For teachers

Researcher.Here we have gathered information which teachers will find especially useful. On the library website you will find more services and information on what help the library can offer.

Inspiration- as others have done

Here are various examples of how teachers at the university are working to develop teaching with the help of digital technology. Meetings for teachers have been organised to serve as a meeting place for our university teachers to gather and discuss matters related to ICT and other current higher-education issues.

The latest meeting was held in November 2012, and information about new opportunities will be posted here on the website. The library and the Development Unit for Teaching and Learning in Higher Education are working together on these issues at the university.

21 November 2012

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"Using the internet as support for education and learning: from private study to limitless learning"

All too often technology is seen as playing purely a supporting role in private study. Intelligent use of technology can complement traditional types of education by supporting unrestricted and active learning. When, why and how can different media, and combinations of media, support learning in new and exciting ways?

Stefan Hrastinski give a lecture

Stefan Hrastinski

Stefan Hrastinski, Senior Lecturer in Media Technology at the Royal Institute of Technology (KTH)

Stefan began the lecture by asking the audience, which was mostly made up of students, to answer the question "Which is best, learning in the classroom or via the internet?" The audience answered (alternatives: classroom, web-based and no difference) via their smartphones and using the audience interaction voting tool Mentimeter . Following the vote, the audience was given the chance to expand on their answers.

The Learning Management System (LMS) is important in web-based learning. Stefan pointed out that if a university/college decides to introduce a new LMS it ought to spend half of the budget on implementing it. The Learning Management System affects many users on a daily basis; students and administrative staff.

Read more (Swedish only)

Stefan has written two books about web-based learning:

  • "Nätbaserad utbildning: en introduktion", Hrastinski, Stefan (2009).
  • "Mer om nätbaserad utbildning: fördjupning och exempel", Hrastinski, Stefan (red.) (2011).

Link tips: Mentimeter, KTH Social

In addition, Stefan talked about KTH Social at KTH (the Royal Institute of Technology), a tool for communicating and collaborating. Content for KTH Social is created by both teachers and students. For example, students can share lecture notes with one another. Large parts of KTH Social are open to everyone.

This guest lecture was organised by Media Technology in collaboration with the Learning and Research Support Unit (ELF)

 

 

 

14 March 2012

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"E-meetings (web conferencing) as a tool for web-based learning"

Why have e-meetings (tutorials)? When? How? What are the difficulties and possibilities when using web conferencing software for tutorials – in terms of a pedagogical and technological perspective?

Minna Räsänen by the lectern at a meeting with teachers

Minna Räsänen

Meeting at a distance
Beyond the technology.
Minna Räsänen, Media Technology.

Using Adobe Connect at Södertörn University
How does it work?
Erik Lundsten, ICT-pedagogue, the Library.

Web-based writing tutorials
Staff from the Study Support Unit talk about their experiences of web-based tutorials.
Kajsa Sköldvall and Charlotte Rising Holm, the Study Workshop.

The theme for this meetings for teachers was how to use tools such as Adobe Connect effectively in teaching situations. First, three presentations were given followed by time for discussion and reflection. The participants included teachers from the distance/web-based courses, campus-based courses with web-based elements as well as other staff from the university.

Reflections from the participants:

  • Technology isn't everything, pedagogical thought is a must.
  • Meetings are easier to conduct at a distance if you've met in "reality" first.
  • Technology helps, but it can be frustrating if you're not used to it.
  • Everything depends on what type of meeting you're planning. Decide on this first. It's not always certain that an e-meeting is the best choice.

 

6 December 2010

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Pernilla Josefsson by the lectern at a meeting with teachers

Pernilla Josefsson

"Using social media in web-based courses and working with the Media Activism course"

How can you work with social media in web-based courses? What is the course structure and what work needs to be done for the web-based Media Activism course?

Social media in web-based courses
Pernilla Josefsson, doctoral student at the Royal Institute of Technology (KTH) and teacher at Högskolan Väst.

Read more (Swedish only)

Presentation_Linus_Andersson.pdf

Experiences from wed-based distance courses
About the Media Activism course.
Linus Andersson, Media and Communication Studies.

Following introductory lectures, seminar participants took part in discussions led by comments from Pernilla regarding Linus' course structure.

 

 

 

11 May 2010

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"Experiences from web-based learning"

How do you maintain a dialogue in web-based courses? How does the programme Camtasia help you create teaching materials? How can you use the Swedish Educational Broadcasting Company's (UR) UR Access programme?

Several teachers discussing at a meeting with teachersCreating teaching materials in Camtasia
From the course "Wine Production" (Vinets utveckling).
Bengt Bollmark, Chemistry and Geology.

The Swedish Educational Broadcasting Company's UR Access programme
UR Access as a part of the web-based course "An introduction to geographical information systems" and as part of the course "teacher education with an intercultural profile towards pre-school" combined degree programme.
Mona Petersson, Physical Geography.

Dialogue on web-based courses
Experiences from Art History's new web-based courses.
Cecilia Strandroth, Art History.

Three teachers tell us about their experiences of web-based courses. Bengt describes how he worked with Camtasia to create a new type of teaching material (pictures, words and sound) for the web-based course the Wine Production (Vinets utveckling).

The Swedish Educational Broadcasting Company's UR-Access programme is available via the internet and is in constant use by students at Södertörn University. The available materials are university level and within the area of the natural sciences. Mona gave examples of how, when and how she uses UR Access.

Read more (Swedish only)

Presentation_Mona_Petersson.pdf

Cecilia described her experiences from Art History's new web-based courses. She addressed the question: how should teachers create a meaningful dialogue with, and between, students on web-based distance courses?

 

9 December 2009

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"E-learning juridicial matters, Jing (screenshot software) in tutorials and using video in the Rhetorical Argumentation Analysis course"

What rules apply for employees at the university regarding copyright? Working with video, how does that work on a Rhetoric course? What is Jing?

Three teachers around a table at a meeting with teachersThe laws surrounding e-learning
A summary of a digital media law (e-juridik) course.
Martin Lindqvist, Media Technology.

Using video on the Rhetorical Argumentation Analysis course
On working with video in the Rhetorical Argumentation Analysis course.
Jenny Rosqvist, Rhetoric.

Using Jing software when teaching
How to use Jing when teaching.
Peder Söderlind, Media Technology.

Martin talked about, among other things, what freedom of information means for employees at the university as well as the law concerning copyright protected materials and the Course Web (including web-based learning).

Jenny and her colleague Torbjörn Andersson talked about their work on the Rhetorical Argumentation Analysis course. They recorded short introduction videos for each week of study. The intention of each video was to increase the feeling of presence and to allow students to put a face to their teachers. The videos were recorded in the board room in Moas Båge and edited using Windows Movie Maker. Jenny and Torbjörn received a lot of positive comments from students regarding the videos.

Peder talked about how students were given the opportunity to complete an assignment in the form of a screen recording. This was an alternative method of assessment to all the text-based communications on courses/web-based courses. In addition to that, Peder spoke about how he and Martin Linqvist had allowed students to use Google Docs when writing a piece of work in a group. It proved to be an effective tool for both teachers and students.

 

29 April 2009

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"Distance/web-based learning"

How do you plan and "construct" a distance/web-based learning course and how do you keep it "alive"? Which of the platform for learning's (lärplattformen) different tools can be used to create continuity and discussion?

Experiences of distance/web-based learning
Jenny Berglund.
Religious Studies.

Peder Söderlind
Media Technology.

Jenny and Peder talked about course organisation, their positive experiences with using the course- and distance learning web and what you ought to think about when you communicate and interact using it. Jenny's experience is that the course web "dies" if there is no frequent activity there. It is also important that something new has always happened when students log in to the distance learning web. Regularity of this nature is essential for creating the sense of context and community. On campus-based courses this sense of community is established in seminars when you meet "face-to-face".

Read more (Swedish only)

Summary.pdf

Peder highlighted the importance of sound course planning. He pointed out that the course- and distance learning web is only a platform and that distance/web-based courses can be developed in many different ways. Of the work that goes into a course, planning accounts for 50% and implementing for the remaining 50%.