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  • 101. Hansson, Thomas
    Research, values and knowledge: the good, the bad and the popular2006Conference paper (Refereed)
  • 102. Hansson, Thomas
    Samgående av sektioner i Kommunal Blekinge: En processutvärdering2010Report (Other academic)
    Abstract [en]

    Collective care, awareness of value issues, verbal competency, clear objectives and generosity towards each other characterize acts, actions and activities among the studied trade union representatives. The mentioned personal and institutional qualities make up a foundation for developmental leadership, division of labor and effective mnanagement of information.

  • 103. Hansson, Thomas
    Skrivnormer, strategi och produktionspragmatik1988In: Skrivande: rapport från ASLA:s nordiska symposium, Uppsala, 10-12 november 1988 / [ed] Gunnarsson, B-L; , C Liberg & S Wahlén, ASLA , 1988, p. 179-192Chapter in book (Refereed)
  • 104.
    Hansson, Thomas
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Social science universals2014In: Multicultural Awareness and Technology in Higher Education: Global Perspectives / [ed] Issa, Tomayess; Isaias, Pedro; Kommers, Piet, IGI Global , 2014, p. 47-65Chapter in book (Refereed)
    Abstract [en]

    In a global world, people change because of communicative exchanges and technological development. Eventually, human behavior and use of technology share some common characteristics. Universals, concepts, texts, information, and discourses influence contemporary meanings and activities. Uses of scientific language help theorists and practitioners develop knowledge, skills, and abilities. This chapter covers the analysis of two separate but related cases, formation of learning objectives and religious canvassing. The cases clarify the explanatory power of universals. One of them relates to a theoretical and conceptual study of assessment in higher education. The other case relates to an empirical study of the methodological reliability and validity of interview data. Results verify to the analytical “power” of action-oriented universals

  • 105. Hansson, Thomas
    Social Self in a Virtual World2011Conference paper (Refereed)
    Abstract [en]

    Individual and collective influences operate on construction of social self. There are also significant dialectic contradictions at work between constructing and experiencing of social self, be it by individual or collective influences. The human species is able to combine different but related processes for social and instrumental interaction by means of individual input to collective activity. It is, however, a bit of a mystery how the balancing process between activity, consciousness and personality materializes in ICT-contexts, by means of social support and in the shape of virtual agency. This study suggests a way of dealing with the features of collective virtual personality.

  • 106. Hansson, Thomas
    Teaching and Learning of English as a Foreign Language2004Conference paper (Other academic)
  • 107. Hansson, Thomas
    The Heart of Learning Organizations: The Challenge of Thinking and Doing1998Other (Other academic)
  • 108. Hansson, Thomas
    Tracking Values in Web based Student Teacher Exchanges2010In: International Journal of Information Technologies and Systems Approach, ISSN 1935-570X, Vol. 3, no 2, p. 1-16Article in journal (Refereed)
    Abstract [en]

    When vocational student teachers communicate on a virtual platform in a combined campus and web based university course they focus on the contents of teaching and learning. However, in communicating professional teacher knowledge they implicitly express their personal values too. Without giving it much thought, they embed values in their verbal entries and they assess embedded values in their peers’ texts. This article introduces a soft systems model for categorizing the influence of values on web based interactions.

  • 109. Hansson, Thomas
    Tracking values, influences and results2008Conference paper (Refereed)
  • 110.
    Hansson, Thomas
    Blekinge Institute of Technology, School of Management.
    Vetenskapligt skrivande: filosofi, psykologi och pedagogik2013Conference paper (Refereed)
    Abstract [sv]

    Det här bidragets ”nyttovärde” består av en argumentation mot en ofta överdriven och obefogad tilltro till den vetenskapliga textens möjligheter. Man kan definiera en text som ett erbjudande om tolkning av sändarsens avsikt, situation och känslor. En skriftlig diskurs å andra sidan uppstår när utbyte av idéer och erfarenheter kommer till stånd mellan parterna. Textdiskurser innehåller instrumentella och sociala dimensioner som tillsammans överför parternas mål och avsikter. Vid ansökningar om forskningsanslag kommunicerar vi med vetenskapligt språk. Med dialogism som mål finns det förutsättningar för interaktivt utbyte av information, förslag och idéer mellan sökande och myndighter. Med andra förutsättningar skulle de senare kunna erbjuda informations- och idéstöd, diskustera ansökningstextens utformning, ange innehållskriterier, specificera omfattning, föreslå referenser m.m

  • 111. Hansson, Thomas
    Värdegrunden, finns den?2007Conference paper (Refereed)
  • 112. Hansson, Thomas
    Web-based Communication and Systems Thinking among Educators2007Conference paper (Refereed)
  • 113.
    Hansson, Thomas
    et al.
    Blekinge Institute of Technology, School of Management.
    Alexandersson, Mikael
    Unga nätmiljöer. Nya villkor för samarbete och lärande: Förord2011In: Unga nätmiljöer. Nya villkor för samarbete och lärande / [ed] Hansson, Thomas; Alexandersson, Mikael, Lund: Studentlitteratur , 2011, p. 7-19Chapter in book (Refereed)
    Abstract [sv]

    I början av 90-talet spådde Perelman (1992) och Tweddle (1993) att informationsteknologin skulle innebära stora förändringar. De anger skolans hur-problematik eller didaktikens inflytande, de anger undervisningens vad-problematik eller kunskapsinnehållets förändring och de pekar på var- och närkontextens betydelse för utbildningssystemets attraktionskraft och effektivitet.

  • 114. Hansson, Thomas
    et al.
    Drugge, Christina
    Improved nursing ethics: A Swedish program2006In: Psycho-social update, ISSN 1833-5659, Vol. 1, no 2Article in journal (Other academic)
  • 115. Hansson, Thomas
    et al.
    Drugge, Christina
    Utflykt i ett lärande landskap: Kompetens, kultur, ledarskap och dialog2000In: Lära om Lärande, Lund: Studentlitteratur , 2000, p. 163-186Chapter in book (Refereed)
  • 116. Hansson, Thomas
    et al.
    Heugten, Loba van
    Collaborative writing in a software game: re-enacting a Vygotskian Design2006In: Advanced Technology for Learning, ISSN 1710-2251, E-ISSN 1710-226X, Vol. 3, no 1, p. 22-28Article in journal (Refereed)
    Abstract [en]

    A pilot study at a rural Danish school explores a virtual world during English lessons. The objective of applying a Vygotskian experimental design to the study is to investigate the potential of software, interaction between pupils, and integration between classroom and computer room activities. Focus of research is on developmental practices and learning processes formed by a virtual didactic. The objective is to study how such an approach motivates pupils to improve their English in the framework of a net-based computer game.

  • 117. Hansson, Thomas
    et al.
    Heugten, Loba van
    Game playing on the Internet: Communication, feedback and control2005In: Methods and Technologies for Learning / [ed] Chiazzese, G.; Allegra, M.; , A. Chifari & S. Ottaviano, WIT Press , 2005, p. 229-238Chapter in book (Refereed)
  • 118.
    Hansson, Thomas
    et al.
    Blekinge Institute of Technology, School of Management.
    Pesämaa, Ossi
    Influences on virtual pedagogical designs2012Conference paper (Refereed)
    Abstract [en]

    This is an analysis of the relationship between teachers’ digital design, appreciation of curricular contents and self-assessed job satisfaction. Traditionally contents and method influence student learning and consequently teacher satisfaction. The more the students learn the happier the teacher. People assume that student experiences of digitally “designed” teaching and learning influence significantly teacher satisfaction. Digital design solutions externalize the teachers’ intentions, primarily providing a social game for the students. Questionnaire results suggest that teacher satisfaction is an outcome of instruction and curriculum. But does either of the two have an added effect on the other, e.g. does curriculum reinforce the digital design or is it the other way around.

  • 119. Heath, Christian
    et al.
    Luff, Paul
    Svensson, Marcus Sanchez
    Video and qualitative research: analysing medical practice and interaction2007In: Medical education, ISSN 1365-2929, Vol. 41, no 1, p. 109-116Article in journal (Refereed)
    Abstract [en]

    There has been a longstanding recognition that video provides an important resource within medical education particularly, perhaps, for training in primary health care. As a resource for research, and more specifically within qualitative social science studies of medical practice, video has proved less pervasive despite its obvious advantages. In this paper, we sketch an approach for using video to inform the analysis of medical practice and the ways in which health care is accomplished through social interaction and collaboration. Drawing on our own research we discuss two brief examples; one the use of computing technology in primary health care and secondly informal instruction during surgical operations. The examples illustrate the multimodal character of medical work, how activities are accomplished through the interplay of talk, the visual and the use of material artefacts. They also illustrate the ways in which video provides access to the complex forms of social interaction and collaboration that underpin health care. We reflect upon the research opportunities afforded by video and the ways in which video based studies of interaction can contribute to the practice and practicalities of medicine.

  • 120.
    Hellström, Abigail
    Blekinge Institute of Technology, School of Management.
    IKT som redskap för lärande: aktionsforskning i ett pilotprojekt2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet med studien är att lärare och elever ska se informations- och kommunikationsteknologi (IKT) som en tillgång trots de uppenbara skillnaderna mellan generationernas IT-användning. Bakgrunden till min undersökning är utredningen En hållbar lärarutbildning (SOU 2008:109). Utredningen innehåller en utvärdering av den nuvarande lärarutbildningen från reformen 2001 samt förslag på förändringar som ska leda till en ny och hållbar lärarutbildning. Ett av förslagen är att IT ska genomsyra den nya lärarutbildningen för att man på så sätt ska förbättra kvalitén i undervisningen och för att lärarna ska kunna handleda eleverna så att de förstår riskerna och farorna på Internet (SOU 2008:109 s.196). Jag har därför initierat ett projekt på min egen skola och använder aktionsforskning som metod utifrån ett sociokulturellt perspektiv på lärande och verksamhetsteori. Jag har genomfört studien tillsammans med lärare och elever i årskurs fem och sju. Vi har introducerat Internet och bloggar som ett redskap i lärarnas och elevernas skolarbete. Resultatet visade att lärare och elever ser och använder den virtuella mötesplatsen på olika sätt. Mycket samarbete och vägledning behövs för att lärare och elever ska kunna behärska den virtuella mötesplatsen i utbildningssammanhang. Att överbrygga gapet mellan generationernas IKT använding på skolan är ett praktiskt genomförbart projekt där parterna bör prioritera samarbete och ett nytt sätt att tänka. Aktionsforskning är en passande metod som bör prägla verksamheten. Skolans ledning kan utveckla tydliga och välgenomtänkta strategier för skolutveckling – med hjälp av aktionsforskning.

  • 121.
    Helmisaari, Minnamari
    Blekinge Institute of Technology, Faculty of Computing, Department of Technology and Aesthetics.
    Bridging Theory and Practice in Media Technology2019Report (Other (popular science, discussion, etc.))
    Abstract [en]

    In a course focusing on visual storytelling, students explore the course content through an inquiry-pro-cess that consists of creating digital productions (such as short movies and animations) and writing a scientific text discussing the process. The balancing act between practice and theory has presented some challenges when designing a course that should both provide an aesthetic & technological founda-tion for further courses as well as encouraging students to explore the course content by undertaking inquiries and writing their own research questions. An issue of the first iteration of the course was also lack of alignment between examination activity (seminar) and course activities (projects & presentations).

  • 122.
    Hultgren, Anders
    et al.
    Blekinge Institute of Technology, School of Engineering, Department of Electrical Engineering.
    Kulesza, Wlodek
    Blekinge Institute of Technology, School of Engineering, Department of Electrical Engineering.
    Nilsson, Magnus
    Walther, Björn
    Integration av matematik och teknik på ingenjörsutbildningar2009Conference paper (Refereed)
    Abstract [en]

    An possible integration of mathematics and applications within engineering is presented. The integration method has been used at The university of Kalmar. The method is described and experiences are presented.

  • 123. Hultgren, Anders
    et al.
    Nilsson, Magnus
    Kulesza, Wlodek
    Walther, Björn
    Integration av matematik och teknik på ingenjörsutbildningar2008Conference paper (Other academic)
    Abstract [sv]

    I detta bidrag presenterar vi en uppläggning av integrerade kurser i matematik och tillämpningar, vilken använts inom högskoleingenjörsutbildningen vid Högskolan i Kalmar. Kursverksamheten, som bedrivs inom ramen för kurspaketet ingenjörsvetenskap, tillgodoser såväl behovet av att betona matematikens roll som ett generellt och abstrakt verktyg för problemlösning som behovet av att ge studenterna bra baskunskaper i matematik i anslutning till möjliga tillämpningsområden.

  • 124.
    Johansson, Amanda
    Blekinge Institute of Technology, Faculty of Health Sciences, Department of Health.
    Upplevelsen av praktisk erfarenhet som kompetensutveckling2015Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Utbildning och livslångt lärande är idag aktuella begrepp i samhället och det finns en självklarhet i att skaffa sig en formell yrkesutbildning. Dock finns än i dag arbeten som kräver fysiska handlingar och praktiska erfarenheter. Yrken där individer tillsatt sig kunskap genom att arbeta, inte genom att studera. Badmästare är en sådan yrkesgrupp, där flertalet anställda saknar formell utbildning. Genom en fenomenologisk forskningsansats undersöks på vilka sätt en praktisk yrkesgrupp upplever kompetensutveckling och möjligheten att utvecklas i arbetet. Syftet var att utöka kunskapen om kompetensutveckling och genom forskningsansatsen bidra med ny kunskap, betydelsefull för pedagogiken i arbetslivet. Sex respondenter deltog och intervjuades. I resultatet beskrev badmästarna kompetensutvecklings som en påfyllning av kunskap och ett sätt att lära sig mer om yrket. Kompetensutveckling upplevdes genom utbildningar, i samtal med kollegor och i det egna utförandet av arbetet. Badmästarna upplevde att möjligheten till utveckling i arbetet överlag är stor, då arbetet innehållet många områden, där det alltid finns behov av utveckling. I tolkningen sattes fenomenet i relation till lärande, där kopplingar mellan upplevelsen av kompetensutveckling och vuxnas lärande kunde dras.

  • 125.
    Johansson, Anders
    Blekinge Institute of Technology, School of Management.
    Hur lär du? – Ett försök att förstå hur andra lär sig.2012Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The study is an attempt at understanding and showing how humans learn. The approach is holistic and I use open interviews which are transcribed and analyzed. Other methods and tools for interpreting the data are Grounded Theory and Atlas TI. Eventually the researcher interprets data, constructs new knowledge and creates a theory of his own. At the end of the study there is a theory about learning. I provide some pieces of advice about how “productive” place and method qualities for learning can be constructed. Learning is defined and some researchers’ thoughts about it are presented. My analysis shows that place, method and motivation are important influences on a supporting learning environment.

  • 126.
    Johansson, Gorana
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    En etnografisk resa inom sårvården: Mötet med specialiserad vård av svårläkta sår inom hemsjukvården2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is an empirical work about healthcare in the process of transformation. The speciic healthcare concerns foot and leg wound care within the homecare. The theoretical frame of the study relies on the Activity theory applied onto the healthcare workers involved into the wound care of the hard healing leg and foot ulcers. The transformation process involving this activity is seen as the example of the expansive learning and which is part of the activity theory. The method used is known, according to the Engeström (the leading figure within the currunt Activity research) as "etnography of trouble". The focus is on identifying conflicts which take place within the work activity. The purpose of the study was to increase understanding of how the wound care business is performed in home care in light of expansive learning theory. Results show the need for the wound care within the homecare to develop at the subject level as much as the system level. There are two specific developmental areas in concern, the tehnical-instrumental (development of digital assistance) and interaction-communication dmension (development of a new communication channel on vertical level). Both solutions liberate individuals competens. In the question of communication channel connected to the leadership this would create conditions for tehnical solutions to appear quicker.

  • 127. Kalinga, Ellen
    et al.
    Bagile, Burchard
    Trojer, Lena
    An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools’ Education2007Conference paper (Refereed)
    Abstract [en]

    Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).

  • 128. Kalinga, Ellen
    et al.
    Bagile, Burchard
    Trojer, Lena
    Strategies for Developing e-LMS for Tanzania Secondary Schools2007Conference paper (Refereed)
    Abstract [en]

    Tanzania secondary schools in rural areas are geographically and socially isolated, hence face a number of problems in getting learning materials resulting in poor performance in National examinations. E-learning as defined to be the use of information and communication technology (ICT) for supporting the educational processes has motivated Tanzania to apply ICT in its education system. There has been effort to improve secondary school education using ICT through several projects. ICT for e-learning to Tanzania rural secondary school is one of the research projects conceived by the University of Dar-es-Salaam through its College of Engineering and Technology. The main objective of the project is to develop a tool to enable ICT support rural secondary school. The project is comprehensive with a number of components, one being development of e-learning management system (e-LMS) for Tanzania secondary schools. This paper presents strategies of developing e-LMS. It shows the importance of integrating action research methodology with the modeling methods as presented by model driven architecture (MDA) and the usefulness of Unified Modeling Language (UML) on the issue of modeling. The benefit of MDA will go along with the development based on software development life cycle (SDLC) process, from analysis and requirement phase through design and implementation stages as employed by object oriented system analysis and design approach. The paper also explains the employment of open source code reuse from open source learning platforms for the context sensitive development of the e-LMS for Tanzania secondary schools.

  • 129. Kalinga, Ellen
    et al.
    Burchard, Bagile
    Trojer, Lena
    Strategies for Developing e-LMS for Tanzania2007In: Proceedings of World Academy of Science, Engineering and Technology, ISSN 1307-6884, Vol. 24Article in journal (Refereed)
    Abstract [en]

    Tanzania secondary schools in rural areas are geographically and socially isolated, hence face a number of problems in getting learning materials resulting in poor performance in National examinations. E-learning as defined to be the use of information and communication technology (ICT) for supporting the educational processes has motivated Tanzania to apply ICT in its education system. There has been effort to improve secondary school education using ICT through several projects. ICT for e-learning to Tanzania rural secondary school is one of the research projects conceived by the University of Dar-es-Salaam through its College of Engineering and Technology. The main objective of the project is to develop a tool to enable ICT support rural secondary school. The project is comprehensive with a number of components, one being development of e-learning management system (e-LMS) for Tanzania secondary schools. This paper presents strategies of developing e-LMS. It shows the importance of integrating action research methodology with the modeling methods as presented by model driven architecture (MDA) and the usefulness of Unified Modeling Language (UML) on the issue of modeling. The benefit of MDA will go along with the development based on software development life cycle (SDLC) process, from analysis and requirement phase through design and implementation stages as employed by object oriented system analysis and design approach. The paper also explains the employment of open source code reuse from open source learning platforms for the context sensitive development of the e-LMS for Tanzania secondary schools.

  • 130.
    Karlin, Johanna Gebestam och Louise
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Lärande organisation med stöd av facilitation2014Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    En av de viktigaste nycklarna till en lärande organisation, är teamlärande. Samarbetar och arbetar de anställda tillsammans så överstiger det den enskildes kunnande. Facilitatorer arbetar med förändringsprocesser där de anställda utmanas och coachas mot att samverka aktivt för att tillsammans bilda en lärande organisation, där ett mål med processen är att leda organisationer mot att fortlöpande vilja eftersträva förbättringar med andra ord bli en lärande organisation. Det har visat att det finns en viss problematik kring att skapa grupper som frambringar förutsättningar för lärande och utveckling. Vi kände då att vi kunde bidra till den pedagogiska vetenskapen i anknytning till detta problem genom vår studie som riktar sig mot facilitatorns upplevelser av hur de påverkar förutsättningarna för utveckling och lärande i/hos arbetsgrupper. I denna studie har vi tagit stöd av den hermeneutiska ansatsen och samlat in kvalitativ data. Vi genomförde öppna intervjuer som styrdes av olika teman. Med hjälp av diktafon transkriberade vi sedan frågorna och svaren, vilket sedan analyserades. Sedan följde tolkning av analysen med hjälp av våra valda teorier. Det framgick från resultatet att de viktigaste förutsättningarna facilitatorerna upplevde att de påverkade lärande och utveckling i/hos grupper var insikt genom reflektion, lyssna genom öppenhet och samspel genom dialog.

  • 131.
    Khamitova, Raisa
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Ett aktivt och hållbart lärande i matematik2019Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Undvik att lära ut metoder som endast fungerar i speciella fall, utan lär hellre ut generella metoder. Det ger studenterna en mer hållbar grund att bygga vidare på i sina fortsatta studier.

  • 132.
    Kindstrand, Gunilla
    et al.
    Blekinge Institute of Technology, School of Management.
    Johansson, Hanna
    Blekinge Institute of Technology, School of Management.
    Läroplanens inverkan på elevens lärande: Några grundskollärares upplevelser2013Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syftet är att undersöka hur grundskollärare upplever elevens möjlighet till lärande. För att komma till en slutsats frågade vi grundskollärare om deras möjligheter att skapa lärtillfällen för sina elever. För att få svar på frågan intervjuade vi några lärare. Studien har en hermeneutisk ansats som vi kompletterar med kvalitativa data. Vi valde en hermeneutisk ansats för att tolka de svar vi fick från våra informanter. Våra resultat visar att lärarna var relativt tillfredställda med lärandeprocessen som är skriven i Lgr 11. Lärarna upplevde dock att de saknar möjligheter att skapa lärande för varje elev på grund av all den dokumentation som de måste hinna med.

  • 133.
    Kransberg, Lena
    Blekinge Institute of Technology, Faculty of Engineering, Department of Health.
    Problembaserat lärande2019Report (Other academic)
    Abstract [sv]

    Sedan några år tillbaka arbetar jag i sjuksköterskeprogrammet på Institutionen

    för Hälsa. Institutionen har gjort ett aktivt val av pedagogisk utgångspunkt

    med problembaserat lärande (PBL). Att arbeta med studenterna i basgruppsarbetet

    är både givande och utmanande.

  • 134.
    Kulesza, Wlodek J.
    et al.
    Blekinge Institute of Technology, Faculty of Engineering, Department of Applied Signal Processing.
    Jachimczyk, Bartosz
    Dziak, Damian
    E-Technologies in teaching research methodology for engineers – a case study of the course for international postgraduate students2014In: The Scientific Papers of Faculty of Electrical and Control Engineering Gdańsk University of Technology, ISSN 1425-5766, no 27, p. 27-32Article in journal (Refereed)
    Abstract [en]

    The Research Methodology course for postgraduate students is challenging, even for an experienced academic teacher. The primary objective of this course is to prepare participants to conduct scientific research and publish the results. This case study presents an original teaching method applied to Research Methodology with Emphasis on Engineering Science, for international engineering students at Blekinge Institute of Technology in Karlskrona, Sweden. The demanding requirements of the course, a varying number of enrolled students, and a large number of assignments which need to be tracked and guided by the teacher are all conditions that need a custom approach and modern tools. The opportunities offered by e-technologies help to fulfil these course requirements. This article shows how e-tools such Itslearning, Doodle, Zotero or scientific database search engines, can be implemented to support the teaching objectives. Using these tools, a single academic teacher can accomplish the eight-week course of Research Methodology, for up to 180 students working in 60 project groups without compromising teaching quality and students’ satisfaction. The course also has been appreciated by colleagues and mentioned in the Master program evaluation of the Swedish Higher Education Authority.

  • 135.
    Kuzniarz, Ludwik
    et al.
    Blekinge Institute of Technology, School of Computing.
    Börstler, Jürgen
    Blekinge Institute of Technology, School of Computing.
    Teaching Modeling—An Initial Classification of Related Issues2012In: Electronic Communications of the EASST, The European Association for the Study of Science and Technology EASST , 2012, Vol. 52, p. 65-69Conference paper (Refereed)
    Abstract [en]

    Modeling is an important skill needed in both science and engineering domains. In software engineering, in particular, models are ubiquitous artefacts. The development, manipulation and understanding of models is therefore an important learning objective. The paper presents the initial results of an attempt that has been carried out in order to classify issues related to the teaching and learning of modeling.

  • 136. Kyhlbäck, Hans
    et al.
    Stille, Björn
    Industrial work simulation, an attempt to (re-)establish vocational learning between school and work2007Conference paper (Refereed)
    Abstract [en]

    The Swedish reorganisation of upper secondary school, launched in the early 1990s, resulted in a system of strictly defined and discrete courses imposed on vocational education. It also followed that a learning context similar to an industry work shop was transformed into a more abstract and isolated school. A consequence is less of coherence with industry working life in favour of course specific training modules. In Sweden, the fine grained course system entail a clearly projected outcome in terms of the individual learners results, intentionally emphasised and made visible for grading on a linear scale. This is a major shift away from education organised as a combination of planned and emerging activities anchored in the study programmes ”home”, that were the ”work shop classroom”. Typical examples of such activities included repair of equipment belonging to the school or somebody else outside school. With less pre-determined organisation, more freedom was given to collaboration between pupils and teachers that faced challenges of practical problems to be intertwined with ordinary learning tasks. We consider the shift and reduction of vocational education into minor pieces of pre-defined and given knowledge as a serious problem for both the learners and current demands of working life. In our experiements we try a way to (re-)establish elements of a kind of work shop environment. We believe that concrete experiements that break the individualistic course confinement have a potential to re-create aspects of a work practice that is more real in the sense of skills and expert diversity. Further, the learners activities in a more free setting can open up for new solutions to current problems of working life. In our approach, at the Technology and Learning Laboratory (TELL), we combine industry models as ”a whole” requiring community formations and the use of a rich set of tools and documents. One concrete model comprise a liquid flow and automated tank level control, a kind of process industry in a concentrated form. A second model is a sorting machinery that handle different made physical ”pieces” that are the imagined outcome from a simulated production work. The model combination and set-up are learning artefacts that are (or have been) used at vocational education around the country, but in our laboratory they are treated and utilized in a different way, more like dealing with working machinery at the shop floor. Students from the university and pupils of vocational education assume the roles of e.g. machine operators and managers when they play the game we call “industry live”, that is a kind of role-playing game. Instead of emphasizing an optimum configuration of the machinery, it is about peoples interaction in simulation of production work. Three to five people are playing the game at the same time and realize a shift interval at work that have to ”hand over” the ”production work” to a following work shift. Hence actual status of ”production” is to be reported to the subsequent shift of students or pupils. Attention to disturbancies and weaknes of production flow are important aspects of learning how to maintain smooth operation of machinery at the factory. The motive to be attentative is twofold, on the one hand to be prepared for handling a faulty situation and on the other hand to use disturbancies as sources for deeper understanding of the machinery. However, for a learner it can be difficult to get access to a machine when it is running ”live” in authentic industrial settings. This is a reason for us to set up and run simulation games at the laboratory, but we not only introduce a simpler version of real work. By adding a special feature to the simulator, a fault injecting functionality (developed at TELL), an alternative to conventional school learning and actual industry production is realized. Thus, our ”industry live” challenge the players to deal with faulty situations. So, what we try out is a special environment, an experiment in accordance with TELLs purpose to study communicative practices and learning activity. For a conceptual understanding the game is a way to explore boundary-crossing in between school and work. Our attempts resembles a school setting closer to real industrial work but also aspects of developmental work research. In the paper we will discuss (1) possibilities and limitations of the idea and practice of “industry live” in an educational setting, including what can be learned from having labour and industrial production systems simulated; (2) the prospect for a new kind of learning to be constituted on the basis of education, research and developmental experiments related to “industry live” modeling.

  • 137. Kyhlbäck, Hans
    et al.
    Svensson, Marcus Sanchez
    Stille, Björn
    Nilsson, Monica E
    Sutter, Berthel
    Lärande genom deltagande i praktikgemenskaper2006Conference paper (Refereed)
    Abstract [sv]

    Sammanfattning— Vår erfarenhet är att teknisk grundutbildning blir bra om sammanhang skapas där studenterna kan lära av varandra och där utbildningen kan ske i nära samverkan med FoU och annan yrkesmässig och professionell verksamhet. I denna artikel driver vi tesen att studenternas lärande i teknisk grundutbildning borde ske mer genom interaktion och deltagande i ”praktik- gemenskaper”. Det betyder att lärande är en aspekt av deltagande i en kollektiv och produktiv verksamhet. Med olika exempel visar vi på sammanhang och arrangemang som kan skapa förutsättning för att experimentera med och utveckla lärande genom deltagande i sådana praktik-gemenskaper. Slutligen diskuterar vi styrkor och svagheter med att genomföra utbildning i enlighet med våra intentioner.

  • 138. Lating, Peter Okidi
    et al.
    Kucel, Samule Baker
    Trojer, Lena
    Design and Development of Interactive Multimedia CD-ROMs for Rural Secondary Schools in Uganda2006Conference paper (Refereed)
  • 139. Lating, Peter Okidi
    et al.
    Kucel, Samule Baker
    Trojer, Lena
    Development of Sustainable Hybrid Digital Libraries for Secondary Schools in Uganda: Arua Case Study2008Conference paper (Refereed)
  • 140. Lating, Peter Okidi
    et al.
    Kucel, Samule Baker
    Trojer, Lena
    Implementation of Hybrid E-learning in Advanced Level Rural Girls' Secondary Science Education in Uganda2006Conference paper (Refereed)
  • 141. Lating, Peter Okidi
    et al.
    Kucel, Samule Baker
    Trojer, Lena
    Strategies for implementing hybrid e-learning in rural secondary schools in Uganda2006Conference paper (Refereed)
  • 142. Lavesson, Niklas
    Learning Machine Learning: A Case Study2010In: IEEE Transactions on Education, ISSN 0018-9359 , Vol. 53, no 4, p. 672-676Article in journal (Refereed)
    Abstract [en]

    This correspondence reports on a case study conducted in the Master's-level Machine Learning (ML) course at Blekinge Institute of Technology, Sweden. The students participated in a self-assessment test and a diagnostic test of prerequisite subjects, and their results on these tests are correlated with their achievement of the course's learning objectives.

  • 143. Lennerstad, Håkan
    An evolutionary textbook evolving by student activity2007In: Journal of Online Mathematics and its Applications, ISSN 1935-6439 , Vol. 7, no JuneArticle in journal (Refereed)
    Abstract [en]

    Successful education requires that the teacher has two knowledge competencies. The teacher not only needs to be familiar with the subject knowledge, it is also essential that the teacher have a realistic, detailed and practical knowledge of the students' understanding of the subject. This second kind of knowledge concerns the students' typical understanding and misunderstanding of the subject, and ways to handle them. It also includes ways to communicate meaning and interest in the subject--not to idealized students, but to real students. This paper describes a Swedish project that opens a channel allowing a teacher to systematically develop this knowledge while helping students. Teacher-student dialogues are conducted through a web page. As a result of the underlying goal, the project also extends the students' role in their education to a more responsible one. The textbook author uses the students' opinions and work at the web page to improve the book for the benefit of future students. Thus, the textbook evolves to be better adapted to the environment for which it is intended: studies by students. We present empiric results for an undergraduate distance course in calculus with 20 students.

  • 144. Lennerstad, Håkan
    Logical graphs: how to map mathematics1996In: ZDM - Zentralblatt für Didaktik der Mathematik, ISSN 0044-4103, Vol. 27, no 3, p. 87-92Article in journal (Refereed)
    Abstract [en]

    A logical graph is a certain directed graph with which any mathematical theory or proof can be presented - its logic is formulated in graph form. Compared to the usual narrative description, the presentation usually gains in survey, clarity and precision. A logical graph formulation can be thought of as a detailed and complete map over the mathematical landscape. The main goal in the design of logical graphs is didactical: to improve the orientation in a mathematical proof or theory for a reader, and thus to improve the access of mathematics.

  • 145.
    Lennerstad, Håkan
    Blekinge Institute of Technology, School of Engineering, Department of Mathematics and Science.
    Matematikens dubbelnatur –undflyende innehåll,självtillräckligt språk2005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 2, p. 27-55Article in journal (Refereed)
    Abstract [en]

    This article discusses the role in mathematics of its formal language, here called Mathematish. This language became significant when symbolic mathematics gradually replaced rhetoric mathematics. Mathematics gained in efficiency and calculation became dominant. It is claimed that this happened on the expense of mathematical interpretation, except for those who intuitively understand Mathematish. It is also claimed by linguistic arguments that the structure of a language isnaturally non-articulated for intuitive learners, often teachers, while teaching requires articulation. Languages are often excluding. Therelationship between content and language in mathematics is described from several viewpoints. Three distinct types of mathematical knowl-edge are suggested: 1. How to successfully use Mathematish rules, 2. Mathematish rules (computer programmable grammar), 3. Ideas and meanings of mathematics, e.g. applications and metaphors. Non-formal ways of hinting mathematical ideas and meanings, shedding light on both Mathematish and content, are suggested.

  • 146.
    Lennerstad, Håkan
    Blekinge Institute of Technology, Faculty of Engineering, Department of Mathematics and Natural Sciences.
    Spectrums of knowledge types: mathematics, mathematics education and praxis knowledge2008In: Proceedings of MADIF6, Swedish Society for Research in Mathematics Education , 2008Conference paper (Refereed)
    Abstract [en]

    Knowledge in different research paradigms is discussed: mathematics, mathematics education and a paradigm of practical knowledge. I argue that the three paradigms as highly distinct, different and important. They try to cope with entirely different types of knowledge, all highly relevant for mathematics teachers.

    While mathematics is deductive and mathematical education is evidence based, practical knowledge is a type of knowledge that professionals in any profession develop by experience and by exchange with other professionals. It is based on experience more than on written text. It is well known that it to a large extent is difficult to articulate. Such knowledge is also essential in important types of mathematical knowledge. We discuss the role played by vagueness in mathematics. We also discuss linguistic mathematics knowledge which typically is present but mostly unformulated, as the mother tongue.

    I argue that mathematics, pedagogy and mathematics education suffers from drawbacks by being strongly rooted in the positivist tradition, in which knowledge can always be expressed in words – otherwise it is not knowledge. Central aspects of teacher’s day-to-day profession are too complicated to be captured in words. However, work has been done to allow such practical knowledge to be formulated among professionals. I would like to sketch a more fluent cooperation between the paradigms, in which the advantages of all the different knowledge types may interact and become increasingly useful to each other.

    For such an idea to reach reality, an efficient meeting form is needed. The Dialogue Seminar is developed precisely to study and communicate difficult-to-articulate practical knowledge among experienced professionals from different areas, using analogue and metaphor as catalysts. This offers mathematicians, mathematics education researchers, mathematics teachers and teacher students, and others, an excellent opportunity to listen in depth to each other, and to have a dialogue. 

  • 147. Lennerstad, Håkan
    et al.
    Lundberg, Lars
    En annan addition och Stern-Brocots träd2006In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, no 3, p. 45-48Article in journal (Refereed)
    Abstract [sv]

    När två bråk adderas så adderar man bråkens täljare för sig och nämnare för sig. Så får man väl inte göra? Jodå, det får man, men inte med vanlig addition. Här får vi en glimt av vad följderna blir av denna annorlunda addition.

  • 148.
    Lennerstad, Håkan
    et al.
    Blekinge Institute of Technology, School of Engineering, Department of Mathematics and Natural Sciences.
    Olteanu, Constanta
    Åtta IKT-projekt för matematiken i skolan: empiri och analys2012Report (Other (popular science, discussion, etc.))
    Abstract [en]

    Denna rapport presenterar empiri och analys av en granskning av åtta projekt som mottagit medel från Skolverket för att tillämpa IKT i skolans matematikundervisning. Empirin är organiserad enligt aktivitetsteorin, vilken sätter relationerna mellan människa, miljö, aktiviteter och mål i förgrunden. Empirin som presenteras är till stor del sammanställda repliker från lärare och elever vid intervjuerna, organi¬sera¬de för att belysa verksamhetens olika relationer. Det betyder att presentationen är till stor del på de verksammas villkor, och på deras språk. Ett stort antal konkreta slutsatser framkommer ur detta material. En av dem är att klass¬upp-sätt¬ningar av datorer är sällan framgångsrika, på grund av att teknisk support ofta var otillräcklig, och att lärarna inte kan veta hur mycket eleverna använder datorerna till icke-skol-verk¬sam¬het. Dessa problem finns inte för interaktiva skrivtavlor. De framstår däremot som ett socialt verktyg, som gör utbyte och dialog om ämnet lättare att få till stånd. I flera fall framkom indirekt, men ändå tydligt, att utbildningen på tekniken hade varit otillräcklig, trots att lärarna inte uttryckte ett tydligt missnöje med den. Skrivtavlan ökade lärarnas motivation för samarbete. En framåtriktad slutsats är att en lärargrupp som har ett fungerande samarbete och goda didaktiska, ämnesmässiga, ledar- och relationella kompe¬tenser med en interaktiv skrivtavla har en möjlighet att komma längre med elevernas måluppfyllelse.

  • 149. Liang, Xu
    et al.
    Ruo, Wang
    Bai, Guohua
    A Multi-agent System Based on Activity Theory for Collaborative Network Learning2009Conference paper (Refereed)
    Abstract [en]

    Collaborative learning can effectively improve the learning efficiency of learners rather individual learning. Activity theory is a theoretical framework for analyzing human practices as developmental processes with both individual and social levels interlinked at the same time. Learn is a activity, in this paper, we analyze the composition of collaborative network learning activity including goals, subjects, objects, tools and rules. finally, We design a multi-agent system for collaborative network learning, structure and function of every hype agent are discussed

  • 150.
    Lidén, Therése
    Blekinge Institute of Technology, Faculty of Engineering, Department of Industrial Economics.
    Att läraom: upplevelser av omlärande efter en traumatisk amputation2015Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Abstrakt Utifrån en hermeneutisk ansats har en enkät följd av djupgående intervjuer utförts i syfte att ge kunskap och förståelse för det omlärande en amputerad genomgår. Studien har även riktats mot upplevelse av omlärande i samband med spegelterapi och digital terapi för att ytterligare belysa de amputerades upplevelser av dessa terapier. Då digital terapi än så länge är en ny terapiform som endast testats på en patient har uppfattningarna om denna metod varit begränsade. De djupgående intervjuerna har i urvalet begränsats till amputerade till följd av ett trauma. Det omlärande de amputerade upplevt har tolkats utifrån en helhetsfokuserad lärandeteori för att belysa vidden av lärande för den traumatiskt amputerade personen. Omlärandet har berört både samspelsprocessen och tillägnelseprocessen och lärandeteorins samtliga tre dimensioner. Dessutom har de amputerade upplevt att deras identitet har påverkats till följd av den traumatiska amputationen. De intervjuade upplever dessutom att deras traumatiska amputation har medfört psykologiska påfrestningar som liknar dem vid psykiskt utmattningssymptom. Det är därför av betydelse att mer forskning görs inom detta fenomen för att på så sätt ge amputerade det stöd de behöver för en bra återhämtning. Abstract Based on a hermeneutical approach a questionnaire followed by in-depth interviews was conducted in order to provide knowledge and understanding of the relearning an amputee undergoes. This study was also directed to experienced relearning in connection with mirror therapy and digital therapy to further illustrate the amputee's experiences of these therapies. When digital therapy so far is a new form of therapy that has only been tested on one patient, perceptions of this method have been limited. For the in-depth interviews the selection was limited to amputees as a result of a trauma. The relearning the amputees experienced was interpreted on the basis of a whole-focused learning theory to illustrate the breadth of learning for the traumatic amputee. The relearning has involved both the interaction process and the appropriation process and all three dimensions of the learning theory. In addition, the interviewed felt that their identity has been affected as a result of the traumatic amputation. The interviewed also experienced that their traumatic amputation has led to psychological stresses similar to those of mental fatigue symptoms. It is therefore important that more research is done in this phenomenon so as to give amputees the support they need for a good recovery.

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