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Rambaree, K., Nässén, N., Holmberg, J. & Fransson, G. (2023). Enhancing Cultural Empathy in International Social Work Education through Virtual Reality. Education Sciences, 13(5), Article ID 507.
Open this publication in new window or tab >>Enhancing Cultural Empathy in International Social Work Education through Virtual Reality
2023 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 13, no 5, article id 507Article in journal (Refereed) Published
Abstract [en]

School-based bullying is a major global social problem affecting societies around the world. It is argued that Virtual Reality (VR) offers benefits and possibilities in social work education. Within this context, a study was carried out with the aim of analysing students’ experiences with a school-based bullying scenario through Head-Mounted Display Virtual Reality (HMD VR), and exploring the pedagogical potential of this technology to support the enhancement of cultural empathy in international social work education. Using cultural competence and social constructivist perspectives focused on empathy theory, this article addresses the following research questions: How do the research participants describe experiencing the bullying scene with HMD VR? How do the research participants account for their HMD VR experiences in connection with empathy? How can the pedagogical use of HMD VR enhance international social work students’ cultural empathic skills? Data for the study were gathered through four Focus Group Discussions (FGDs) with 38 volunteer research participants based on their postexposure to a scenario on school-based bullying through HMD VR. ATLAS.ti v.23 software (Atlas.ti, Berlin, Germany) was used to undertake a deductive thematic analysis. The findings reveal that HMD VR plays an important role in enhancing different dimensions of empathy, which is an essential element in transformative learning in social work education. The overall implications of using HMD VR in international social work education for enhancing cultural empathy are discussed. The article concludes that HMD VR has a promising role; however, several ethical, practical, and pedagogical aspects need to be considered for this technology tool to provide the sought-after pedagogical value in social work education.

Place, publisher, year, edition, pages
MDPI, 2023
Keywords
added pedagogical value; bullying; cultural competence; empathy; head-mounted virtual reality; immersive virtual reality; international social work
National Category
Social Work
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-41787 (URN)10.3390/educsci13050507 (DOI)001020154700001 ()2-s2.0-85160027750 (Scopus ID)
Available from: 2023-05-17 Created: 2023-05-17 Last updated: 2023-07-27Bibliographically approved
Holmberg, J. & Fransson, G. (2022). An Interactional and Aligned Educational Design Framework to Support Teachers’ Pedagogical Reasoning. In: Niess, M. L.; Gillow-Wiles, H (Ed.), Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning: . IGI Global
Open this publication in new window or tab >>An Interactional and Aligned Educational Design Framework to Support Teachers’ Pedagogical Reasoning
2022 (English)In: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning / [ed] Niess, M. L.; Gillow-Wiles, H, IGI Global, 2022Chapter in book (Refereed)
Abstract [en]

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers’ pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers and others. In the chapter empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to: (a) support teachers’ pedagogical reasoning and educational design practices, (b) evaluate existing educational designs and design practices, and (c) study educational designs and design practices, as well as (changes in) teachers’ pedagogical reasoning.

Place, publisher, year, edition, pages
IGI Global, 2022
National Category
Educational Sciences Didactics Learning
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-36071 (URN)2-s2.0-85127952223 (Scopus ID)9781799872221 (ISBN)
Note

Kommande

Available from: 2021-06-09 Created: 2021-06-09 Last updated: 2022-04-25Bibliographically approved
Holmberg, J. & Fransson, G. (2022). Virtuella- och förstärkta verkligheter för skola och lärande: utmaningar och möjligheter. In: Mørk Røkenes, F. & Letnes, M-A. (Ed.), Digital teknologi for læring og undervisning i skolen: (pp. 84-101). Oslo: Universitetsforlaget
Open this publication in new window or tab >>Virtuella- och förstärkta verkligheter för skola och lärande: utmaningar och möjligheter
2022 (Swedish)In: Digital teknologi for læring og undervisning i skolen / [ed] Mørk Røkenes, F. & Letnes, M-A., Oslo: Universitetsforlaget, 2022, p. 84-101Chapter in book (Refereed)
Abstract [sv]

I kapitlet presenterer vi utfordringer og muligheter med å bruke Virtual Reality (VR) og Agumented Reality (AR) i skolesammenheng. Vi presenterer og gjør rede for hva Virtual Reality (VR) og Agumented Reality (AR) er for noe samtidig som at vi diskuterer disse innovasjonene i lys av begrepet pedagogisk merverdi opp mot læring og undervisning. Vi viser til utprøvende arbeid med bruk av VR og AR med lærere og lærerstudenter ved en digital læringslab som er koblet til lærerutdanning og læringsprofesjon. På denne måten behandler vi; teknologiene som sådan, om de kan brukes til å skape pedagogisk merverdi, og hvilke forutsetninger lærere trenger for å utvikle en profesjonell digital kompetanse som gjør at de kan skape slik merverdi.

Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2022
Keywords
pedagogik, didaktik, Virtuell verklighet, professionell kompetens
National Category
Educational Sciences Didactics Learning
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-36069 (URN)9788215053974 (ISBN)
Note

Publicerad

Available from: 2021-06-09 Created: 2021-06-09 Last updated: 2022-10-03Bibliographically approved
Fransson, G. & Holmberg, J. (2021). An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience. In: : . Paper presented at The American Educational Research Association (AERA) virtual annual meeting, 8-12 April, 2021, Orlando, USA..
Open this publication in new window or tab >>An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience
2021 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Even though in general Swedish pupils have a high level of digital competence (Internetstiftelsen, 2019), a national initiative for a rapid and systematic digitalization of the educational system has been introduced in Sweden. In this context, teacher education is regarded as being of strategic importance for preparing student teachers to teach in a highly digitalized society (Sveriges Kommuner och Landsting, 2019). Here, innovative initiative is important for helping student teachers to develop professional digital competence (Lund, Furberg, Bakken & Engelien, 2014). One example of an innovative initiative is the development of Digital Learning Labs (DLL) that are closely connected to teacher education and offer student teachers and experienced teachers opportunities to explore digital technologies. At the University of Gävle (Sweden), the Digital Learning Lab (2020) offers a number of state of the art technologies, such as robots for programming, media-production and technologies for virtual and augmented realities (VR and AR). In research-based explorative studies, teachers and student teachers elaborate on technologies such as VR and AR (Fransson, Holmberg, & Westelius, 2020). This way, their views becomes involved in principled innovation processes to enact the technology in the best way possible for teaching and learning. 

Keywords
Virtual reality, VR, immersive, innovation, student teacher, teacher education, bullying, Virtuell verklighet, VR, innovation, innovativ, lärarstudent, mobbing, lärarutbildning
National Category
Educational Sciences Didactics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-35611 (URN)
Conference
The American Educational Research Association (AERA) virtual annual meeting, 8-12 April, 2021, Orlando, USA.
Available from: 2021-04-12 Created: 2021-04-12 Last updated: 2021-04-15Bibliographically approved
Berg, A., Creelman, A., Henriksson, K., Holmberg, J., Tell, J. & Master Östlund, C. (2020). Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller: WP2 delrapport inom K3-projektet ”Nya vägar”.
Open this publication in new window or tab >>Distansutbildning och e-lärande: utmaningar, möjligheter och alternativa modeller: WP2 delrapport inom K3-projektet ”Nya vägar”
Show others...
2020 (Swedish)Report (Other academic)
Publisher
p. 18
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-32316 (URN)
Funder
Vinnova
Available from: 2020-05-14 Created: 2020-05-14 Last updated: 2021-06-21Bibliographically approved
Fransson, G. & Holmberg, J. (2020). Student teachers´ experiences of an immersive Virtual Reality bullying simulation. . In: E. M. Varonis (Ed.), ICICTE 2020 Conference Proceedings: . Paper presented at 2020 ICICTE conference (International Conference on Information Communication Technologies in Education) 2-4 July at Samos, Greece. (pp. 121-131).
Open this publication in new window or tab >>Student teachers´ experiences of an immersive Virtual Reality bullying simulation. 
2020 (English)In: ICICTE 2020 Conference Proceedings / [ed] E. M. Varonis, 2020, p. 121-131Conference paper, Published paper (Refereed)
Abstract [en]

In this study, 19 student teachers (of years 7-12) experienced a three-minutelong VR simulation offering a first-person perspective of bullying bymultiple ‘classmates’. Their experiences were observed and afterwardsfive focus group interviews were conducted, with 3-4 student teachersper group. The results show that they experienced the VR simulation asimmersive, albeit to varying degrees depending on their previous experiencesand personality traits. Issues related to what they experienced,learned and reflected on, their thoughts about the potential educationaluses of VR, and the challenges and opportunities with using VR in differentsubjects are discussed.

Keywords
ICT, virtual reality, student teachers, bullying, VR, immersive, IT, VR, lärarstudent, lärarutbildning, mobbning, virtuell verklighet
National Category
Didactics Pedagogy
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-35284 (URN)978-99957-1-942-5 (ISBN)
Conference
2020 ICICTE conference (International Conference on Information Communication Technologies in Education) 2-4 July at Samos, Greece.
Available from: 2021-02-14 Created: 2021-02-14 Last updated: 2021-02-17Bibliographically approved
Fransson, G., Holmberg, J. & Westelius, C. (2020). The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 25, 3383-3404
Open this publication in new window or tab >>The challenges of using head mounted virtual reality in K-12 schools from a teacher perspective
2020 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 25, p. 3383-3404Article in journal (Refereed) Published
Abstract [en]

The use of head mounted displays (HMDs) to experience virtual realities (VR) hasbecome increasingly common. As this technology becomes more affordable,immersive and easier to use, it also becomes more serviceable in educationaland training contexts. Even though the technology, content and feasibility forK-12 school purposes are still being developed, it is reasonable to expect thatthe call or ‘push’ to use HMD VR in K-12 schools will increase, especially asthere is now a greater economic interest in the use of digital technologies ineducational contexts. This article aims to inform the process of implementingHMD VR in K-12 contexts by researching the preconditions and challenges of usefrom a teacher perspective. It does this by analysing the organisational, institutional,contextual and practical challenges and opportunities in the implementationof HMD VR in K-12 school contexts. The data draws on (a) interviews, informalconversations and observations of teachers testing HMD VR and different VRapplications in a Digital Learning Lab (DLL) and (b) data from a project involvingupper secondary school history teachers discussing the planned implementation ofHMD VR in their teaching and being in the DLL. The main findings are relatedto: (a) economy and technology, (b) initial learning barriers, (c) organisation andpractical enactment for teaching and learning, (d) curricula, syllabuses and expectedlearning outcomes and (e) teachers’ competences, professional developmentand trust. The consequences for educational contexts and possible waysforward are also discussed.

Keywords
Headmounted displays, Implementation, K-12, Technology, Teacher, Virtual reality
National Category
Educational Sciences Didactics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-31612 (URN)10.1007/s10639-020-10119-1 (DOI)000510310900001 ()2-s2.0-85078837745 (Scopus ID)
Projects
IT i Lärande
Available from: 2020-01-31 Created: 2020-01-31 Last updated: 2024-01-08Bibliographically approved
Holmberg, J. (2019). Designing for added pedagogical value: A design-based research study of teachers’ educational design with ICT. (Doctoral dissertation). Stockholm: Department of Computer and Systems Sciences, Stockholm University
Open this publication in new window or tab >>Designing for added pedagogical value: A design-based research study of teachers’ educational design with ICT
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In an increasingly digitized world teachers are expected to take on the role of educational designers and use ICT to design in ways that add pedagogical value to teaching and learning. This thesis adopts a design-based research (DBR) approach to: (a) explore and contribute to the educational design processes of teachers of English as a foreign language in their efforts to use ICT for added pedagogical value, (b) examine how ICT is used in educational designs to create/contribute to what the teachers and students describe as added value and (c) explore, problematize and refine DBR as a research approach.

Literature studies and a collaborative self-study preceded the DBR to guide its focus and implementation. The DBR was carried out over a period of two years in four upper secondary schools in Sweden in which every student had access to their own computer. The research data consists of: (a) audio recorded design conversations, (b) enacted educational designs and design elements as parts of these, (c) reflective log entries written by the participating teachers, (d) focus group interviews with students and (e) the researcher’s field notes.

Six different theoretical frameworks and models are used in combination in the accompanying articles to analyze the data and achieve the three research aims. The findings show how teachers’ pedagogical reasoning and TPACK development are interconnected and reciprocal aspects of the educational design process and how the externalization of, and reflection on, these aspects is necessary to develop the specific and practical TPACK needed to realize design intentions in situated contexts. A number of challenges and opportunities in the educational process have been identified.

Moreover, the findings show how ICT was used to contribute added value in educational designs by facilitating: (a) more authentic and seamless learning experiences in external online contexts with both in-class and out-of-class actors irrespective of time and place, (b) an exchange of digital knowledge representations of understanding and practice between different actors, e.g. for the purposes of modelling, supporting cognitive apprenticeship, meta-cognitive self-regulation and formative assessment and (c) new and extended forms of, and opportunities for, collaborative creation and meaning-making.

The current common focus in DBR on the development of prescriptive design principles is problematized in relation to the findings of the thesis, which illustrate the complex and situated nature of the educational design process. A theoretically and empirically informed design framework (DF) is developed and used as a conceptual tool to guide and analyze educational design processes and enactments. The findings illustrate how the use of the DF and the process of collaborative design reflection contributed to the analysis of the teachers’ design intentions and de facto design practices and to a DBR format that allowed the participants to use their respective competencies in the development of educational designs for added value. The thesis thereby serves as an example of how DBR can be methodically implemented to study and generate increased knowledge about teachers’ design intentions and design practices, develop research-based educational designs in line with teachers’ pedagogical intentions and support their development as educational designers.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2019. p. 127
Series
Report Series / Department of Computer & Systems Science, ISSN 1101-8526 ; 19-001
Keywords
added pedagogical value, design-based research, design framework, educational design, educational design research, EFL, ICT, teacher practice, TPACK
National Category
Didactics Interaction Technologies
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-29113 (URN)978-91-7797-534-2 (ISBN)978-91-7797-535-9 (ISBN)
Public defence
2019-01-25, L 70, NOD-huset, Borgarfjordsgatan 12, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 5: Manuscript.

Available from: 2019-01-14 Created: 2019-01-14 Last updated: 2020-11-23Bibliographically approved
Fransson, G., Holmberg, J., Lindberg, J. O. & Olofsson, A. D. (2019). Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts. Oxford Review of Education, 45(1), 102-118
Open this publication in new window or tab >>Digitalise and capitalise? Teachers’ self-understanding in 21st-century teaching contexts
2019 (English)In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed) Published
Abstract [en]

The digitalisation of educational contexts has changed the prac- tice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capi- talise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019
Keywords
Agency; capitalisation; digital technologies; enactment; self- understanding; teacher
National Category
Educational Sciences
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-27781 (URN)10.1080/03054985.2018.1500357 (DOI)000454618100006 ()2-s2.0-85052304072 (Scopus ID)
Funder
Swedish Research Council, 2014-1762
Available from: 2018-08-23 Created: 2018-08-23 Last updated: 2020-11-23Bibliographically approved
Holmberg, J., Fransson, G. & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The international journal of information and learning technology, 35(2), 130-142
Open this publication in new window or tab >>Teachers’ pedagogical reasoning and reframing of practice in digital contexts
2018 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 35, no 2, p. 130-142Article in journal (Refereed) Published
Abstract [en]

Purpose

The purpose of this study is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using ICT to create added pedagogical value.

Design/methodology/approach

A design based-research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The TPACK framework is used as a conceptual construct in the analysis.

Findings

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

Research limitations/implications

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

Practical implications

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Originality/value

Rich data from multiple design contexts is collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Place, publisher, year, edition, pages
Bingley, West Yorkshire: Emerald Group Publishing Limited, 2018
Keywords
added pedagogical value, design-based research, ICT, pedagogical reasoning, reframing, teaching, TPACK
National Category
Didactics
Research subject
Innovative Learning
Identifiers
urn:nbn:se:hig:diva-25605 (URN)10.1108/IJILT-09-2017-0084 (DOI)000423358000005 ()2-s2.0-85040962120 (Scopus ID)
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2020-11-23Bibliographically approved
Projects
Innovative learning for sustainable development [2022-03512_VR]; University of GävleIT in Learning – using the digital learning lab as a hub to expand the scope for research [2022-03792_VR]; University of Gävle
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3362-7198

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