Comment on Meir Dan-Cohen, Skirmishes on the Temporal Boundaries of States

Goldberg praises Meir Dan-Cohen\u27s creative thinking about state wrongdoing but argues that it is ultimately unclear how a nation gets relieved of responsibility for its past harms. Equally unclear is why as a normative matter nations should be permitted to obtain temporal shifts. Dyadic conflicts that redefine the wrongdoer might be easier to envision because the victim is empowered to redraw the boundary of the wrongdoer. When a nation commits wrong, the justification for redrawing its boundaries often must come from somewhere other than a single victim\u27s forgiveness

Innovative performance – how can it be assessed?

In 2004 the Technology Education Research Unit (TERU) at Goldsmiths College in London developed a system of evaluative methods which measure and reward innovative performance (possessing ideas, developing ideas, as well as evidentially testing ideas). Together with Professor Richard Kimbell (Goldsmiths College) a group of researchers from Sweden have tested this evaluative tool in a Swedish upper secondary school. The Swedish research project involved a testing series based on the TERU assessment methods as well as studies carried out with pupils/students and teachers alike, revealing their thoughts on assessment issues in general. Some preliminary results from this very first application of TERU’s assessment tool outside the UK, are presented in this paper

Славянские ведические храмы

Материалы III междунар. науч. конф., 22-23 мая 2003 г

Uppdrag: Teknikmedvetna barn

Kapitlet Uppdrag: teknikmedvetna barn beskriverhur fritidshem och skola kan samarbeta tematiskt för att utveckla elevers förtsåelse av och kunskap om teknik.Teknikförståelse hos svenska barn är inte så utvecklad och teknikämnet får lätt en undanskymd plats i undervisningen trots dess vikt. Med utgångspunkt i temaområdet Hållbar utveckling ger författaren läsaren teoretiska redskap att förstå vad som är viktigt i teknikundervisningen genom att omsätta teorier i praktik på fritidshemmet och i skolan.QC 20160226</p

Uppdrag: Teknikmedvetna barn

Kapitlet Uppdrag: teknikmedvetna barn beskriverhur fritidshem och skola kan samarbeta tematiskt för att utveckla elevers förtsåelse av och kunskap om teknik.Teknikförståelse hos svenska barn är inte så utvecklad och teknikämnet får lätt en undanskymd plats i undervisningen trots dess vikt. Med utgångspunkt i temaområdet Hållbar utveckling ger författaren läsaren teoretiska redskap att förstå vad som är viktigt i teknikundervisningen genom att omsätta teorier i praktik på fritidshemmet och i skolan.QC 20160226</p

Criteria for Success Emphasized by Primary Technology Teachers

Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios. QC 20141215</p

Criteria for Success: A study of primary technology teachers' assessment of digital portfolios

Transparency regarding criteria for success in assessment processes is challenging for most teachers. The context of this study is primary school technology education. With the purpose to establish what criteria for success teachers put forward during the act of assessment, think-aloud protocols were collected from five primary teachers during an assessment act. Results are based on content analysis of think-aloud protocols and quantitative measures of reliability in order to ascertain teachers’ motives for decision-making when assessing Year 5 pupils’ multimodal e-portfolios.Findings show consensus among these teachers, focusing on the execution of the task in relation to the whole, rather than to particular pieces of student work. The results confirm the importance of task design, where active learning in combination with active tutoring is an integral part, including provision of time and space for pupils to finish their work

Education for Sustainable Development in Compulsory School Technology Education : A problem inventory

Awareness of sustainability issues is increasingly demanded in society. Education for Sustainable Development (ESD) is a requirement stated in the Swedish curriculum. Findings (Schools Inspectorate, 2012) indicate considerable variations in how teachers in Sweden work with value related issues. It is also found that schools/teachers commonly lack a holistic approach and a common stance in this assignment. Reportedly ESD seems dependent on the personal interests and abilities of individual teachers (ibid.). In order to develop teaching about sustainable development within the Technology subject we need knowledge about how ESD is carried out today (content and work methods). We also need to know how the concept of sustainability is interpreted by concerned key actors in schools (teachers and principals). During the spring of 2013 a pilot study focusing technology teachers’ work with sustainable development within their technology classes is being performed. Based on interviews (teachers and principals) we analyze what are perceived to be the main difficulties associated with the integration of sustainability into technology education. Findings confirm previous research stating that knowledge about sustainability is vague among teachers. Most teachers and principals in the study are primarily (in some cases only) aware of the environmental/ecological aspect of sustainability. The study also points to a discrepancy between perceived and actual need for improving teachers’ competence in ESD. Since ESD is not well defined, fully understood and established among those responsible for the actual teaching there is an evident risk of ESD being treated as ‘one further requirement’ rather than as the asset it actually represents to technology education. It is suggested is that the planning, organization and implementation of future ESD efforts must be coordinated carefully with all concerned parties in advance and be supported more substantially than previous efforts.QC 20150617</p

Engineering education in change. A case study on the impact of digital transformation on content and teaching methods in different engineering disciplines

This study investigates the question of how Engineering education in the Nordic region responds to the challenge of educating future engineers who are ready for professional practice in a digital world. Particular interest is put on identifying who is responsible for the implementation of digital knowledge and what and how subject content is addressed. Our study draws on Bernstein’s pedagogical device model (Bernstein, B. 2002. “Editorial: Basil Bernstein’s Theory of Social Class, Educational Codes and Social Control.” British Journal of Sociology of Education 23 (4): 525–526). The study focuses on the questions of if/how digital transformation leads to change of engineering education content and/or pedagogical approaches. Narratives of 20 university teachers have been collected and analysed. Findings reveal three areas of consideration; there is a connection between how digital knowledge is valued and how the subject is introduced in engineering education, differences in digital knowledge can be linked to the generation gap and, universities are seldom seen as the driving force for digital innovation. It is concluded that education must reflect on the purpose for which digitalisation takes place, continuous training targeting digital transformation should be offered to senior teachers and, universities need to provide increased focus and dedicated time for educational development.QC 20231215</p