Exploring dimensions of change: the case of MOOC conceptions     

Cormac McGrath  Terese Stenfors-Hayes  Torgny Roxå  Klara Bolander Laksov 《International Journal for Academic Development》2017,22(3):257-269

This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as ‘partners in arms’. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.  相似文献   

Understanding and influencing teaching and learning cultures at university: a network approach   总被引：1，自引：0，他引：1  

Torgny Rox?  Katarina M?rtensson  Mattias Alveteg 《Higher Education》2011,62(1):99-111

Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures.  相似文献   

Do students’ beliefs about knowledge and knowing predict their judgement of texts’ trustworthiness?     

Helge Ivar Strømsø  Ivar Bråten  M. Anne Britt 《教育心理学》2011,31(2):177-206

We examined whether epistemic beliefs predict students’ evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted both documents less and used the document’s content or their own opinion as criteria for judging trustworthiness. We also found that readers who believe that knowledge claims should be critically evaluated through logic and rules rated the science text as more trustworthy and used the criteria of their own opinion, author and content more than readers who believe in relying on their own experiences. These effects hold true while controlling for readers’ prior knowledge and text comprehensibility.  相似文献   

Ten years of norwegian school experimentation     

Tönnes Sirevåg 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(1):1-15

  相似文献   

In defence of writing: a social semiotic perspective on digital media,literacy and learning     

Håvard Skaar 《Literacy》2009,43(1):36-42

From a learning perspective, social semiotics researchers tend to focus on the liberation latent in the multimedia options available through the new media. It is true that digital media democratise the possibilities open to the general public of a more varied and comprehensive text production than ever before, both in and outside school. Participating in this text production naturally implies a richer potential for learning. But digital technology also allows us to opt out of, and thus avoid, semiotic work. With this as the starting point, the present article sets out to highlight the pedagogical benefits associated with the written mode, precisely in an age when the digital media are making multimodal forms of expression increasingly available to us all.  相似文献   

Monk,knight or artist? the archivist as a straddler of a paradigm     

Håkan Lövblad 《Archival Science》2003,3(2):131-155

The contextual approach gives the impression that we are moving into the 21st century with three competing scientific traditions of interpretation. Another understanding is the systemic view, which indicates a paradigm with complementing traditions of interpretation, depending on ontological level. The paradigm of archival science is, like that of many other sciences, influenced by positivism, systems theory and hermeneutics. The relevance of the paradigm depends on personal beliefs. The hermeneutic understanding of archival science emphasizes the context and deconstructs central concepts. Hermeneutics emphasizes the influence of conceptual changes and technological advances on perception. Hermeneutics stresses the need for a socio-cultural and historical orientation of archival science. The positivistic tradition is coloured by the myths about an ideal science. This is reflected firstly in the analogy comparing archives with nature, and secondly in the deductive method. Positivism is instrumental in its demands for distinct definitions of concepts and its insistence on the record as the basis of archival science. The flexibility of systems theory highlights the complex relations between context and record. Systems theory can, at its best, serve as a meeting-place for researchers, archivists and users and accordingly form the basis for new knowledge and theory formation. Systems theory enables a materialistic/dialectic epistemology based in reality and inspired by other relevant sciences. The result may be the foundation of a systemic-functionalist archival science with activities, records creation and evidential values in focus.  相似文献   

What static and dynamic properties should slalom skis possess? Judgements by advanced and expert skiers     

Fischer C  Overney LS  Fauve M  Blanke O  Rhyner H  Herzog MH  Bourban PE  Månson JA 《Journal of sports sciences》2007,25(14):1567-1576

Flexural and torsional rigidity are important properties of skis. However, the flexural and torsional rigidity that lead to optimal performance remain to be established. In the present study, four pairs of slalom skis that differed in flexural and torsional rigidity were tested by advanced and expert skiers. Using a 10-item questionnaire, different aspects of the skis' performance were rated on a 9-point scale. For each pair of skis, physical measurements were compared with the ratings of the two groups of skiers. Correlations (Spearman) were then determined between (i) different mechanical properties of the skis (static and dynamic), (ii) subjective assessments of the participants, and (iii) properties of the skis and the participants' assessments. The latter showed that expert skiers rate the aspects of the skis more accurately than advanced skiers. Most importantly, expert skiers are particularly sensitive to torsion of the skis. These results suggest that such highly rated elements should be addressed in future ski designs.  相似文献   

The organizing and regulation of mountain guiding in Scandinavia 1820–2016, with a glance at the Alps     

Cleng Andersen Eikje  André Horgen  Johan Arnegård 《Sport in Society》2019,22(4):555-572

Abstract

In this article, we study how mountain guiding was organized and regulated in Scandinavia and the Alps between 1820 and 2015 and focus on the most important differences and similarities in Scandinavia, and between Scandinavia and the Alps. We conclude that Switzerland and Chamonix (France) represent two different systems in the Alps during the nineteenth century. However, through the emergence of national and international guide unions the regulation of mountain guiding in the Alps today appears unified, with a close connection between national regulation and mountain guide unions. In Scandinavia, Norway and Sweden historically had similar practices organizing and regulating mountain guiding, where a relatively strong layman tradition emerged during the 1960s and 1970s. In 2008, legal decisions led Sweden to change its system to match the Alp model, while Norway held on to the layman tradition. This leaves mountain guiding in Norway as a distinctly less regulated field than in France, and Switzerland, as in and Sweden.  相似文献   

‘It doesn't matter how they move really,as long as they move.’ Physical education teachers on developing their students’ movement capabilities     

Håkan Larsson  Gunn Nyberg 《Physical Education & Sport Pedagogy》2017,22(2):137-149

Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.

Purpose. The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.

Participants, setting and research design. The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewed partly using a stimulated recall technique where the teachers were asked to comment on video clips from physical education lessons where they themselves act as teachers.

Data analysis. A discourse analysis was conducted with a particular focus on the ensemble of more or less regulated, deliberate and finalised ways of doing things that characterise the eight teachers’ approach to helping the students develop their movement capabilities.

Findings. The interviews indicate that an activation discourse (‘trying out’ and ‘being active’) dominates the teachers’ ways of reasoning about their task (a focal discourse). When the teachers were specifically asked about how they can help the students improve their movement capacities, a sport discourse (a referential discourse) was expressed. This discourse, which is based on the standards of excellence of different sports, conditions what the teachers see as (im)possible to do due to time limitations and a wish not to criticise the students publicly. The mandated holistic social constructionist discourse about knowledge and learning becomes obscure (an intruder discourse) in the sense that the teachers interpret it from the point of view of a dualist discourse, where ‘knowledge’ (theory) and ‘skill’ (practice) are divided.

Conclusions. Physical education teachers recoil from the task of developing the students’ movement capabilities due to certain conditions of impossibility related to the discursive terrain they are moving in. The teachers see as their primary objective the promotion of physical activity – now and in the future; they conceptualise movement capability in such a way that emphasising the latter would jeopardise their possibilities of realising the primary objective. Should the aim be to reinforce the social constructionist national curriculum, where capability to move is suggested to be an attempt at formulating a concept of knowledge that includes both propositional and procedural aspects and which is not based on the standards of excellence of either sport techniques or motor ability, then teachers will need support to interpret the national curriculum from a social constructionist perspective. Further, alternative standards of excellence as well as a vocabulary for articulating these will have to be developed.  相似文献   

Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development     

Irmeli Palmberg  Ida Berg  Eila Jeronen  Sirpa Kärkkäinen  Pia Norrgård-Sillanpää  Christel Persson  Rytis Vilkonis  Eija Yli-Panula 《Journal of Science Teacher Education》2015,26(6):549-571

  相似文献