.

    Originality/value: Prior studies have combined visualizations with extensive analysis of document content. This investigation shows that an examination of the visualization of the document's revision history can be used to draw conclusions about the nature of collaboration during the online writing process. 

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  • 22.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Cleveland-Innes, Martha
    Mid Sweden University, Faculty of Human Sciences, Department of Education. Athabasca University.
    Disciplinary differences and emotional presence in communities of inquiry: Teachers’ expressions of digital technology-enabled teaching2023In: Computers and Education Open, ISSN 2666-5573, Vol. 4, article id 100134Article in journal (Refereed)
    Abstract [en]

    This work was built on two strands of earlier research on the community of inquiry framework (CoI). The first strand was Biglan’s seminal work on disciplinary epistemological structures and how these structures impact digital technology-enabled higher education teaching. In the other strand, some rare studies suggested that emotional issues are important to understanding higher education teaching. Nevertheless, research that links these two strands is even rarer. Therefore, this study aims to analyze the relationship between digital technology- enabled teaching in higher educational settings, the presences of the community of inquiry framework (CoI), and disciplinary epistemological structures. Survey responses from 143 teachers were analyzed through confirmatory factor analysis (SEM) and reflexive thematic analysis. Emotional presence was found to be a possible fourth element in the CoI. Disciplinary differences (coded as pure vs. applied sciences) were found to have an effect on the CoI, and that effect was particularly evident through the mediation of emotional presence. The differentiating factor was teachers’ views on the role of teaching. When guiding digital design, the recommendation is to consider such disciplinary differences specifically.

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  • 23.
    Sundgren, Marcus
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    Mozelius, Peter
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Computer and System science.
    Active Learning Classrooms to Support Collaborative Group Learning in Higher Education - the Teacher Perspective2018Conference paper (Refereed)
    Abstract [en]

    At the same time as most learning and teaching activities today are technology enhanced to some degree (Watson, 2008; Davies et al, 2017), a majority of classrooms are designed the same way as they were a hundred years ago. Several studies indicate that we have to redesign our classrooms to open up for more flexible learning sessions and to support collaborative learning (Cotner et al., 2013; Bernade, 2017). A promising concept seems to be technology enhanced active learning classrooms where the furnishing is meant to facilitate group based activities (Charles & Whitaker, 2015; Cotner et al., 2013; Vercellotti, 2017). This study is an evaluation of two active learning classrooms equipped with Internet connected computers where students can be divided into groups of up to six students, each group with a separate digital screen and a separate whiteboard.

    These classrooms are inspired by the active learning classrooms that have been built at the University of Minnesota and the evaluation of the classrooms was also based on an interview schedule from the same university (see Note 1 in Baepler & Walker, 2014). At the university where this study was conducted blended synchronous learning is frequently used. An educational blend that can be defined as the mix of on-campus and distance students participating synchronously in common learning and teaching activities. Research studies have highlighted the importance of bridging the gap between these two groups and create equivalent learning conditions (Turoff, 2000; Popov, 2009). The aim of the study was to analyse and discuss if and how the technology equipped and group work furnished classrooms might support university teachers’ work with various types of collaborative learning. Traditional classrooms are furnished for traditional lecture-based rostrum teaching, this study explores how classrooms that better supports student centred learning should be designed.  

    As theoretical frameworks for the analysis, Gibsons concept of affordances (Gibson, 1979; Hutchby, 2001; John & Sutherland, 2005) and instructional proxemics (McArthur, 2015) was used. The concept of affordances can be defined as ”functional and relational aspects which frame, while not determining, the possibilities for agentic action in relation to an object” (Hutchby, 2001, p. 444), and was useful for discussing how the room, the ICT equipment and, its furnishing affects teaching and learning activities. Instructional proxemics, defined as “[e]ducational space and the use of space in the classroom” (McArthur III, 2008, p. 4) was used to discuss the impact of physical space on student behaviour.

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  • 24.
    Taube, Karin
    et al.
    Umeå Universitet.
    Fredriksson, Ulf
    Stockholms Universitet.
    Rasmusson, Maria
    Mid Sweden University, Faculty of Human Sciences, Institution of education.
    Karlsson, K.G.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Pettersson, Astrid
    Stockholms Universitet.
    Ingemansson, Ingmar
    Stockholms Universitet.
    Hammarberg, Nina
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Oscarsson, Magnus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Sundgren, Marcus
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Natural Sciences, Engineering and Mathematics.
    Rustad att möta framtiden?: PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
  • 25.
    Taube, Karin
    et al.
    Umeå Universitet.
    Fredriksson, Ulf
    Stockholms Universitet.
    Rasmusson, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Mittuniversitetet, Institutionen för utbildningsvetenskap.
    Karlsson, K.G.
    Mittuniversitetet, Institutionen för naturvetenskap, teknik och matematik.
    Pettersson, Astrid
    Stockholms Universitet.
    Ingemansson, Ingmar
    Stockholms Universitet.
    Hammarberg, Nina
    Mittuniversitetet, Institutionen för naturvetenskap, teknik och matematik.
    Oscarsson, Magnus
    Mittuniversitetet, Institutionen för naturvetenskap, teknik och matematik.
    Sundgren, Marcus
    Mittuniversitetet, Institutionen för naturvetenskap, teknik och matematik.
    Rustad att möta framtiden?: PISA 2009 om 15-åringars läsförståelse och kunskaper i matematik och naturvetenskap2010Report (Other academic)
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