Books by Hans Musselbrook Oberg
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Papers by Hans Musselbrook Oberg
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The European Conference on Education 2017 - Official Conference Proceedings, Sep 2, 2017
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Students going from ‘knowing that’ to knowing-in-practice : A case study of teacher-centred to st... more Students going from ‘knowing that’ to knowing-in-practice : A case study of teacher-centred to student-centred learning in marketing education at a Swedish university
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Learning places have traditionally been conceived as formal entities, organised in environments c... more Learning places have traditionally been conceived as formal entities, organised in environments controlled by academics and trainers who greet participants as guests. The possibilities of learning places have been evolving, enabled by the construction of virtual spaces offered by online learning – participants can now learn from each other in Communities of Practice (CoPs) that are temporally and geographically dislocated. However, many of these online CoPs are formal learning spaces that continue to be controlled by academics. We take the view that Place is a social construct, derived from the people that contribute to it and imbue it with meaning, and virtual learning spaces can only truly become places when they are shaped and owned by the learners themselves. Drawing on the work of Pedler (1981) our suggestion is that educators do not belong in informal learning communities and that such informal learning places should naturally evolve as they are socially constructed by participants – rather than be guests invited into a pre-constructed learning environment, participants should be able to co-construct their informal learning places. With this in mind we have suggested an alternative learning model which combines aspects of formal and informal learning and is the focus of our European Union Lifelong Learning Programme, Leonardo da Vinci Transfer of Innovation Project, RE:ACT (Relating Experience: Advancing Collaborative Tourism). The context for the RE:ACT project and the vision behind it was presented in an earlier paper ‘Practitioner Designed Online Learning; Preaching What You Practice’ at INTED 2011. The focus of the learning is the development of social media skills, for learners who are part of the European tourism industry in Bulgaria, Sweden and Wales. Our learners are primarily small scale accommodation and attractions owner/ operators with little time to participate in learning which is not specific to their context, or which takes them outside their normal sphere of activity. The key to developing lifelong learners within the tourism industry is, we feel, to ensure that the learner is at the centre of activity, where academia and industry work in partnership. The RE:ACT model has since been piloted with tourism practitioners in Uppsala, Sweden; Varna, Bulgaria and South West Wales who have been engaging in an online training programme in social media for the tourism industry which is embedded within an online collaborative community. This paper reports on the findings of the pilot through a description of the experiences of the participants gained through a number of in-depth interviews with representatives in each country, combined with facilitator observation of practitioner based community development. The paper concludes by identifying key lessons for online informal learning and the practitioner development of online learning communities.
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Online learning using communities of practice as a model for learning is fast becoming a new land... more Online learning using communities of practice as a model for learning is fast becoming a new landscape for educational institutions. In constructing online communities of practice (CoP), the most obvious approach has been for academics to set up the CoP on a university system integrated with a formal teaching programme, located in the same place. We take the view that Place is a social construct, derived from the people that contribute to it and imbue it with meaning. Our position is that the places in which formal and informal learning occur need to be distinct and should have different feelings of ownership, governance, purpose and meaning. Providing for informal learning experiences in a place clearly owned and managed in an academic presence is counter-productive to learning that is intended to be owned by practitioners and located in their work space. We suggest that educators do not belong in communities of practice, do not belong in informal learning communities and that form...
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Understanding Swedish university teachers' lived experiences of transitioning from on campus ... more Understanding Swedish university teachers' lived experiences of transitioning from on campus to online teaching
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Implementing Communities of Practice in Higher Education, 2016
This chapter is situated in the context of the growing desire by educators to support learning th... more This chapter is situated in the context of the growing desire by educators to support learning through the facilitation of communities of practice. The original conceptualisation of communities of ...
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researchgate.net
This paper explores the roots and presents some forms of phenomenology starting with the origin o... more This paper explores the roots and presents some forms of phenomenology starting with the origin of Husserl's phenomenology and his notion of going back to things as they are in order to seek their essences. The paper then looks at the different perspectives, ...
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mdh.se. Publications. ...
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This roundtable discussion is based on the development a philosophy-in-practice for one module in... more This roundtable discussion is based on the development a philosophy-in-practice for one module in a doctoral programme, focusing on researching groups and communities in technology enhanced/networked learning environments. The discussion will open with an overview ...
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Nu 2012, May 11, 2012
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Implementing Communities of Practice in Higher Education, 2016
This chapter is situated in the context of the growing desire by educators to support learning th... more This chapter is situated in the context of the growing desire by educators to support learning through the facilitation of communities of practice. The original conceptualisation of communities of ...
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This roundtable discussion is based on the development a philosophy-in-practice for one module in... more This roundtable discussion is based on the development a philosophy-in-practice for one module in a doctoral programme, focusing on researching groups and communities in technology enhanced/networked learning environments. The discussion will open with an overview ...
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Learning places have traditionally been conceived as formal entities, organised in environments c... more Learning places have traditionally been conceived as formal entities, organised in environments controlled by academics and trainers who greet participants as guests. The possibilities of learning places have been evolving, enabled by the construction of virtual spaces offered by online learning – participants can now learn from each other in Communities of Practice (CoPs) that are temporally and geographically dislocated. However, many of these online CoPs are formal learning spaces that continue to be controlled by academics. We take the view that Place is a social construct, derived from the people that contribute to it and imbue it with meaning, and virtual learning spaces can only truly become places when they are shaped and owned by the learners themselves. Drawing on the work of Pedler (1981) our suggestion is that educators do not belong in informal learning communities and that such informal learning places should naturally evolve as they are socially constructed by participants – rather than be guests invited into a pre-constructed learning environment, participants should be able to co-construct their informal learning places. With this in mind we have suggested an alternative learning model which combines aspects of formal and informal learning and is the focus of our European Union Lifelong Learning Programme, Leonardo da Vinci Transfer of Innovation Project, RE:ACT (Relating Experience: Advancing Collaborative Tourism). The context for the RE:ACT project and the vision behind it was presented in an earlier paper ‘Practitioner Designed Online Learning; Preaching What You Practice’ at INTED 2011. The focus of the learning is the development of social media skills, for learners who are part of the European tourism industry in Bulgaria, Sweden and Wales. Our learners are primarily small scale accommodation and attractions owner/ operators with little time to participate in learning which is not specific to their context, or which takes them outside their normal sphere of activity. The key to developing lifelong learners within the tourism industry is, we feel, to ensure that the learner is at the centre of activity, where academia and industry work in partnership. The RE:ACT model has since been piloted with tourism practitioners in Uppsala, Sweden; Varna, Bulgaria and South West Wales who have been engaging in an online training programme in social media for the tourism industry which is embedded within an online collaborative community. This paper reports on the findings of the pilot through a description of the experiences of the participants gained through a number of in-depth interviews with representatives in each country, combined with facilitator observation of practitioner based community development. The paper concludes by identifying key lessons for online informal learning and the practitioner development of online learning communities.
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This paper explores the roots and presents some forms of phenomenology starting with the origin o... more This paper explores the roots and presents some forms of phenomenology starting with the origin of Husserl’s phenomenology and his notion of going back to things as they are in order to seek their essences. The paper then looks at the different perspectives, starting with the empirical phenomenology: its disciplinary linkage to psychology, its focus on the phenomenon itself, and the analysis of the structural in order to discern how structures speak. Existential phenomenology, on the other hand, sees human experiences of the world as being worth studying, where we are not only epistemological spectators in the world but are also ontologically embedded in it. Finally, Hermeneutic phenomenology acknowledges that humans have prejudices and their preconceptions from their experiences are nearly impossible to ignore. Understanding is achieved through dialogue. The hermeneutic circle refers to the interplays between our self-understanding and our understanding of the world, and entails an existential task with which each of us is confronted. The paper then focuses on the authors’ experiences during our PhD research. The paper highlights some differences in research approaches, aligned to different subtle perspectives, which offers the researcher flexibility. The aim for this paper has been to engage the networked learning community in discussing the suitability of choosing phenomenology as a research methodology. A snapshot in the exploration of the researchers decisions to use phenomenology for Technology Enhanced/Networked Learning research is presented and their reflections on their progress to discern the differences between the choices we made in developing our respective research designs. Some of the reasons behind our decisions, with the purpose of entering into dialogue with the Technology Enhanced/Networked Learning community, are presented.
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Books by Hans Musselbrook Oberg
Papers by Hans Musselbrook Oberg