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Publications (5 of 5) Show all publications
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
Christersson, C. E., Melin, M., Widén, P., Ekelund, N., Christensen, J., Lundegren, N. & Staaf, P. (2022). Challenge-Based Learning in Higher Education: A Malmö University Position Paper. International Journal of Innovative Teaching and Learning in Higher Education, 3(1), 1-14
Open this publication in new window or tab >>Challenge-Based Learning in Higher Education: A Malmö University Position Paper
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2022 (English)In: International Journal of Innovative Teaching and Learning in Higher Education, ISSN 2644-1624, Vol. 3, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.

Place, publisher, year, edition, pages
IGI Global, 2022
Keywords
Adult Learning, CBL, Challenge-Based Learning, Change Agents, Co-Creation, Diversity, Higher Education, Inclusion, Learning and Teaching, Learning Society, Position Paper, Student Active Learning, Transformation
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-54701 (URN)10.4018/ijitlhe.306650 (DOI)
Available from: 2022-09-03 Created: 2022-09-03 Last updated: 2022-09-05Bibliographically approved
Anderson, L., Egard, H., Nordgren, C. & Staaf, P. (2018). Breddat deltagande för studenter med funktionsnedsättning: En utmaning för den högre utbildningen (ed.). Högre Utbildning, 8(1), 33-41
Open this publication in new window or tab >>Breddat deltagande för studenter med funktionsnedsättning: En utmaning för den högre utbildningen
2018 (Swedish)In: Högre Utbildning, E-ISSN 2000-7558, Vol. 8, no 1, p. 33-41Article in journal (Refereed) Published
Abstract [sv]

Frågor kring breddad rekrytering och breddat deltagande utgör en del av den sociala dimensionen av högre utbildning och är ett prioriterat område för det europeiska samarbetet. 2017 års förslag om att ändra i högskolelagen och vidga lärosätenas uppdrag till att aktivt främja ett brett deltagande gav upphov till en debatt bland såväl politiker som företrädare för lärosäten, vilken synliggjorde flera utmaningar, förhoppningar och farhågor. Föreliggande reflektion tar avstamp i denna debatt och fördjupar sig i frågor kring breddat deltagande för studenter med funktionsnedsättning. Syftet med reflektionen är att diskutera och reflektera kring vad breddat deltagande för denna målgrupp innebär och vilka krav det ställer på resurser, tillgänglighet, bemötande och attityder samt på högskolepedagogisk kompetensutveckling, kunskap om funktionsnedsättning och funktionshinder samt inkluderande pedagogik. Utgångspunkten för reflektionen är svensk forskning och pågående utvecklingsarbete om breddat deltagande för studenter med funktionsnedsättning samt författarnas erfarenhetsbaserade kunskaper om högskolepedagogisk undervisning och kompetensutveckling.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2018
Keywords
breddat deltagande, breddad rekrytering, funktionsnedsättning, funktionshinder, inkluderande pedagogik, tillgänglighet, högskolepedagogik, pedagogiskt stöd
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-14824 (URN)10.23865/hu.v8.1141 (DOI)25503 (Local ID)25503 (Archive number)25503 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-09-15Bibliographically approved
Leijon, M., von Hausswolff, K. & Staaf, P. (2015). "The Media Workshop": Designing a Sustainable Organisation for a Digital Learning Environment (ed.). In: (Ed.), Bridging Boundaries through the Scholarship of Teaching & Learning. Proceedings of the inaugural European Conference on the Scholarship of Teaching and Learning: . Paper presented at The inaugural European Conference on the Scholarship of Teaching and Learning, Cork, Ireland (2015) (pp. 47-47). Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork
Open this publication in new window or tab >>"The Media Workshop": Designing a Sustainable Organisation for a Digital Learning Environment
2015 (English)In: Bridging Boundaries through the Scholarship of Teaching & Learning. Proceedings of the inaugural European Conference on the Scholarship of Teaching and Learning, Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork , 2015, p. 47-47Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this presentation we will report and discuss experiences from the process of designing a sustainable organisation for a digital learning environment for Malmo University as a whole. With pedagogy as a starting point the aim has been to create an intentional community of practice with a focus on learning and digital media. Malmö University aims to be at the pedagogical forefront by using information technology and the possibilities afforded by new media, in order to create a more efficient learning process and a mutual exchange of knowledge. But how can this strategy be realized? New forms of teaching and learning in higher education require new spaces for teaching and learning. We also know that teachers in higher education need support, training, learning resources and infrastructure in order to create those new learning spaces and to develop their scholarship of teaching and learning with a focus on digital media (cf Allen et. al 2012 a,b; Bebell & O ́Dwyer, 2010; Holcomb, 2009). Our solution to this challenge is to create a multi- institutional research based hub for learning with digital media. The idea stems from the Lave & Wenger (1991; Wenger, 1998) concept “community of practice” with the addition of technology stewarding as a way to cultivate digital learning processes. At Malmo University this hub goes under the working title “the media workshop” and has both a physical and a virtual form.

Place, publisher, year, edition, pages
Centre for the Integration of Research, Teaching and Learning (CIRTL), University College Cork, 2015
Keywords
Digital media, Organisation, digital learning environment, higher education, multiinstitutional, community of practice
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-12432 (URN)19736 (Local ID)19736 (Archive number)19736 (OAI)
Conference
The inaugural European Conference on the Scholarship of Teaching and Learning, Cork, Ireland (2015)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-12-07Bibliographically approved
Popoola, M., Bevelander, P., Carlsson, B., Broomé, P., Salameh, E. K., Staaf, P. & Wigerfelt, B. (2002). Halvvägs på väg vart? Storstadssatsningen i Rosengård 2000-2001 (ed.). Malmö högskola, IMER
Open this publication in new window or tab >>Halvvägs på väg vart? Storstadssatsningen i Rosengård 2000-2001
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2002 (Swedish)Report (Other academic)
Abstract [sv]

Härmed överlämnar IMER/Malmö högskola den fjärde rapporten i utvärderingen av Nationellt exempel/storstadssatsningen i Rosengård avseende perioden september 2000 till och med september 2001. Utvärderingen inriktar sig på insatserna inom de fyra programområden som urskiljs i det reviderade programförslaget för storstadssatsningen (september 2000): Arbetsmarknadsåtgärder, Förskola, Skola och Lokalt utvecklingsarbete. Enligt uppdraget ska utvärderingen omfatta såväl effekter som processer inom de olika programområdena.

Place, publisher, year, edition, pages
Malmö högskola, IMER, 2002. p. 106
Keywords
Välfärd, Delaktighet
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-16872 (URN)12519 (Local ID)12519 (Archive number)12519 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-12-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1970-2905

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