agneta hult - Academia.edu (original) (raw)
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Leibniz-Institut für Europäische Geschichte (IEG), Mainz
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Papers by agneta hult
ABSTRACT This paper is a contribution to the literature on formative assessment. It comprises an ... more ABSTRACT This paper is a contribution to the literature on formative assessment. It comprises an analysis of assessment practices embedded in courses organized through the Swedish Net University. The data for this paper is drawn from course documents and their associated assessment protocols prepared for courses at different levels in a variety of disciplines. The analysis focussed on if, and in what sense assessment in these online courses could be characterised as promoting learning and also on what kind of knowledge and abilities 1 the course assignments expected the students to demonstrate. The conclusion is that in some aspects the analysed course assessments do promote learning, in others they don't and that a majority of the assignments expected the students to comprehend relevant theories and apply them on problems/cases.
British Educational Research Journal, 2004
This is a background paper about frozen ideologies in education. It arises from two projects in t... more This is a background paper about frozen ideologies in education. It arises from two projects in the field of ICT and instructional design. One project is in the area of folkbildning (liberal adult education), the other is in the area of online assessment. Two specific ideas generate the substance of the paper: (a) that means can be separated from ends (or processes from products); and (b) that learning is merely a process of knowledge acquisition. The contrary positions, also discussed, are that processes can also be ends, and that learning can also be a side-effect of doing. Using ideas from economic history, theories of practice, systems theory, theories of knowledge acquisition, constructivism and discourse analysis, this paper summarises how two frozen ideologies have been defrosted and repackaged in an analyses of on-line conversation.
Discourse: Studies in The Cultural Politics of Education, 2006
This paper is an essay on the discursive politics of education. Data from a small study, combined... more This paper is an essay on the discursive politics of education. Data from a small study, combined with a review of the related literature, suggest that the overarching concept “community” lacks coherence when used in online education. At least three contrasting forms of connection can be discerned: communion among participants, exchange between participants, and attachment to an ideal. In turn, we believe that this incoherence is not a trivial semantic problem, but rather a central concern in current efforts to remodel, reform and globalize distance education.
It highlights the problematic space between message posting and the promotion of dialogue. Confer... more It highlights the problematic space between message posting and the promotion of dialogue. Conference software in Swedish adult education is widely based on message posting. But can message posting also foster the democratic practices associated with reasoned discussion or dialogue?
This paper discusses the working conditions of teachers who work in online higher and adult educa... more This paper discusses the working conditions of teachers who work in online higher and adult education. It is based on questionnaire data from Swedish Net university teachers and an analysis of online postings in a sample of online courses in Swedish adult education. Our analysis suggests that a major consequence of going online is that the anticipated collective exchange of experience is marginalised and replaced by increased individualism. Meeting the 'needs of the student' means that the teacher is always on duty in a pedagogical call centre and giving more time to individual students than to the collective. Is this phenomenon an artefact of our research methods
ABSTRACT This paper is a contribution to the literature on formative assessment. It comprises an ... more ABSTRACT This paper is a contribution to the literature on formative assessment. It comprises an analysis of assessment practices embedded in courses organized through the Swedish Net University. The data for this paper is drawn from course documents and their associated assessment protocols prepared for courses at different levels in a variety of disciplines. The analysis focussed on if, and in what sense assessment in these online courses could be characterised as promoting learning and also on what kind of knowledge and abilities 1 the course assignments expected the students to demonstrate. The conclusion is that in some aspects the analysed course assessments do promote learning, in others they don't and that a majority of the assignments expected the students to comprehend relevant theories and apply them on problems/cases.
British Educational Research Journal, 2004
This is a background paper about frozen ideologies in education. It arises from two projects in t... more This is a background paper about frozen ideologies in education. It arises from two projects in the field of ICT and instructional design. One project is in the area of folkbildning (liberal adult education), the other is in the area of online assessment. Two specific ideas generate the substance of the paper: (a) that means can be separated from ends (or processes from products); and (b) that learning is merely a process of knowledge acquisition. The contrary positions, also discussed, are that processes can also be ends, and that learning can also be a side-effect of doing. Using ideas from economic history, theories of practice, systems theory, theories of knowledge acquisition, constructivism and discourse analysis, this paper summarises how two frozen ideologies have been defrosted and repackaged in an analyses of on-line conversation.
Discourse: Studies in The Cultural Politics of Education, 2006
This paper is an essay on the discursive politics of education. Data from a small study, combined... more This paper is an essay on the discursive politics of education. Data from a small study, combined with a review of the related literature, suggest that the overarching concept “community” lacks coherence when used in online education. At least three contrasting forms of connection can be discerned: communion among participants, exchange between participants, and attachment to an ideal. In turn, we believe that this incoherence is not a trivial semantic problem, but rather a central concern in current efforts to remodel, reform and globalize distance education.
It highlights the problematic space between message posting and the promotion of dialogue. Confer... more It highlights the problematic space between message posting and the promotion of dialogue. Conference software in Swedish adult education is widely based on message posting. But can message posting also foster the democratic practices associated with reasoned discussion or dialogue?
This paper discusses the working conditions of teachers who work in online higher and adult educa... more This paper discusses the working conditions of teachers who work in online higher and adult education. It is based on questionnaire data from Swedish Net university teachers and an analysis of online postings in a sample of online courses in Swedish adult education. Our analysis suggests that a major consequence of going online is that the anticipated collective exchange of experience is marginalised and replaced by increased individualism. Meeting the 'needs of the student' means that the teacher is always on duty in a pedagogical call centre and giving more time to individual students than to the collective. Is this phenomenon an artefact of our research methods