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Schamp-Bjerede, Teri
Publications (9 of 9) Show all publications
Mattisson, J. & Schamp-Bjerede, T. (2012). Boilerplate Project 2011-2012. Högskolepedagogisk debatt (1), 43-46
Open this publication in new window or tab >>Boilerplate Project 2011-2012
2012 (English)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 43-46Article in journal (Other academic) Published
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8989 (URN)
Available from: 2012-02-07 Created: 2012-02-07Bibliographically approved
Schamp-Bjerede, T. (2012). Communication: writing and technology. In: Skrivhandboken: en pragmatisk handbok för lärare på högskolor och universitet (pp. 25-34). Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Communication: writing and technology
2012 (English)In: Skrivhandboken: en pragmatisk handbok för lärare på högskolor och universitet, Kristianstad: Kristianstad University Press , 2012, , p. 137p. 25-34Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2012. p. 137
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10000 (URN)978-91-979422-4-9 (ISBN)
Available from: 2013-01-09 Created: 2013-01-09 Last updated: 2013-03-13Bibliographically approved
Schamp-Bjerede, T. (2012). On the fence with the new liberal arts students: reflections on teaching media for expression and communication. In: Leif Karlsson (Ed.), Lärarlärdom: högskolepedagogisk konferens 2011 i Kristianstad. Paper presented at Lärarlärdom 2011 (pp. 49-56). Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>On the fence with the new liberal arts students: reflections on teaching media for expression and communication
2012 (English)In: Lärarlärdom: högskolepedagogisk konferens 2011 i Kristianstad / [ed] Leif Karlsson, Kristianstad: Kristianstad University Press , 2012, p. 49-56Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2012
Series
Skrifter utgivna vid Högskolan Kristianstad, ISSN 1404-9066 ; 2012:1
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-9194 (URN)
Conference
Lärarlärdom 2011
Available from: 2012-03-29 Created: 2012-03-29 Last updated: 2012-04-03Bibliographically approved
Mattisson, J. & Schamp-Bjerede, T. (2012). The boilerplate: a new look at a familiar device: writing in English for "digital natives" and "digital immigrants". Högskolepedagogisk debatt (1), 31-41
Open this publication in new window or tab >>The boilerplate: a new look at a familiar device: writing in English for "digital natives" and "digital immigrants"
2012 (English)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 31-41Article in journal (Other academic) Published
Abstract [en]

Writing is one of the key means of demonstrating one’s knowledge in academe. Increasingly, students and teachers are required to present their research findings in English. The strict conventions pertaining to academic English are not always readily identifiable, neither are they easy to master for English-as-a-Second-Language users. As a template containing guidelines, suggestions, and solutions, the boilerplate (a term used in the publishing industry to denote a template with static elements) acts as an aid to students and teachers writing papers, reports, essays and theses in English. Unlike the system already available in Microsoft Word,1 the boilerplate is tailored to suit specific subjects and types of document. It can be updated on a regular basis, is user-friendly and inexpensive to produce. The present article discusses the potential of the boilerplate for so-called "digital natives" and "digital immigrants". We consider how it enables students to master threshold concepts in academic writing, thereby laying the ground for life-long learning. In the second half of the article, selected features of the boilerplate are discussed in relation to their potential to solve problems for students writing in English and save precious correction time for teachers and tutors. We also consider user-friendliness and how digital immigrants and digital natives work with computer programs.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8988 (URN)
Available from: 2012-02-07 Created: 2012-02-07Bibliographically approved
Mattisson, J. & Schamp-Bjerede, T. (2012). The boilerplate: an easy-to-use writing aid. In: Skrivhandboken: en pragmatisk handbok för lärare på högskolor och universitet (pp. 35-51). Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>The boilerplate: an easy-to-use writing aid
2012 (English)In: Skrivhandboken: en pragmatisk handbok för lärare på högskolor och universitet, Kristianstad: Kristianstad University Press , 2012, , p. 137p. 35-51Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2012. p. 137
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-10001 (URN)978-91-979422-4-9 (ISBN)
Available from: 2013-01-09 Created: 2013-01-09 Last updated: 2013-03-13Bibliographically approved
Schamp-Bjerede, T. (2012). The labelization and identity of Lisbeth Salander. Forum for World Literature Studies, 4(2), 307-315
Open this publication in new window or tab >>The labelization and identity of Lisbeth Salander
2012 (English)In: Forum for World Literature Studies, ISSN 1949-8519, E-ISSN 2154-6711, Vol. 4, no 2, p. 307-315Article in journal (Refereed) Published
National Category
General Literature Studies
Identifiers
urn:nbn:se:hkr:diva-11405 (URN)
Available from: 2013-12-10 Created: 2013-12-10 Last updated: 2017-12-06Bibliographically approved
Schamp-Bjerede, T. (2012). What Clippy and Tux can teach us: incorporating affective aspects into pedagogy. Högskolepedagogisk debatt (1), 47-56
Open this publication in new window or tab >>What Clippy and Tux can teach us: incorporating affective aspects into pedagogy
2012 (English)In: Högskolepedagogisk debatt, ISSN 2000-9216, no 1, p. 47-56Article in journal (Other academic) Published
Abstract [en]

Human-Computer Interaction (HCI) is an umbrella domain for many areas of study. This paper will look at those topics of HCI known as affective aspects. Affective aspects investigate emotional responses that the user communicates, both verbally and physically, when working with a computer including before and after the work is done. This paper examines the question of improving pedagogy and curriculum, if teachers are more aware of some HCI affective aspects. Clarified and discussed are three areas of affective aspects known as affordances, constraints, and anthropomorp- hisms. Posited is the need to aim for positive emotions as a learning task goal, as well as increasing positive backwash when working with computers and computer pro- grams, as opposed to any engagement resulting in negative ones. Another aspect con- sidered is how and why a user will give underlying human properties to objects, in this case the technology used. Finally, a reflection is given on how consideration of affective aspects can help teachers imbue technological pedagogy when creating a curriculum for a more positive student experience.

Keywords
HCI, pedagogy, affective aspects, technology
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-8990 (URN)
Available from: 2012-02-07 Created: 2012-02-07Bibliographically approved
Mattisson, J. & Schamp-Bjerede, T. (2010). A new twist on an old tool: joint learning with an innovative cognitive writing tool. Journal of College Teaching and Learning, 7(8), 45-53
Open this publication in new window or tab >>A new twist on an old tool: joint learning with an innovative cognitive writing tool
2010 (English)In: Journal of College Teaching and Learning, ISSN 1544-0389, Vol. 7, no 8, p. 45-53Article in journal (Refereed) Published
Abstract [en]

Our paper introduces a new initiative on a common computer program used as a cognitive tool that facilitates learning with as opposed to learning through technology. The tool, which comprises a modification of a so-called boilerplate, is part of a joint learning system (Kim and Reeves, 2007) in which the tool, learner and activity are equal participators in the learning process. Our focus is on teachers with limited technical expertise. The boilerplate is used as a learning tool specifically aimed at supporting graduate and post-graduate essay writing classes. Teachers have limited time to learn new computer programs and may avoid these because of limited technology skills and inexperience in this area. The cognitive tool assists students with structuring, formatting and grammar. In our presentation, we clarify the special features of the tool, and reflect on the philosophy behind it as well as on its potential for teachers in higher education.

Keywords
boilerplate, cognitive learning tool, joint learning system, pedagogy
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-6983 (URN)
Available from: 2010-08-19 Created: 2010-08-19 Last updated: 2012-04-04Bibliographically approved
Mattisson, J. & Schamp-Bjerede, T. (2010). Learning through technology: a report on the implementation of a "new" e-learning tool. Problems of Education in the 21st Century (23), 146-157
Open this publication in new window or tab >>Learning through technology: a report on the implementation of a "new" e-learning tool
2010 (English)In: Problems of Education in the 21st Century, ISSN 1822-7864, E-ISSN 2538-7111, no 23, p. 146-157Article in journal (Refereed) Published
Abstract [en]

This article discusses an on-going pilot project for improving essay writing at Kristianstad University, Sweden. It presents a so-called boilerplate which has been designed for Master’s-level English students. This e-learning tool is used as a cognitive tool that facilitates learning with as opposed to learning through technology. The boilerplate is part of a joint learning system (Kim & Reeves, 2007) in which there are three equal participants in the learning process: the tool, learner, and activity.

As technology is increasingly implemented in education, there is a need to understand pedagogical processes that not only take into consideration the student, but how the technology is used by the student. Our paper discusses the e-learning tool created at Kristianstad University, and looks at the first, preliminary results of its use in connection with pedagogical issues, usability, and interaction.

National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-6990 (URN)
Available from: 2010-08-20 Created: 2010-08-20 Last updated: 2017-12-12Bibliographically approved
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