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  • 1.
    Hammar Chiriac, Eva
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Forslund Frykedal, Karin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences. Högskolan Väst, Institutionen för Individ och Samhälle.
    Teachers’ Talk about Group Work Assessment before and after Participation in An Intervention2019In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 9, p. 2045-2068, article id 95471Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that teachers use an indistinct vocabulary, employfew concepts, and expose an embryonic professional language whentalking about group work assessment, thus indicating a lack of a professionallanguage. Building on Granström’s three different modes of language useeveryday, pseudo-meta- and meta-language, the purpose of this article was toexamine the teachers’ use of languages when talking about group work assessment.Specifically, if and how teachers’ use of modes of languages are influencedby them partaking in 1) a study about assessment in group work and2) in an intervention in form of a short educational session. Data were gatheredfrom interviews with eight teachers working in years five and eight infive Swedish compulsory schools and analysed both qualitatively and quantitatively.The results revealed that all of the teachers use Granstöm’s mode oflanguages to a varying degree when talking about assessment in cooperativesituations. A core finding was that intervention in the form of a short educationinfluenced the teachers’ way of talking in a positive way. By participatingin the intervention, the teachers developed and expanded their mode of language,thereby promoting the use of a common professional language aboutgroup work assessment.

  • 2.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Daring the Meaning, or Cyberspace that Matters. Criticism-Creativity and Online Education2018In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 9, no 13, p. 2016-2036, article id 88017Article in journal (Refereed)
    Abstract [en]

    This paper focuses on online education and generic competences such as criticism and creativity. It brings to the fore theories that address processes of meaning making (i.e., a psychological constructionist account of the brain basis of emotion-the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and reflect on various patterns of meaning making comprising those that lead to criticism and creativity (i.e., the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum) to inspire pedagogical practices that aim to create critically-creative abilities among students. Concomitantly, it seeks to reflect on how such pedagogical undertakings can be actualized in online education and on the possibilities online environment offers to promote criticism and creativity among graduates. By posing questions related to teaching methods, learning activities, software and hardware, and their combinations in online education, and by addressing and problematizing concepts and phenomena of immersion and DFI-digital facial image, I will make an effort to not only highlight, what I call, the promises of cyberspace, but also ponder on how the aforementioned pedagogical practices can be actualized online.

  • 3.
    Just, Edyta
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Daring to Dare: Theoretical Experiment for Pedagogical Practices and Body-Brain-Embedded Subject2016In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 7, no 2, p. 293-301, article id 63877Article in journal (Refereed)
    Abstract [en]

    This article discusses and experiments with a psychological constructionist account of the brain basis of emotion—the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum. Why those two? The conceptual act model theorizes process of meaning making of external and internal sensations including experience of emotions. Deleuze and Guattari, with their accounts, reflect on various patterns of making meaning comprising those that lead to self-/criticism and creativity. Since it is crucial to think about teaching practices that support students in daring to challenge, problematize and generate new meaning of experienced sensations, theories that address meaning making processes are of particular relevance. This article shows that those theories alone and once exposed to an experiment may possibly inspire pedagogical undertakings that aim to create self-/critically-creative abilities among students, but also add to the ways of conceptualizing subject, body, mind and brain.

  • 4.
    Thollander, Patrik
    et al.
    Linköping University, Department of Management and Engineering, Energy Systems. Linköping University, The Institute of Technology.
    Glad, Wiktoria
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Rohdin, Patrik
    Linköping University, Department of Management and Engineering, Energy Systems. Linköping University, The Institute of Technology.
    Exploring Transactional Analysis in Relation to Post-Graduate Supervision—A Balancing Process2014In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 5, no 4, p. 185-196Article in journal (Refereed)
    Abstract [en]

    The PhD student supervision process is an important process, and the need for PhD students, who often form the backbone of the research community, to receive professional, inspiring and efficient supervision cannot be understated. This paper explores the benefits and values of Transactional Analysis (TA) as a way to further understand and work with PhD supervision. Using TA and the legitimacy ladder applied on PhD education, a modified model for increased understanding of the PhD student supervision process is presented, and is then related to empirical findings from a questionnaire among PhD students. The model shows for example the need for the supervisor to balance his or her role towards the PhD student, and suggests that professional PhD student supervision means moving from a Parent to Child relationship between the supervisor and the PhD student, towards a more mature Adult to Adult relationship.

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