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Stigmar, M., Lundberg, A., Leijon, M., Auer, N., Rosenlund, D. & Doerr, K. (2023). Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.. In: : . Paper presented at NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.. Oslo
Open this publication in new window or tab >>Round table: University educators’ profession in post-pandemic hybrid higher education teaching and learning environments- opportunities and challenges.
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2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Oslo: , 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-59198 (URN)
Conference
NERA Conference 2023, Digitalization and Technologies in Education Opportunities and Challenges, 15 -17 March, 2023, Oslo.
Funder
Swedish Research Council
Available from: 2023-04-13 Created: 2023-04-13 Last updated: 2023-04-15Bibliographically approved
Leijon, M., Hansson, M. & Malvebo, E. (2022). A framework for developing learning environments and teachers’ didactic spatial competence. In: : . Paper presented at Nu2022 – att synliggöra lärande. Stockholm 15-71 juni 2022..
Open this publication in new window or tab >>A framework for developing learning environments and teachers’ didactic spatial competence
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper, and in line with mainstream research, we consider a learning environment as an interplay between pedagogical, social, and spatial dimensions and that teaching and learning activities can take place in various types of spatial conditions. The spatial conditions tell both teachers and students something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize (Temple, 2014). However, if a learning environment is changed, this will affect both the actors in the room and the learning itself (Leijon, et al., 2021). It is evident that spatial conditions often are standardized, in terms of, for example, space, the direction in the room, furniture, equipment, and technology. Notably, some learning environments have become adjusted to provide conditions for active learning such as active learning classrooms (ALC), flexible, and innovative classrooms and open and flexible educational spaces. Still and argued, little is evident on how teachers can develop their didactic spatial competence. Drawing upon the outcomes from a pedagogical development project at Örebro university, where the aim has been to develop physical, digital and hybrid learning environments, we outline a set of reflections on how didactical spatial competencies among teachers can be developed to enhance students' learning (cf. Hansson, 2022). This project is built upon a workshop process with four different work groups, representing all faculties, where focus has been on issues related to pedagogy, room (spatial arrangements) and technology. Data collection has been conducted in these workshops and the data analysis has followed an empirically close content and iterative analysis method (Hansson, 2012). From the data analysis a frame for designing learning environments as well as a set of room and activity diagrams has been developed. The frame for designing learning environments consider the pedagogical, social, and spatial dimensions and outline a set of didactical questions that can be asked when designing a learning environment. The room and activity diagrams have been inductively developed as sketches and serve as expressions for how teachers conduct or wish to conduct learning activities if there were no spatial limitations. Both the frame for designing learning environments and the room and activity diagrams provide support for teachers that intend to develop their didactical spatial competencies.

National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-53838 (URN)
Conference
Nu2022 – att synliggöra lärande. Stockholm 15-71 juni 2022.
Available from: 2022-07-09 Created: 2022-07-09 Last updated: 2022-08-16Bibliographically approved
Leijon, M., Gudmundsson, P., Staaf, P. & Christersson, C. (2022). Challenge based learning in higher education: A systematic literature review. Innovations in Education & Teaching International, 59(5), 609-618
Open this publication in new window or tab >>Challenge based learning in higher education: A systematic literature review
2022 (English)In: Innovations in Education & Teaching International, ISSN 1470-3297, E-ISSN 1470-3300, Vol. 59, no 5, p. 609-618Article, review/survey (Refereed) Published
Abstract [en]

This review maps patterns in research on Challenge Based Learning (CBL) in higher education (HE) between 2009 and 2020. How is CBL defined in HE settings? How is CBL in HE grounded scientifically in the research? The results show a shift of CBL from being a concept coined by a multinational technology company targeting learning in schools, to being embraced by HE, first and foremost as a method for transformation of adult learning. A critical scientifically grounded approach towards learning is however absent or marginally present in the papers reviewed.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Challenge-based learning, higher education, theories, adult learning
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-41527 (URN)10.1080/14703297.2021.1892503 (DOI)000630668500001 ()2-s2.0-85102935107 (Scopus ID)
Available from: 2021-04-01 Created: 2021-04-01 Last updated: 2024-02-05Bibliographically approved
Leijon, M., Malvebo, E. & Tieva, Å. (2022). DiSCo in sustainable learning spaces. In: : . Paper presented at Conference of the International Consortium for Educational Development, ICED, Århus, 31 maj-3 juni, 2022..
Open this publication in new window or tab >>DiSCo in sustainable learning spaces
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper we argue that sustainable learning spaces in higher education are inclusive, varied, flexible and innovative. Furthermore, to teach in these learning spaces, university teachers need to develop a “didactic spatial competence” (DiSCo). Based on a research overview (Leijon & Tieva, 2021) and a position paper (Leijon, Malvebo & Tieva, 2021), we will discuss what research tells us about how learning spaces in a postpandemic university could support student learning and teachers pedagogic design. 

The research overview focused on patterns in the research field of learning spaces in higher education between 2009-2021. The following themes emerged from the research literature: scientific ground and proven experience, learning, physical and virtual campus, collaboration, varied environments (flexible, innovative and hybrid), inclusion and didactic spatial competence. In the presentation we will discuss the consequences for the design of future learning spaces in higher education as well as the challenge of creating learning spaces that are sustainable, not so much from an environmental point of view, but for learning.  As a point of departure, we use the concept of sustainable learning as a process of continual renewal and professional development: It involves ongoing, purposeful, responsive and proactive learning; the learner effectively builds and rebuilds her or his knowledge and skills base as circumstances change (Hays & Rainders, 2020, p. 30). One way to contribute to university teachers design for sustainable learning processes in a variety of learning spaces is to support teachers to develop a “didactic spatial competence” (DiSCo). DiSCo is grounded in theoretical perspectives on didactics, spatiality and competence. We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and earning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space.  DiSCo concerns planning for teaching and learning in a variety of learning spaces that support pedagogical ideas. A teacher on the way to DiSCo critically reflects over and uses affordances and meaning potential in various learning spaces, and has both agency and competence to act and react during teaching and learning. A teacher with DiSCo can use a learning space in a meaning-making process together with students. 

Discussion & results

 In the presentation we will discuss how DiSCo as a model can be used at different levels to support professional teachers to design, reflect, and transform teaching for learning in a variation of learning spaces. DiSCo could also serve as a tool for a teacher to build arguments for the design of sustainable learning, not based only on a personal practice, but grounded in science and proven experience. On a macro level DiSCo highlights how teaching and learning spaces are crucial resources for teachers as professional change agents in the ongoing development of learning spaces in higher education.   

National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-53836 (URN)
Conference
Conference of the International Consortium for Educational Development, ICED, Århus, 31 maj-3 juni, 2022.
Available from: 2022-07-09 Created: 2022-07-09 Last updated: 2022-08-16Bibliographically approved
Leijon, M., Nordmo, I., Tieva, A. & Troelsen, R. (2022). Formal learning spaces in Higher Education - a systematic review. Teaching in Higher Education
Open this publication in new window or tab >>Formal learning spaces in Higher Education - a systematic review
2022 (English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294Article, review/survey (Refereed) Epub ahead of print
Abstract [en]

Over the past ten years, there has been an increasing focus on physical learning spaces in higher education. By now, what do we really know about the relation between space and student learning? What does the research landscape look like, and how has it developed? A systematic review of peer-reviewed 108 articles on the physical learning space for the period 2009-2019 was performed. A broad and fragmented field emerged that is to some extent under-researched and under-theorized. Few articles contain theory sections, and very few authors refer to each other's work in their articles. On the other hand, a diversity of themes, methods and perspectives can be seen. Overall, the review can contribute to an overview of what we know - and what we do not know - about the complex relationship between student learning and learning spaces.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022
Keywords
Systematic review, higher education, formal learning spaces, teaching, learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-51798 (URN)10.1080/13562517.2022.2066469 (DOI)000789244000001 ()2-s2.0-85132647889 (Scopus ID)
Available from: 2022-05-31 Created: 2022-05-31 Last updated: 2024-02-05Bibliographically approved
Leijon, M. & Stigmar, M. (2022). Knowledge Requriements in the Governing Documents of the Swedish Police Programme: An Explorative Study of the Programme's First Semester. Nordic Journal of Studies in Policing, 9(1), 1-16
Open this publication in new window or tab >>Knowledge Requriements in the Governing Documents of the Swedish Police Programme: An Explorative Study of the Programme's First Semester
2022 (English)In: Nordic Journal of Studies in Policing, E-ISSN 2703-7045, Nordic Journal of Studies in Policing, Vol. 9, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

Our study investigates how knowledge requirements are formulated in policy documents for a police education situated in an academic context. Through an explorative quantitative and qualitative content analysis, we seek to answerthe following questions: What knowledge requirements are presented in course syllabi for the first semester of fivedifferent police programmes in Sweden? What similarities and differences are there? The result implies that a highereducation policy frame dominates the design of curricula and program profiles. Lower-order cognitive skills are predominant in the knowledge requirements in the first semester of all police training programmes in Sweden, but witha balance of academic and professional practices, and of conceptual and contextual coherence in curricula. The universities differ mostly when it comes to knowledge requirements on a higher-order cognitive level, and here there isan imbalance in sequence and pace in curricula between different programmes. Both balance and variations are discussed with the aim of opening up for an innovative debate on knowledge requirements in police education.

Place, publisher, year, edition, pages
Universitetsforlaget, 2022
Keywords
Curricula, knowledge requirements, police education, profession
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50675 (URN)10.18261/njsp.9.1.1 (DOI)2-s2.0-85128179061 (Scopus ID)
Available from: 2022-03-17 Created: 2022-03-17 Last updated: 2024-02-05Bibliographically approved
Stigmar, M. & Leijon, M. (2022). Pandemic pedagogic practice and change in knowledge domains. In: : . Paper presented at Conference of the International Consortium for Educational Development, ICED, Århus, 31 maj-3 juni, 2022.. Lund
Open this publication in new window or tab >>Pandemic pedagogic practice and change in knowledge domains
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Lund: , 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-53123 (URN)
Conference
Conference of the International Consortium for Educational Development, ICED, Århus, 31 maj-3 juni, 2022.
Available from: 2022-06-20 Created: 2022-06-20 Last updated: 2023-01-19Bibliographically approved
Leijon, M. & Stigmar, M. (2022). Pandemins påverkan på universitetslärares pedagogiska praktik. Dansk Universitetspaedagogisk Tidsskrift, 17(33)
Open this publication in new window or tab >>Pandemins påverkan på universitetslärares pedagogiska praktik
2022 (Swedish)In: Dansk Universitetspaedagogisk Tidsskrift, ISSN 1901-5089, E-ISSN 2245-1374, Vol. 17, no 33Article in journal (Refereed) Published
Abstract [sv]

I artikeln utforskas hur universitetslärares pedagogiska praktik har påverkats av den digitala omställningen under pandemin. Vi diskuterar särskilt kunskapsområden som digitala medier, design av fysisk och digital lärandemiljö, arbetsmiljö, riskbedömning, tillgänglighet och sociala relationer. Resultatet, som bygger på pilotstudien ”The Corona Crash Course” och aktuell forskning, visar att de kunskapsområden som tydliggjorts under den digitala omställningen främst handlar om genomförande av undervisning. Två nya kunskapsområden har identifierats: arbetsmiljö och riskbedömning. Nu behövs tid för reflektion och stöd så att universitetslärare kan utveckla en postpandemisk praktik som vilar på vetenskaplig grund.

Place, publisher, year, edition, pages
Dansk Universitetspædagogisk Netværk, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-55568 (URN)10.7146/dut.v17i33.131719 (DOI)
Available from: 2022-11-03 Created: 2022-11-03 Last updated: 2022-11-03Bibliographically approved
Leijon, M. (2022). ”The Corona Crash Course" – kollegialt lärande kring undervisningspraktiker som utvecklats under pandemin. In: : . Paper presented at NU 2022 – Att synliggöra lärande. Stockholm 15-17 juni..
Open this publication in new window or tab >>”The Corona Crash Course" – kollegialt lärande kring undervisningspraktiker som utvecklats under pandemin
2022 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-53837 (URN)
Conference
NU 2022 – Att synliggöra lärande. Stockholm 15-17 juni.
Available from: 2022-07-09 Created: 2022-07-09 Last updated: 2022-08-16Bibliographically approved
Stigmar, M. & Leijon, M. (2021). Det postpandemiska läraruppdraget – hur bör det se ut?. In: : . Paper presented at Lärarlärdom 18 augusti, 2021, Högskolan i Kristianstad, Rundabordsamtal.
Open this publication in new window or tab >>Det postpandemiska läraruppdraget – hur bör det se ut?
2021 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-50674 (URN)
Conference
Lärarlärdom 18 augusti, 2021, Högskolan i Kristianstad, Rundabordsamtal
Available from: 2022-03-17 Created: 2022-03-17 Last updated: 2022-06-27Bibliographically approved
Projects
The Corona Crash Course: Covid-19 and digitalisation, implications for higher education teaching and learning; Malmö University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5696-5245

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