32,094 research outputs found
Den Digitale Agora:Episode 5: Gæst, Thomas Ryberg
No full textPrincipper for digitalt understøttet PBL - hvad er nu det, og hvad betyder det for AAU og den enkelte underviser? Jes har taget en snak med professor og leder af IAS PBL Thomas Ryberg, der er forperson for en arbejdsgruppe, som netop har lanceret de nye principper. Samtalen kommer omkring de enkelte principper og hvordan de kan tænkes ind i den almindelige AAU-hverdag
Conclusion: Mobility, Data and Learner Agency in Networked Learning
Full text linkNina Bonderup Dohn, Thomas Ryberg, Maarten de Laat, Petar JandrićPages 193-213PDFThe aim of this chapter is to draw out insights concerning the central themes of the book, i.e. the themes of mobility, data and learner agency in networked learning. In the first section, we present an overview of the book’s chapters. We point out how the book’s three sections and the chapters that comprise them deal with one (or more) of the themes. This serves to highlight different contemporary takes of the networked learning community on the themes. We further highlight that the book’s ‘intro’ and ‘outro’ chapters pinpoint networked learning research practice. Between them, the chapters thus provide a characterization of the field of networked learning today, as seen through the lens of the book’s three themes. In the second section of the conclusion, we identify a set of issues emerging out of the community’s work with these themes: Demarcation and characterisation of the field of networked learning, the socio-material turn and evolving forms of networked learning design and assessment
Introduction
No full textHome Sustainable Networked Learning ChapterIntroductionDownload book PDFDownload book EPUBIntroductionJimmy Jaldemark, Maarten de Laat, Nina Bonderup Dohn, Marcia Håkansson Lindqvist, Lena-Maria Öberg & Thomas Ryberg ChapterFirst Online: 18 October 2023Part of the Research in Networked Learning book series (RINL)AbstractThe present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May, 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers have further developed their contributions
Den Digitale Agora: Episode 5: Gæst, Thomas Ryberg:Principper for digitalt understøttet PBL
No full textPrincipper for digitalt understøttet PBL - hvad er nu det, og hvad betyder det for AAU og den enkelte underviser? Jes har taget en snak med professor og leder af IAS PBL Thomas Ryberg, der er forperson for en arbejdsgruppe, som netop har lanceret de nye principper. Samtalen kommer omkring de enkelte principper og hvordan de kan tænkes ind i den almindelige AAU-hverdag
New journal: Journal of Problem Based Learning in Higher
Full text linkKære kollegerHermed en kort notits om, at der netop er blevet lanceret en ny international open access journal, som har stærke rødder i dansk uddannelsestradition og forskning og dermed også skulle have bred interesse for flere danske forsknings- og uddannelsesmiljøer. Tidsskriftet hedder ’Journal of Problem Based Learning in Higher Education’ og er således specielt dedikeret til forskningsartikler, der vedrører de lange og mellemlange videregående uddannelser. Tidsskriftets fokus er Problem Based Learning, eller det, der i en dansk kontekst, kendes bedre som problemorienteret projektarbejde/projektpædagogik. Begrebet Problem Based Learning/Problembaseret Læring kan dog også forstås bredere som en mere studenter-centreret pædagogik, hvor der i forbindelse med kurser tages udgangspunkt i og arbejdes med problemer som udgangspunkt for læring; hvor der arbejdes med cases, eller hvor de studerende aktiveres gennem f.eks. projektforløb. De mere specifikke fokus- og interesseområder kan man dog læse mere om i den vedhæftede flyer, som alle er velkomne til at cirkulere til evt. interesserede kolleger. Særlig interessant for læsere og forfattere i LOM er naturligvis, at redaktionen er interesserede i artikler, der involverer brugen af IKT og medier i forbindelse med Problembaseret Læring og problemorienteret projektarbejde. Vi forestiller os, at artikler udgivet i LOM, der omhandler dette, med fordel kunne viderebearbejdes til et internationalt publikum. Man kan læse mere, om tidskriftet, fokus og guidelines på adressen:http://ojs.statsbiblioteket.dk/index.php/pblVi håber at mange af LOMs læsere og forfatter også vil være interesseret i dette nye tidsskrift, og hvis nogle skulle have spørgsmål eller kommentarer er de velkomne til at kontakte: Thomas Ryberg ([email protected]
The Relationships Between Policy, Boundaries and Research in Networked Learning
Full text linkThe biennial Networked Learning Conference is an established locus for work on practice, research and epistemology in the field of networked learning. That work continues between the conferences through the researchers’ own networks, ‘hot seat’ debates, and through publications, especially the books that include a selection of reworked and peer-reviewed papers from the conference. The 2014 Networked Learning Conference which was held in Edinburgh was characterised by animated dialogue on emergent influences affecting networked teaching and learning building on work established in earlier conferences, such as the inclusion of sociomaterial perspectives and recognition of informal networked learning. The chapters here each bring a particular perspective to the themes of Policy, Boundaries and Research in Networked Learning which we have chosen as the focus of the book. The selection of the papers has been a combined editorial and collaborative process based on our own initial review of the conference papers and notes from the conference, as well as an informal survey where we asked conference participants to recommend three papers they found particularly interesting. The papers for the Networked Learning Conference are all peer-reviewed, and as they have turned into chapters for this book, each has been re-reviewed by the editors and other authors. The result is a genuinely collegial distillation of themes from a stimulating conference; a snapshot of a time when national and international policies and boundaries have been changing
Thomas Grisell letter to Thomas Rotch, 2nd mo 19th 1823
No full textThomas Grisell's letter reached the Rotch household several months before the unexpected death of Thomas Rotch in August, 1823. This is the last letter of the series and presumably the author learned of his friend's death before another letter was penned. 7.95" x 10" (20.2 by 25.5 cm
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