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Öberg Tuleus, MarianneORCID iD iconorcid.org/0000-0001-6524-1022
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Publications (6 of 6) Show all publications
Öberg Tuleus, M. (2014). Learning effectiveness: a case study on critical thinking and collaboration within higher education. In: António Moreira & András Szücs (Ed.), Challenges for Research into Open & Distance Learning: Doing Things Better - Doing Better Things. Paper presented at Eight EDEN Research Workshop - EDENRW8, Oxford, United Kingdom, 27-28 October, 2014 (pp. 77-8). Budapest, Hungary: European distance and e-learning network
Open this publication in new window or tab >>Learning effectiveness: a case study on critical thinking and collaboration within higher education
2014 (English)In: Challenges for Research into Open & Distance Learning: Doing Things Better - Doing Better Things / [ed] António Moreira & András Szücs, Budapest, Hungary: European distance and e-learning network , 2014, p. 77-8Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The dominating theme of this paper is the contribution of ODL in teaching students within higher education to become critical thinkers and collaborators. An increasing demand on higher education today is to take on the challenge of 21st century skills. In Europe as well as worldwide they are described as essential skills in a knowledge-based society. Generally speaking you could say that developing 21st century skills aim at "learning to collaborate with others and connect through technology" (www.atc21s.org). As a senior lecturer in educational sciences I teach and direct courses, which are offered to Erasmus students. A didactical challenge in this context is to meet with the students’ pre-understanding of the Swedish educational context. Generally the Erasmus students experience the Swedish educational context as ‘strange’ in a positive sense. They look forward to experience something ‘new’ and the overall driving force tends to be to learn ‘better’. This is in alignment with the Swedish Higher Education Act that stipulates that students are to develop the ability to "make independent and critical assessments, identify, formulate and solve problems autonomously" (http://www.uhr.se). Hence, teaching and learning turns into a question of both addressing the subject content and to critically inquire into it.

Place, publisher, year, edition, pages
Budapest, Hungary: European distance and e-learning network, 2014
Keywords
Online teaching, effectiveness, hermeneutics
National Category
Social Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-45827 (URN)978-963-89559-9-9 (ISBN)
Conference
Eight EDEN Research Workshop - EDENRW8, Oxford, United Kingdom, 27-28 October, 2014
Available from: 2015-09-17 Created: 2015-09-17 Last updated: 2017-10-17Bibliographically approved
Öberg Tuleus, M. (2013). Social identities and “Culture for All”: on culture as a tool for an inclusive society. In: : . Paper presented at Revisiting Identity (REID), Örebro University, Örebro, Sweden, October 22-24, 2013. Örebro
Open this publication in new window or tab >>Social identities and “Culture for All”: on culture as a tool for an inclusive society
2013 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper takes its point of departure in the understanding of culture as something we as human beings share and have in common. Culture is what makes us human beings (Geertz 1973). The Örebro regional plan addresses “culture for all” as a question of societal inclusion. As such “culture” is set within the frames of institutional settings. The objective of the paper is to contribute to the understanding of culture as tool for an inclusive society with an overall ambition to address the call for “culture for all”, its complexity as well as its societal and political dimensions. The paper inquires into what social identities, or subject positions, are constructed in the Örebro regional plan for culture. The question builds on the assumption of text, or discourse, as a social practice (Fairclough 1992). The result of this text analysis points to the assumption of an inclusive society, where the citizens share the same values and ideals. This assumption provides a common ground for the cultural activities that are recognized in the regional program. When difference is introduced as an analytical tool, social identities as gender, social class, age and ethnicity come into focus. An overall conclusion is that in addressing ”all” traditional values and norms are reproduced within dominating structures that open for sameness but close for difference. 

Place, publisher, year, edition, pages
Örebro: , 2013
Keywords
culture, social identities, discourse, social practice, sameness, difference
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-45829 (URN)
Conference
Revisiting Identity (REID), Örebro University, Örebro, Sweden, October 22-24, 2013
Available from: 2015-09-18 Created: 2015-09-17 Last updated: 2017-10-17Bibliographically approved
Öberg Tuleus, M., Olsson, A.-L. & Bonnevier, J. (2012). Sharing: a Comperative Perspective on the Relation Between Teaching and Learning. Journal of the Comenius Association (21), 7-12
Open this publication in new window or tab >>Sharing: a Comperative Perspective on the Relation Between Teaching and Learning
2012 (English)In: Journal of the Comenius Association, ISSN 2033-4443, no 21, p. 7-12Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Comenius Association, 2012
Keywords
Teaching, Learning, democracy, litterature
National Category
Humanities
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-30875 (URN)
Available from: 2013-09-19 Created: 2013-09-19 Last updated: 2019-04-05Bibliographically approved
Moreno Herrera, L. & Öberg-Tuleus, M. (2010). Working life education as an activity system: On experiences and challenges from a cultural historical activity perspective. Bulletin of Institute of Technology, Nagoya University (7), 41-48
Open this publication in new window or tab >>Working life education as an activity system: On experiences and challenges from a cultural historical activity perspective
2010 (English)In: Bulletin of Institute of Technology, Nagoya University, ISSN 0918-595X, no 7, p. 41-48Article in journal (Refereed) Published
Abstract [en]

The current changes in society and working life demands pose considerable challenges to curricular responses from all educational levels including higher education. This article focuses in the development of the university subject working life education at Örebro University, Sweden. Contextualizing aspects of this work are the ongoing process of globalization of the work forces, the emergence of a knowledge base society and the transition in the occupational sector from manufacturing to service oriented economies. In this context competences such as multi-skilling, technological literacy and social and intercultural competence are considered key aspects.

 

In the specific case of Sweden there has been for about two decades a growing demand for higher education to offer courses in areas with relevance for working life. This new courses are expected to have learning outcomes different to what skill oriented or managerial oriented courses offers. This article analyses the development of the subject working life education at Örebro University using activity theory. In more specific terms the cycle of expansive development research first developed by Yrjö Engeström is used as theoretical and methodological framework. The overall intention is to gain a deeper understanding of the subject’s constituency which is expected to serve as springboard for the expected developments.

Place, publisher, year, edition, pages
Nagoya: Institute of Technology, Nagoya University, 2010
Keywords
Work life education, activity system, cultural historical activity
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-12517 (URN)
Available from: 2010-11-23 Created: 2010-11-22 Last updated: 2017-10-18Bibliographically approved
Moreno Herrera, L. & Öberg-Tuleus, M. (2009). Working life education as a university subject: a case study - experiences, constrains and challenges. Paper presented at European Conference on Educational Research (ECER) 2009, Network 2. Vocational Education and Training (VETNET).
Open this publication in new window or tab >>Working life education as a university subject: a case study - experiences, constrains and challenges
2009 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

The current changes in society and working life demands pose considerable challenges to curricular response to all educational levels including higher education. Theoretically this paper takes as starting point the ongoing process of globalization of the work forces, the emergence of the knowledge base society and the transition in the occupational sector from manufacturing to service oriented economies. It further considers that in this context multi-skilling, technological literacy and social and intercultural competence are key aspects. With focus on a national case the papers derives rises questions valid for analysis and discussions in other contexts. In the specific case of Sweden, in addition to the ‘traditional’ vocational training giving specific qualifications, there has been for about two decades a growing demand for courses in higher education providing an overall understanding of working life from an educational perspective. Such courses are expected to produce learning outcomes differing from what other areas such organizational theory, management, etc might give. The paper examines experiences from a program so called “Working life education” offered at a Swedish university with focus on outcomes, constrains and the challenges for new phases of development in relation to the earlier mentioned working life demands.

 

Keywords
Working life education, cultural historical activity theory, competences
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-8455 (URN)
Conference
European Conference on Educational Research (ECER) 2009, Network 2. Vocational Education and Training (VETNET)
Available from: 2009-11-03 Created: 2009-11-03 Last updated: 2017-10-18Bibliographically approved
Öberg Tuleus, M. (2008). Lärarutbildning mellan det bekanta och det obekanta: en studie av lärares och lärarstudenters beskrivningar av levd erfarenhet i skola och högskola. (Doctoral dissertation). Örebro: Örebro universitet
Open this publication in new window or tab >>Lärarutbildning mellan det bekanta och det obekanta: en studie av lärares och lärarstudenters beskrivningar av levd erfarenhet i skola och högskola
2008 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Teacher education between familiarity and strangeness. An inquiry into the descriptions of lived experience told by teachers and student teachers in school and at the university.

The aim of this dissertation is to study teacher education as lived experience with an overall ambition to contribute to a deeper understanding of teacher education as a complex phenomenon. A basic interest is to approach teacher education from a point of view where the lived experience of teachers and student teachers in school and on campus is brought into focus. The main question of the study is: what meanings of the phenomenon teacher education emerge, when teacher education is studied as lived experience? To empirically inquire into lived experience a hermeneutical phenomenological perspective is developed. This means a phenomenological understanding of the life-world as an intentional, lived and social world, and a hermeneutical openness to put repeated and confirmed experience into play to open for new experience. The choice of participant observation and conversational interviewing as research methods made it necessary to develop a methodological strategy involving a flexible position as well as a wakeful position.

The results of the empirical study are presented in three in-betweens. Each of them focuses on a certain aspect of the life-world, as it emerges from the research question posed. The themes of unifying, modelling and of being market-oriented explore the meaning of teacher education as it comes forth between actor and institutional setting. Between actor and task, the meaning of teacher education takes shape in the lived situations of teachers and teacher students in school and on campus. When the meaning of the phenomenon teacher education unfolds between actor and actor, it is formed in the encounter with the “other”.

So far, the results are consistent with earlier research on teacher education. To challenge familiar descriptions and to approach complexity, the results are put into play by the use of corporality, temporality and spatiality as existential themes. This leads to the conclusions that the meaning of the phenomenon teacher education transpires from male and female perspectives. This conclusion puts at risk the gender neutral description of women and men within teacher education as “teachers” and “students”. Secondly, the meaning of the phenomenon teacher education is intertwined with situations where personal and collective experience of teachers and student teachers is expressed in feelings of familiarity and strangeness. This means that the past in the sense of what “traditional” teacher education used to mean is challenged by transformation in terms of what teacher education could mean. Thirdly, the meaning of the phenomenon teacher education always includes different meanings as well as a prevailing meaning that is interacting with the institutional setting. This puts into play the assumption that traditions always stay the same, and that reproduction dominates transformation.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2008. p. 252
Series
Örebro Studies in Education, ISSN 1404-9570 ; 23
Series
Doktorsavhandlingar inom den nationella forskarskolan i pedagogiskt arbete, ISSN 1653-6894 ; 13
Keywords
teacher education, hermeneutical phenomenology, lived experience, life-world, complexity, in-between, higher education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-2138 (URN)978-91-7668-600-3 (ISBN)
Public defence
2008-06-04, Hörsal P 2, Prismahuset, Örebro universitet, Örebro, 13:00 (English)
Opponent
Supervisors
Available from: 2008-05-19 Created: 2008-05-19 Last updated: 2017-10-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6524-1022

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