163 research outputs found
Increased use of ICT among teaching on Vestfold University College
No full textResuméDette masterprojekt beskæftiger sig med efteruddannelse erhvervsskolelære (herefter benyttes den norske term fagskolelærere) på Fagskolen Vestfold i Norge. Fagskolerne i Norge står midt i et paradigmeskift, idet den norske regering ønsker en revidering i uddannelsestænkningen på området i en mere fremtidssikret retning, som ligger på linje med 21st Century Skills. Med udgangspunkt i Engeströms aktivitetsteori foretages en analyse af det komplekse samspil mellem undervisere, studerende og arbejdsmarked. Dernæst foretages en undersøgelse af undervisernes oplevede muligheder og barrierer i forhold e-læring ved hjælp af aktionsforskningsmetoden Collective Memory Work. På baggrund af dette foreslås en intervention bestående af dels et kompetenceløft af underviserne bestående af en MIL (Master i IKL og Læring, Aalborg Universitet), dels et lokalt tiltag bestående af tre dele: Fokus på praksisfællesskabet på Fagskolen med større integration mellem de to faggrupper undervisere og IT-medarbejdere, planlægning af web-undervisningen med udgangspunkt i learning design-modellen 7Cs og endelig udvikling af et fælles årshjul for den fortsatte videreudvikling af undervisningen. Begreber som praksisfællesskab (Wenger, 2005), afprøvning (Dewey, 1916) og refleksion (Sorensen, 1993, 2004, 2009) ligger til grund for projektet, som anskuer læring ud fra en socialkonstruktivistisk optik.AbstractThis master thesis deals with education of teachers in the Higher College Vestfold in Norway. (Fagskolerne I ) Norway are in the midst of a paradigm shift, as the Norwegian Government wants a revision of educational thinking in this area in a more future-oriented direction, which is in line with 21st Century Skills. Based on Engeström’s activity theory an analysis of the complex interaction between teachers, students and labor is carried out. This is followed by ain investigation of the teachers perceived opportunities and barriers with e-learning through the action research method Collective Memory Work. On the basis of this an intervention is proposed, consisting of improved competence of teachers consisting of a MIL (Master of IKL and learning, Aalborg University) and a local initiative consisting of three parts: Focus on community of practice at Vestfold tertiary vocational school to achieve greater integration between the two groups teachers and IT staff, planning of web teaching based on the learning design model 7Cs and finally the development of a common annual cycle for the continuous further development of teaching. Concepts such as community of practice (Wenger, 2005), testing (Dewey, 1916) and reflection (Sorensen, 1993, 2004, 2009) underlie the project, which perceive learning from a social constructivistic lens
Risk assessment of it-systems
No full textThis Master Thesis is compiled in the spring of 2019 and seeks to develop a risk assessment meth-od and risk assessment tool for use in the Danish commune of Hjørring. This particular subject is researched with inspiration from Design-Based Learning and through a phenomenological point of view. The idea is to develop a risk assessment method and risk assessment tool by using the four phases of Design-Based Learning and the method participant observation. The first phase is di-rected by a felt study done in the autumn of 2018, where the point was to research how the com-mune of Hjørring did risk assessments with qualitative methods such as interviews, participant observation and document analysis. The result was that the commune needed an organized process to lead the risk assessment work and a collaboration between the information security coordinator and the users of the it-systems. The phase then leads into a state of art analysis of other risk as-sessment methods to compare them and analyze how they live up to the ISO27001-standard and how the new assessment method can differ from these other methods. In the second phase the risk analysis tool and the risk analysis method are developed by using Microsoft Excel as a tool. In the third phase the design of the risk assessment method is tested in practice with the help of employ-ees in the commune. To do this the researcher is using the method facilitation where the risk as-sessment method is tested in practice and the employees is educated on how to do a risk assess-ment. Furthermore, in phase four the test is evaluated with the qualitative methods interview and participant observation. The interview is performed with a Google Analysis formula, where the informants is asked two questions: what was functioning well in the workshop and what was not. The result showed that the employees would like to participate in the workshop again, but there are problems with the risk assessment method. The same result is showed in the participant observa-tion examination. The problem with the risk assessment method is the vulnerability classification of the it-system. The classifications are not right for the commune as an organization and they are hard to use in practice. The conclusion is, that there needs to be done a second iteration process to identify new problems and correct the found problems in the risk assessment method. The risk as-sessment tool is not tested in practice in this Master Thesis and needs to be tested in the next itera-tion
The Fora Model - A Strategic Change Process Model for Implementing It-systems among Teachers in the Danish Ground School System
No full textThe purpose of this paper is to develop a change management model for implementing IT platforms among teachers in the Danish ground school system. “Fora-modellen” is developed by examining what kind of cultural factors that influence the change process, that teachers have, when big changes in the public sector are made. E.g. in connection with “Brugerportalsinitiativet” - a national initiative for implementing two LMS systems in Danish schools. PART 1Fifteen hypotheses are developed through an investigation of existing theories about 1: change processes in organisations, 2: IT implementation in organisations, 3: change processes among teachers and 4: IT implementation among teachers. The 15 hypotheses are cultural factors that are expected to influence, how successful the IT implementation will be. The hypotheses are divided into four categories: Communication, Cooperation, Framing and External Dialogue.PART 2The importance and satisfaction of the fifteen hypotheses are explored through interviews and questionnaires among teachers in Hjørring Kommune, a municipality in the northern part of Denmark, where big economic and structural changes have affected the school system within the last 10 years. All fifteen hypotheses are confirmed to be important, but the satisfaction varies deeply. The teachers experience lack of communication, lack of involvement, a need for clarification of the vision and framing of the teachers’ experiments with the IT platform. If these factors are improved it is likely to have a positive impact on the implementation process.PART 3The findings of PART 1 and 2 are combined with change management theories for the development of “Fora-modellen” - a change management model, which emphasizes the need for a change team to prioritize initiatives for clear visions, communication, involvement and framing of the change through an incremental process with milestones during three phases of a change process: Prework, Change and Anchorage. If school leaders and public administrations use “Fora-modellen” as a planning tool, the change process of teachers is expected to be more successful, as cultural factors are taken into account. Although the model is developed for IT implementation among teachers in the Danish ground school, the model is expected to be useful for other types of change processes within the public sector as well. However future research on this matter is necessary, as the model hasn’t been tested yet. Finally three themes are discussed: 1. The need for a new model, 2. The leaders’ relational competence in connection with the new model, and 3. The reasons for teachers often being accused of being more negative towards change compared to other groups of coworkers.<br/
The Manipulator: Development of an ICT-based interdisciplinary learning process in lower secondary education between Danish, mathematics, social studies, and history regarding critical processing of information on social media with the purpose of strengthen democratic formation
No full textFalske nyheder og tilsvarende desinformation spredes på sociale medier destabiliserende demokratier globalt, og de mest sårbare grupper er de unge og uuddannet. Som modforanstaltning har dette speciale sat sig for at undersøge, hvordan der mellem fagene dansk, matematik, samfundsfag og historie kan udvikles et tværfagligt IKT-baseret læringsforløb til elever i udskolingen med henblik på styrkelse af den demokratiske dannelse i forhold til kritisk behandling af information på sociale medier. Det er gjort via design based research, hvori en intervention er vurderet af to lærer gennem heuristisk ekspertevaluering og afprøvet via en deltagerevaluering på en 8. klasse ved at benytte observation, spørgeskema og dokumentanalyse. Herudfra er det ikke muligt at konkludere på om hvorvidt den designede læringsproces formår at opfylde målet grundet tekniske problemer under evalueringen. Resultatet har imidlertid informeret designet ift. at tilføje ændringer mht. at forenkle mængden af information givet til eleverne, såvel som omstrukturere opgavesekvensen og har ledet frem til den anbefaling at bruge tomandsgrupper. Af denne grund foreslår løsningsforslaget at benytte rollespil, som tager afsæt i en konflikt mellem to uenige parter, der enten ved manipulation eller fakta forsøger at overbevise en tredje part om at antage deres holdning gennem ansigtsløs kommunikation. Den tredje part udgøres af tre grupper, hvoraf to er underlagt et ekkokammer og derfor kun modtager information om en holdning. Dette rollespil bør anvendes sammen med en forudgående emneuge om nyhedsformidling og deres distribution på sociale medier, og en efterfølgende diskussion i plenum.Fake news and equivalent disinformation spread across social media platforms destabilising democracies globally, and the most vulnerable groups are the young and uneducated. As counter measure this paper therefore sets out to enquiry how an ICT-based interdisciplinary learning process between Danish, mathematics, social studies, and history can be designed to strengthen democratic formation (Bildung) regarding critical processing of information on social media among pupils in lower secondary education. This is executed through design based research in which an intervention has been assessed by two teachers through heuristic expert evaluation and tested in a participatory evaluation with an 8th class utilizing observation, questionnaire and document analysis. From this it is inconclusive to whether the designed learning process succeeded in its goals due to technical issues during the evaluation. The results however have informed the design about adding changes to simplify the amount of information given to the pupils as well as restructure the sequence of tasks and has led to the recommendation of using two-person groups. For this reason, the designed solution suggests employing roleplay revolving around a conflict between two disagreeing parties, who either by manipulation or facts tries through faceless communication to convince a third party to support their stance. The third party is made up of three groups of which two is subjugated to an echo chamber and therefore only receives information about one stance. This roleplay should be applied together with a preceding interdisciplinary feature week about the dissemination of news and its distribution on social media, and a subsequent discussion in plenum
Social media and citizenship in danish upper secondary class
No full textOpgaven beskriver design og gennemførelse af et undervisningsforløb i en dansk folkeskoles 8. klasse. Forløbet er baseret på elevernes kollaborative arbejde på en Facebookside. Opgaven un-dersøger, hvordan de sociale medier kan indgå i et didaktisk design af et undervisningsforløb, så elevernes egen identitet, kommunikative kompetence og medborgerskab fremmes gennem enga-gement og aktiv deltagelse i den demokratiske samfundsdebat.Opgaven præsenterer et læringsteoretisk perspektiv, fra John Dewey og Knud Illeris til Erwin Goffmann og Anthony Giddens tanker om individet, dets identitet og selvfremstilling samt Haber-mas’ syn på den borgerlige offentlighed. Analysen bygger på data fra surveys, interviews og opslag fra Facebook og konkluderer, at Face-book implementeret i didaktiske designs bidrager til ovennævnte aspekter. This paper focuses on the designing of an educational programme in a Danish upper secondary class. The programme being based on the students’ collaborative language and literacy practices on a Facebook site questioning whether Facebook provides the opportunities to improve aspects as identity, literacy practice and citizenship through participation in a debate of overall issues in a democratic society. The paper presents a theoretical overview from learning theories propounded by John Dewey and Knud Illeris to theories concerning the representing of oneself by Erwin Goffmann and Anthony Giddens and Habermas’ view on democratic public’s sphere.The research draws on data from surveys, interviews and extracts from Facebook. Analyzing lead-ing to the conclusion that Facebook implemented in didactic designs contributes to above-mentioned aspects.<br/
Adult learning in working life - Potential application of MOOCs and Blended Learning at the workplace
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