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  • 1.
    Brenner, Mats
    et al.
    University of Gävle, Library.
    Sandström, Helena
    Umeå universitet.
    Datoriserad tentamen: SUNET-inkubator slutrapport2015Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Många lärosäten har redan eller ligger i startgroparna för att införa digital tentamen. Enligt projektdirektivet var projektets mål att skapa en grund för tekniska lösningar som kan användas som startvärde av lärosäten som skall införa digital tentamen. Denna grund tas fram genom en inventering och jämförelse av aktuella programvaror på marknaden utifrån samlade erfarenheter och krav från lärosäten framförallt i Sverige och Norden. Projektet skall även titta på behov och möjligheter av integration med befintlig och/eller eventuellt framtida beroendesystem och infrastruktur. I projektet ingår även att sprida kunskap och erfarenheter samt om möjligt hitta en informationsmodell för fortlöpande kunskapsspridning i ämnet.

  • 2.
    Fawcett, Peter
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Industrial Development, IT and Land Management, Urban and regional planning/GIS-institute.
    Brenner, Mats
    University of Gävle, Library.
    Chinese International Students’ First-year Learning and Teaching Perceptions at the University of Gävle, Sweden2013Report (Other academic)
    Abstract [en]

    Given the accelerating growth in the international student market, Chinese international students are increasingly becoming an important feature of higher education in many countries worldwide. The number of students attending Swedish universities although small compared to more traditional country destinations has, up to recent times, continued to increase. For Swedish universities not so accustomed to teaching and supporting the Chinese students, the challenge is considerable.

    This study explores the learning experiences of Chinese undergraduate students during their first year at the University of Gävle (Sweden). All of the students were young (most 17 to 19) and came from areas of China with strong Confucian heritage cultures. The study draws on previous research and a questionnaire to examine the students’ success in the classroom, how their attitudes to learning evolved, and how they adapted to Swedish culture. The study also discusses students’ opinions as to the academic and support services that have been or could be provided. The questionnaire developed for the study includes ideas and contributions from a United Kingdom university. An Interview Guide was also prepared to facilitate the study and to frame possible follow-up questions to participants.

    The study reveals that the students experienced a wide variety of difficulties. Lack of English language proficiency, communication difficulties, periods of isolation and loneliness together with a lack of social activities all featured significantly. Other areas highlighted included difficulties with academic writing, poor study skills awareness, and difficulties with making friends. On a more positive note, the students showed interest in and an ability to adjust, adapt and gain from a totally different style of teaching and learning. In terms of the implications for the University, these findings suggest that attention should be given in finding ways to improve the overall quality of student learning, teaching and support provided not only for Chinese students but for all international students. In this light, a series of recommendations are presented.

    Recommendations of note are to undertake a longitudinal study and offer an international foundation year programme with English language support services.

  • 3.
    Holmberg, Jörgen
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies.
    Brenner, Mats
    University of Gävle, Library.
    Hallen, Maivor
    University of Gävle, Library. University Library of Gävle.
    Planning and implementing in-service ICT-training to support development of higher education teachers’ technological pedagogical content knowledge2013In: The Joy of Learning - Enhancing Learning Experience Improving Learning Quality: 2013 Annual EDEN Conference, Oslo, Norway, 2013Conference paper (Refereed)
    Abstract [en]

    Theoretical underpinnings in the planning of the in-service training

    The rapid technological development and the growth of online learning, present new challenges for higher education teachers and institutions. Web 2.0 tools create new opportunities for teachers and students to communicate, collaborate and contribute by different modalities. The need for teachers to harness this potential in order to be able to respond to the changing needs and expectations of their students make in-service training of higher education online teachers a priority. What is often overlooked in in-service initiatives however, is that teachers have varying degrees of technological competence and pedagogical competence. They also teach different kinds of content to students with different pre-existing knowledge, etc.  

    This poster presents the implementation and outcomes of two simultaneous in-service training initiatives at the University of Gävle, Sweden. The initiatives were aimed at developing online teachers’ ability to successfully integrate ICT in their teaching. When planning this initiative we deliberately wanted to avoid techno centrism and a narrow focus on standards or competencies. Instead we were inspired by Mishra & Koehler’s theoretical framework TPACK (Technological Pedagogical Content Knowledge) which recognises that developing the ability to successfully integrate ICT as a tool for learning means understanding the reciprocal relationship between technological knowledge, pedagogical knowledge and content knowledge (Mishra & Koehler 1986; 1987). Mishra & Koehler has built on Shulman’s (1986) pedagogical content knowledge (PCK) to create a conceptual framework that also includes technological knowledge and the ability to successfully integrate this with their pedagogical knowledge and content knowledge. In other words, a teacher that possesses TPACK knows how to successfully integrate ICT in their practice to create an added pedagogical value.

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