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  • 1.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Dual learning – a challenge for higher education in the new landscape of governance2015In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 21, no 4, p. 277-292Article in journal (Refereed)
    Abstract [en]

    In many countries, practice-oriented programmes have been recast as university programmes, fuelling debate on the purpose of higher education. We highlight two ways of talking about the challenges for higher education we think are already familiar to readers. We label them ?political-worry discourse? and ?academic-worry discourse?. We argue for a third position that gives due recognition to the turn in governance. Professional work today is performed in a new landscape where maintaining the conditions for autonomy and discretionary work is more important than ever. This has implications for the pedagogic focus of higher education institutions. The proposed ?dual learning? concept addresses this challenge through educating students about governance and allowing students to position themselves in relation to the governance of their professions. By discussing governance, we contribute to a previously neglected field and support the position that higher education may indeed be the best place to provide professional education.

  • 2.
    Aili, Carola
    et al.
    Kristianstad University, School of Teacher Education.
    Nilsson, Lars-Erik
    Kristianstad University, School of Teacher Education.
    HKR:s kursplanearbete: lokala praktiker perspektiverade i ljuset av nationella och transnationella policy-tendenser2010In: Vad händer med Lärarutbildningen i Kristianstad, i Sverige, i Europa? : Worklshop - Högskolan Kristianstad (AiS - VFU) - Stockholms Universitet - Linköpings Universitet, Kristianstad 17-18 mars, 2010 , 2010Conference paper (Other academic)
  • 3.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Implementing supervised placement: diversity and change in different professional programs. Paper presenterat vid Professionsnätverkets konferens Kunskap profession och expertis i Växjö, Sverige, 28 – 29 september2011Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to start a discussion about the variation in how work-based training is described and performed in different academic programs. Every year, for three years, heads of academic programs have been interviewed about their implementation the local reform for supervised placement. The interviews have been conducted at a university that aims to have supervised placement in all programs. Our findings suggest that there are major differences in how to think ”where professional education is good”. Placement may take the form of training at campus, virtual placement and training at work. Different programs have varying resources to support placement. The ideas about what students should do vary from observation to practical work.

  • 4.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Kvalitetsutmaningar i högskolans VFU-satsning: programmen i press mellan en byråkratisk och professionell implementeringsstruktur?2013Report (Other academic)
    Abstract [sv]

    Detta är en rapport från en pågående studie av den verksamhetsförlagda utbildningens organisation och organiseringsprocesser. Det som undersöks är hur Högskolan Kristianstads vision att utbilda Sveriges mest anställningsbara studenter genom Kristianstadmodellen för verksamhetsförlagd utbildning blir till som praktik ute i utbildningsprogrammen.

    Rapporten är i första hand avsedd för det interna kvalitetsarbetet och ska belysa hur den lokala organisationen tar form under det som medarbetare uppfattar som villkor för arbetet samt ge några verktyg för dem som arbetar med VFU till att analysera villkor och möjligheter. Rapporten är skriven utifrån perspektivet ”Strategy as practice” som vi avser skall ligga till grund för fortsatta studier av hur Högskolan Kristianstads strategi för Verksamhetsförlagd Utbildning omsätts. Eftersom denna rapport i första hand är avsedd för det interna arbetet har emellertid detta perspektiv tonats ned.

     

    Studien utgår ifrån frågor om hur medarbetare skapar mening och agerar för att hantera det som de urskiljer som villkor för att införa och bedriva verksamhetsförlagd utbildning och vilken typ av organiseringsprocesser som sätten att uppfatta villkoren leder till. Det är med andra ord aspekter av ett praktiskt strategiarbete som studeras. Vi är särskilt intresserade av i vilken mening VFU-satsningen leder till anpassningsinriktat arbete som byråkratiska implementeringsprocesser kännetecknas av och i vilken mening det leder till utvecklingsinriktat arbete så som professionella implementeringsprocesser kännetecknas av.

  • 5.
    Aili, Carola
    et al.
    Lund University.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Preparing higher education students for the new landscape of governance2016In: Tertiary Education and Management, ISSN 1358-3883, E-ISSN 1573-1936, Vol. 22, no 3, p. 249-265Article in journal (Refereed)
    Abstract [en]

    Studies have demonstrated that neoliberal governance dismantles professionals' will to critique, counteracting efforts to improve quality by preventing professionals in all sectors of the labour market from grounding work in their professional convictions. Managing attempts at governance has therefore become an important professional competence. This paper investigates how higher education prepares students for work under neoliberal forms of control. How are they trained to analyse and describe the effects of governance and prepared to work with the standards, manuals and documentation that influence quality in their lines of work? 'Interruptive focus group conversations' were performed with students from various professional programmes at a Swedish university. Student reasoning about governance is explored using theories of governance and subjectification. The results demonstrate that students are aware of the ways in which their professions are governed, the need to conduct discretionary work, but do not have skills to deal with governance critically. This latitude for pedagogical intervention is underutilized.

  • 6.
    Aili, Carola
    et al.
    Kristianstad University, School of Teacher Education.
    Nilsson, Lars-Erik
    Kristianstad University, School of Teacher Education.
    Professioner och inflytandet över professionsutbildningarna [Professions and the influence of professional programs]: en aktör-agentanalys av hur transnationell styrning transformeras till lokala reformer. [an actor-agent analysis of how transnational governance are transformed to local reforms]2010In: Professionsnätverket - Konferens 2010 "Den reglera[n]de professionen – professioner och politik”., 2010Conference paper (Other academic)
  • 7.
    Aili, Carola
    et al.
    Lund University.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Standardization meets practice: the case of integrating research-based work placement2015Conference paper (Refereed)
    Abstract [en]

    A local reform, with the vision to educate Sweden’s most employable students was adopted by the board at a Swedish university. An important means for reaching the vision was a work placement. Students in all 28 programs at the university should be guaranteed at least five weeks supervised research based practice and learning in companies and organizations. Following the decision, activities were initiated in all Higher education programs to implement the placement reform. To document strategy work, yearly interviews were conducted with the head of the programs, course heads and teachers. Syllabi were collected and changes kept track of. Program dialogues were followed using ethnographic field work methods. University and program strategizing is explored from three questions: 1/ how did staff make sense of and turn strategy into practice? 2) what resources became important to strategy work? and 3) what kind of placement, what kind of examinations, what kind of supervision etcetera were the result. A strategy as practice-perspective is used to explore what became of the standardized model for placement envisioned in the university boards strategy. The result show that standardized placement was not possible for the programs. Instead different understandings of the reform based on the programs different conditions, led to a variation in what kind of placement they introduced.

  • 8.
    Aili, Carola
    et al.
    Lunds universitet.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Universiteten har en viktig roll i det förändrade styrlandskapet2015In: Universitetsläraren, ISSN 0282-4973, no 6, p. 38-39Article in journal (Other (popular science, discussion, etc.))
  • 9.
    Aili, Carola
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Verksamhetsrapport: VFU-forskningen 2012: Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande2013Report (Other academic)
    Abstract [sv]

    Plattformen är ett led i Högskolan Kristianstads satsning på anställningsbarhet. Detta är en rapport från plattformens fjärde år med en sammanställning av de fyra årens sammanlagda verksamhet i bilagor.

    Plattformen hade i slutet av 2012 19 pågående projekt med 23 deltagare. 14 seminarier har hållits i seminarieserien, som samlar en bred representation från olika programområden och discipliner. I snitt har seminarierna haft 19 deltagare. Plattformen har under 2012 dragit in 3 miljoner i externa medel. Ingen refereegranskad artikel har publicerats under året. Fyra artiklar är emellertid accepterade för publicering under 2013. Vidare har fyra artiklar som inte är refereegranskade publicerats. Härutöver har 23 externa presentationer gjorts genom t.ex. konferensbidrag, bokkapitel, icke refereegranskade artiklar och debattartiklar. Totalt har forskningen kommunicerats 56 gånger under året.

  • 10.
    Brante, Göran
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning Design (LeaD).
    Aili, Carola
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Validity through closeness. Paper presented at the 5th Anniversary Advances in Qualitative Methods Conference, 29-31 January, in Edmonton, Canada2004Conference paper (Refereed)
  • 11.
    Eklöf, Anders
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    "It is great she is really checking she wants us to pass": facilitating student project work2017In: Education in the crossroads of economy and politics: role of research in the advancement of public good: book of abstracts, Tampere: University of Tampere , 2017Conference paper (Other academic)
    Abstract [en]

    All students in Swedish upper secondary school have to do one mandatory project work course aimed at developing general skills such as independence, initiative, creativity and imagination. The students have to pass the course to receive their upper secondary diploma. Our study aims to investigate how students talk about the task of doing ‘independent’ project works in the diploma course.

    Three focus group conversations of totaling twelve students are filmed and analyzed through topic analysis, an analytical approach based on dialogism as theoretical framework. The empirical material is analyzed from a perspective of how the design of the project course and the assessment regime influences the students work. Findings indicate that the students rely heavily on help and instruction from the teacher. They perceive of this help as a crucial asset in passing the diploma course. They state that the kind of help they receive are strongly focused towards the dividing line between pass and fail. Help is hardwired towards the scientific form and the content of their essays are treated as almost uninteresting. Support for independence therefore seems to be significantly restricted in practice. The teacher is in fact working as a facilitator guiding students towards dependence. This is accomplished through framing doing project work as doing template science.

  • 12.
    Eklöf, Anders
    et al.
    Kristianstad University, School of Education and Environment.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Att bedöma och verka i en digital dimension2011In: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, p. 99-118Chapter in book (Other academic)
    Abstract [sv]

    Digitalt smarta lärare som arbetar med elever som ser det digitala rummet som bara ett av många klassrum behöver förhålla sig till upplösning av såväl tid och rum som arbetsformer. Flera av de sätt vi traditionellt sett har genomfört bedömning på kan komma att kollidera med arbetsformer som introduceras genom möjligheter som den digitala dimensionen erbjuder. Utan en grundligt genomtänkt vetenskapligt förankrad kunskap om möjligheter och problem förknippade med dessa arbetsformer riskerar vi att göra helt felaktiga bedömningar. I slutändan riskerar vi att underkänna eller anklaga eleverna för fusk, bara för att vi egentligen inte förstår de arbetsformer som är naturliga för eleverna. I detta kapitel kommer vi att diskutera uppgifter och bedömningsproblematik främst med utgångspunkt i forskning kring skrivande och bedömning.

  • 13.
    Eklöf, Anders
    et al.
    Kristianstad University, School of Education and Environment.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Digitala rum och nya mönster2011In: Skolan och läraruppdraget: att bli och vara lärare / [ed] Mona Holmqvist, Lund: Studentlitteratur , 2011, p. 67-82Chapter in book (Other academic)
  • 14.
    Eklöf, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Project work and the grade perspective: a dilemma for the 21st century learner2015Conference paper (Refereed)
    Abstract [en]

    This paper engages in a discussion about an aspect of what it means to become a 21st century learner. Our aim is to discuss ways in which students realize their subjectivity by using a number of positions derived from the empirical material such as independent critical students, subject oriented authors and risk conscious instruction followers, all resulting from project oriented education. The empirical material consists of approximately 60 hours of filmed group interactions collected over a period of three years in a Swedish upper secondary school during a period of three years. The material are analyzed with content categorization and interaction analysis Four different positions regarding approaches towards instructions, the assessed situation and the use of different cues were identified and used to discuss how different approaches to risk forms as us citizens. In our study, positions have been derived using Goffman’s frame theory and takes a stand in Becker, Geer, & Hughes and Miller & Parlett’s classical studies on assessment. The four positions describe different types of relations towards the demands of 21st century learners. The positions have been scrutinized with the aid of Beck’s “manufactured uncertainty” and the emphasis that Biesta puts on trust and resistance in the educational relation. We conclude that today/s students cannot effort to be cue deaf and are expected to be cue choosing facing the danger of making incorrect choices.

  • 15.
    Eklöf, Anders
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Instructions, independence, and uncertainty: student framing in self-regulated project work2014In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, no 6, p. 646-660Article in journal (Refereed)
    Abstract [en]

    This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.

  • 16.
    Kullenberg, Tina
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Eklöf, Anders
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nilsson, Lars-Erik
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Independenceor interdependence?: dialogue-theoretical problems of "independent" learning2017In: Education in the crossroads of economy and politics: role of research in the advancement of public good: book of abstracts, Tampere: University of Tampere , 2017Conference paper (Refereed)
    Abstract [en]

    This paper is a theoretical paper that highlights some implications of a dialogic ontology in educational research. However, for the sake of clarity we will very succinctly setting off to describe the background which is our empirical point of departure. The aim of our current empirical study is to explore how 12 adult students in a Swedish secondary school interpret the school task of doing ‘independent’ project works, addressing the questions of how students talk and reason about their own processes and values of the activity-specific task. In brief, the method is focus group conversations (three participant groups) and the result reveals the fact that the participants appreciated their common teacher, who was considered as a very successful guide. The teacher systematically provided orders, instruction, feedback and, most importantly, planning and staging in a stepwise fashion. In doing so she paradoxically also indirectly fostered her students to be even less independent, that is, more easily adapted to the institutional requirements without bothering too much about how to manage the tasks themselves. Project work is commonly described as a self-regulated form of the task; a common mode of student work in Swedish schools (Eklöf, Nilsson & Ottosson, 2014). As Bergqvist & Säljö (2004) highlight, it could further be conceived of as a disciplining, student-centered practice that is widely used to produce self-organizing learners. Although the students are supposed to work independently, they are considerably dependent on the instructional, organizational and evaluative work of the teachers (Åberg, 2015).

     

    Drawing on a sociocultural perspective on learning, as we do, the notion of individualistic independency is well-known as a problematic stance (e.g., Wertsch, 1998). In the sociocultural version of dialogism social interdependence is a dialogic premise on both the epistemological and ontological level (Linell, 2009). Wegerif (2008) describes how the functional role of difference between learners’ voices is of significance to the Bakhtin-influenced take on multi-voiced dialogue (cf. Kullenberg & Pramling, 2016; Lefstein & Snell, 2014). In such a dialogic framing the teacher is not striving to overcome these differences between, for example, the student’s and the teacher’s opinions. Such recognition holds interpersonal difference seriously and moreover address a fairly uncommon approach to the educational notion of intersubjective agreements (Matusov, 1996, 2015; Wegerif, 2011).

     

    This dialogic approach stresses the issue of student agency and, thus, democratic values of teaching acts. When respecting and promoting students’ own voices a genuine interaction of consciousnesses is possible to create throughout the pedagogical dialogues (cf. Bakhtin, 2004; Matusov, 2015). Hence, what constitutes a genuine interaction is the other-orientation toward the difference of the other, recognizing the learning potentials of the gap between distinct consciousnesses. Philosophically speaking, it further suggests the conceptual need to stress alterity in other-orientation (cf. Linell, 2009).

     

    Recalling our examined students, they report a situated learning that is basically grounded in a “teacher-pleasing relationship” (Matusov, 2011). While working successfully they are heavily dependent on their teacher’s agency rather than developing their own. Indeed, as sociocultural scholars we might notice that there exists a considerably confined teacher agency as well; an agency which is clearly bound to pre-determined institutional goals. This contextual condition did not facilitate the student (and teacher) opportunity to learn and experience something radically unpredicted, for example, being dialogically surprised or challenged by the genuine other. The students in our study do not neither regard themselves as truly independent nor creatively personalized. Due to a Bakhtinian approach to education, independency is an illusion anyhow, but being personalized, rather than socialized, in and through education is a central dialogue theoretical issue (Lobok, 2014).

     

    In our fully elaborated paper we will dwell upon the dialogue philosophical issue on other-orientation and the role of alterity, briefly described above. In addition we intend to provide a more detailed sketch of our study and the implications for dialogic pedagogy, informed by Bakhtin and educational scholars within the field.

     

     

     

     

    References

     

    Åberg, M. (2015). Doing project work: the interactional organization of tasks, resources, and instructions. Diss. Göteborg: Göteborgs universitet.

    Bakhtin, M. M. (2004). Dialogic origin and dialogic pedagogy of grammar: Stylistics in teaching Russian language in secondary school. Journal of Russian & East European Psychology, 42(6), 12-49.

    Bergqvist, K. & Säljö, R. (2004). Learning to plan: A study of reflexivity and discipline in modern pedagogy. In J.V.D. Linden & P. Renshaw (Eds.) Dialogic learning: Shifting perspectives to learning, instruction and teaching (pp. 109-124). Dordrecht: Kluwer Academic Publishers.

    Eklöf, A., Nilsson, L.-E., & Ottosson, T. (2014). Instructions, Independence and Uncertainty: student framing in self-regulated project work. European Educational Research Journal, 13(6), 646-660.

    Kullenberg, T & Pramling, N. (2016). Learning and knowing songs: a study of children as music teachers. Instructional Science, 44(1), 1-23.

    Lefstein, A., & Snell, J. (2014). Better than best practice: Developing teaching and learning through dialogue. London: Routledge.

    Linell, P. (2009). Rethinking language, mind, and world dialogically : interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Publ.

    Lobok, A. (2014). Education/obrazovanie as an experience of an encounter. Dialogic    Pedagogy: An International Online Journal, 2, S1-S5. DOI: 10.5195/dpj.2014.84.

    Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25-45.

    Matusov, E. (2011). Authorial teaching and learning. In E. J. White & M. A. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21–46). New York: Peter Lang.

    Matusov, E. (2015). Comprehension: A dialogic authorial approach. Culture & Psychology,   21(3), 392-416.

    Wegerif, R. (2008). Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue. British Educational Research Journal, 34(3), 347–361.

    Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6, 179-190

    Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.

     

     

  • 17.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Analys av IKT:s position i Högskolan Kristianstads lärarutbildnings utbildnings- och kursplaner2011Report (Other academic)
  • 18.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Bedömning och examination i lärarutbildningen: slutrapportering för projektet 2010/004 ”Bedömning och examination – ett utvecklingsprojekt inom ramen för KK-stiftelsens satsning på IT i Lärarutbildningen”2011Report (Other academic)
  • 19.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Bekämpa fusket genom att förebygga2012In: Kristianstadsbladet, ISSN 1103-9523, no 30/6, p. B4-Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Studenter fuskar. Det bör lärare uppmärksamma och bekämpa om vi skall kunna lita på utbildningsresultaten.

  • 20.
    Nilsson, Lars-Erik
    Kristianstad University, School of Teacher Education.
    Doing "being honest" in inquiries into academic misconduct: Categorizing student actionsArticle in journal (Refereed)
  • 21.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Fuska på verksamhetsförlagd utbildning. Det går väl inte?2015Conference paper (Other academic)
  • 22.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Hur presenteras verksamhetsförlagd utbildning på Högskolan Kristianstads webbplats?: rapport i forskningsmiljön Forskning om verksamhetsförlagd utbildning.2011Report (Other academic)
  • 23.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    IKT i Högskolan Kristianstads lärarstudenters självständiga arbeten: en kartläggning: rapport i utvecklingsprojektet "Bedömning och examination – ett utvecklingsprojekt inom ramen för KK-stiftelsens satsning på IT i Lärarutbildningen"2010Report (Other academic)
  • 24.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    IKT i lärarstudenters examensarbeten: en analys av förutsättningar för att bedöma examensordningens mål med stöd av examensarbetet:  rapport i Plattformen för Forskning om Verksamhetsförlagd Utbildning och Professionslärande och utvecklingsprojektet "Bedömning och examination – ett utvecklingsprojekt inom ramen för KK-stiftelsens satsning på IT i Lärarutbildningen"2011Report (Other academic)
  • 25.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Kategorisera studenter eller kategorisera text?2013Report (Other academic)
  • 26.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Kategorisera studenter eller kategorisera text?: perspektiv på användning av textjämförelsetjänster som kvalitetssystem i utbildning2013Report (Other academic)
  • 27.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Lärarstudenters självständiga arbeten: en verksamhetsförlagd angelägenhet?2014Conference paper (Other academic)
  • 28.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment.
    Secure examinations. Paper presented at the 39th congress of the Nordic Educational Research Association (NERA) in Jyväskylä, Finland, 10th to 12th of March2011In:  , 2011Conference paper (Other academic)
  • 29.
    Nilsson, Lars-Erik
    Kristianstad University, School of Teacher Education.
    Technology and positioning: student and staff reasoning about technology in inquiries into academic minconductArticle in journal (Refereed)
  • 30.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Technology as a double edged sword: a promise yet to be fulfilled or a vehicle for cheating?2016In: Handbook of academic integrity / [ed] Tracey Bretag, Singapore: Springer, 2016, p. 607-623Chapter in book (Refereed)
    Abstract [en]

    The purpose of the present chapter is to illustrate and discuss relationships between academic integrity, technology, plagiarism, and deception. Academic integrity raises conduct issues. A prevalent idea is that the purpose of the Academy is to educate students to become independent, critical thinkers. A promise of technology is that it can support the qualification, socialization, and subjectification of students. With the advent of digital technology however, it is the cheating, plagiarizing, and colluding student who is attracting increasing attention. He/she is considered to defeat the purpose of higher education and is often regarded as one of the consequences of digital technology. Technology may thus be considered a threat. History demonstrates that what is considered a threat today, may very well be regarded as a valuable aid tomorrow. How technology is seen today may be different tomorrow, some practices perhaps even made obsolete or replaced as a result of new technologies, among other factors. This uneven development of academic ethos and practice is bound to create tensions between the Academy’s ideas of academic integrity and its use of technology – thereby causing both to change.

  • 31.
    Nilsson, Lars-Erik
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Till försvar av det transcendentala handledningsvåldet: en diskussion kring relationen mellan handledare och doktorand i forskarutbildningar2012In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 93-108Article in journal (Other academic)
    Abstract [sv]

    Här tar Lars-Erik Nilsson vid med vad han kallar ett Försvar för det transcendentala handledningsvåldet. Han menar, med utgångspunkt från kanske främst Biesta, att det alltid förekommer ett våld i en pedagogisk lärandesituation, då utbildning går ut på att skapa individuella subjekt. Vidare framhåller han ur ett positioneringsperspektiv att vi som individer alltid befinner oss i situationer där vårt handlande sätter ramar både för oss själva, men även för andra i situationen, vilket i sin tur innebär att våldet mellan olika individer finns där även om det mer sällan är tydligt aggressivt. Den diskretion som den handledande har och måste utöva, behöver en tillit från den handledde för att få någon nämnvärd effekt, trots att handledaren inte i någon starkare mening vet något om vad som kommer att bli resultatet av handledningsverksamheten. Det finns alltså alltid ett mått av okunskap eller risktagande i den process man ingår i.

  • 32.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment.
    Aili, Carola
    Kristianstad University, School of Education and Environment.
    Implementing supervised placement: refelections on the unity of a concept. Paper presented at the 14th biennial EARLI Conference for Research on Learning and Instruction, Exeter, UK, 29th of August to 3rd of September2011In:  , 2011Conference paper (Other academic)
    Abstract [en]

    Different forms of work-based learning have for a long time been considered important in academic programs. Some argue that it is the most important part in any vocational training, even in academic programs educating for professions and other occupations. The aim of this paper is to start a discussion about the variation in how work-based training is described and performed in different academic programs. Every year, for three years, heads of academic programs have been interviewed about their implementation of work-based training. The interviews have been conducted at a university that have placement in all programs. Curriculums, course plans and syllabus have been collected and analyzed. Our findings suggest that there are major differences in how to think ”where professional education is good”. Some programs have course plans where student placement is embedded in progression through the program. Some programs “just place” students at the workplace or involve them in projects together with the organization where they are placed while other programs try to have “theory driven” placement. Some programs have a placement organization that train staff to receive students while other programs leave it up to students to find a placement for work-based learning. We discuss the variation from three viewpoints. What differences can be found between disciplines that dominate different programs? What diversity can be found in what various types of professionals to be do during their supervised placement? What are the circumstances under which the program implement placement? How do these forms of placement relate to different ideas about education of professions and more general ideas about where it is best to learn?

  • 33.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Eklöf, Anders
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Kullenberg, Tina
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Cathegorizing student, cathegorizing texts: will plagiarism detection leave blood on the tracks?2017In: Education in the crossroads of economy and politics: role of research in the advancement of public good : book of abstracts, Tampere: University of Tampere , 2017Conference paper (Refereed)
    Abstract [en]

    Within research on examination cheating, a common assumption is that plagiarism in the context of examination is increasing epidemically. A uniform definition of plagiarism does not exist, but plagiarism is the category most frequently used when students at Swedish universities are notified and sanctioned for deception. Text Comparison is frequently presented as an effective technology for addressing plagiarism. Plagiarism Detection Services (PDS) are used for detecting text overlaps, particularly in higher education. While Higher Education Institutions in some countries appear to have uncritically accepted the use of text comparison technology, the reception in other countries have been ambivalent or even critical.

    The present project studies consequences of the use of text comparison through teachers meaning making regarding the pedagogical task to grade students and the moral task, to report students that try to deceive. We hypothesise that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparisont echnology, therefore, runs the danger of introducing consequential biases to the assessment of student performance. The material has been gathered in five focus group conversations. Focus has been introduced through the presentation of reports from a Plagiarism Detection System. A topical analysis has been performed on the transcribed conversations. From our results, we conclude that teachers’ epistemological views are contingent on technology and discourses on technology. Text comparison, therefore, runs the danger of introducing a consequential bias to the assessment of student performance leaving students open to the accusation about deception.

  • 34.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Adaptation to genre: on instruction, text, work and risk2009Conference paper (Refereed)
    Abstract [en]

    School in a digital information society is, among other things, considered to be characterized by independent work. Pupils get instructed to produce different texts that require them to master a variety of competences such as different writing skills, adaptation to genre, and ability to value and to make use of a number of institutional resources. Decisions concerning their work are described as to be handled individually.

     

    In Sweden a political controversy has emerged concerning the quality (expressed in grades) that self regulated, individual work forms lead to. Supported by results from studies like PISA, TIMMS and PIRLS it has been argued that self regulated work forms are one cause behind a decline in pupils’ results as compared to the results in other countries.

     

    Drawing on perspectives on instructed action, and making a distinction between the text and the work, we discuss the transparency of instructions and pupils’ understanding of genre.

     

    The empirical material has been drawn from video recorded sessions where pupils are participating in collaborative writing. Our results suggest a need to scrutinize how pupils deal with dilemmas of doing project work if we are to understand and value the work that is carried out. They also lead us to highlight the role of the teacher and question what is actually meant by an increase in independent, self regulated work forms and how these are organised. A focus on the work reveals that pupils often work as small epistemic communities and invoke different resources such as parents, tutors, and peers to guide their grappling with instructions 

    School in a digital information society is, among other things, considered to be characterized by independent work. Pupils get instructed to produce different texts that require them to master a variety of competences such as different writing skills, adaptation to genre, and ability to value and to make use of a number of institutional resources. Decisions concerning their work are described as to be handled individually.

     

    In Sweden a political controversy has emerged concerning the quality (expressed in grades) that self regulated, individual work forms lead to. Supported by results from studies like PISA, TIMMS and PIRLS it has been argued that self regulated work forms are one cause behind a decline in pupils’ results as compared to the results in other countries.

     

    Drawing on perspectives on instructed action, and making a distinction between the text and the work, we discuss the transparency of instructions and pupils’ understanding of genre.

     

    The empirical material has been drawn from video recorded sessions where pupils are participating in collaborative writing. Our results suggest a need to scrutinize how pupils deal with dilemmas of doing project work if we are to understand and value the work that is carried out. They also lead us to highlight the role of the teacher and question what is actually meant by an increase in independent, self regulated work forms and how these are organised. A focus on the work reveals that pupils often work as small epistemic communities and invoke different resources such as parents, tutors, and peers to guide their grappling with instructions

  • 35.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    "But you’re not supposed to rip it straight off”: technology, plagiarism and dilemmas of learning in ill-structured domains2007Conference paper (Refereed)
  • 36.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Cheating as preparation for reality2004Conference paper (Refereed)
  • 37.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Copy- and paste plagiarism: technology as a blind alley or a road to better learning2005Conference paper (Refereed)
  • 38.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    "I was just helping her understand": malignant positioning as cheaters and the conflict between student culture and academic tradition in disciplinary hearings2005Conference paper (Refereed)
  • 39.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    'I'm entitled to make mistakes and get corrected': students' self positioning in inquiries into academic conduct2009In: Critical Discourse Studies, ISSN 1740-5904, E-ISSN 1740-5912, Vol. 6, no 2, p. 127-152Article in journal (Refereed)
    Abstract [en]

    Many studies show that students self-report to having bought, downloaded and ghostwritten essays, as well as to failing to attribute quoted material and other similar actions. These actions are all classified as plagiarism, and based on this classification these students are positioned as cheaters. This study shows that there is reason to critically scrutinize such positioning. Using positioning theory, drawing on data from disciplinary inquiries, we show that such actions may be constituted as acts of complaining, justifying, blaming and the like. Students justify these actions using storylines about ambiguous instructions, failing technology and difficulties distinguishing between plagiarism and autonomous authorship. We find that there are four positions such students try to make available for themselves as they attempt to reposition themselves, those of victim, learner, professional and repentant offender. Being suspected of cheating or plagiarism is a malignant position to be in; however, while students may attempt to reposition themselves in less malignant positions, such as that of victim, such attempts generally fail to lead to exoneration.

  • 40.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Understanding computer mediated learning environments: accounting for teacher positions on online learning communities2004Conference paper (Refereed)
  • 41.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Unstructured information as a socio-technical dilemma2008In: Handbook of research on digital information technologies: innovations, methods, and ethical issues / [ed] Hansson, Thomas, Hershey, PA: Information Science Reference , 2008, p. 482-505Chapter in book (Other academic)
    Abstract [en]

    This chapter employs video data together with screen captures for presenting cases where the students try to match questions to search expressions, make decisions about whether they are allowed to visit a certain site, and examine how the students make decisions about relevance and credibility. Information always appears to be unstructured to the students and restructuring of information poses a socio-technical dilemma involving appreciation of an ideological and ethical nature.

  • 42.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    "What's in a software": making use of project support in writing at senior high school.2006Conference paper (Refereed)
  • 43.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Eklöf, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    What's so original: the discourse on education and dishonesty in the wake of the technological revolution2005Conference paper (Refereed)
  • 44.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    "But you're not supposed to rip it straight off": technology, plagiarism and dilemmas of learning in ill-structured domains2007Conference paper (Refereed)
  • 45.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Farliga verktyg!?: om fusk, teknik och lärande2009In: Samhälle, teknik och lärande / [ed] Karlsohn, Thomas, Stockholm: Carlsson Bokförlag, 2009, p. 145-170Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Nilsson, Lars-Erik
    et al.
    Kristianstad University, School of Education and Environment.
    Wennås Brante, Eva
    Kristianstad University, School of Education and Environment.
    "Do I have to say yes?": a positioning theory perspective on prioritizing and dividing work in school2010In: Words of conflict, words of war: how the language we use in political processes sparks fighting / [ed] A. Moghaddam & R. Harré, Santa Barbara: Praeger , 2010, p. 31-45Chapter in book (Other academic)
1 - 46 of 46
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