scholarly journals Acta Didactica Norge 2007 - 2017

2017 ◽  
Vol 11 (3) ◽  
pp. 1 ◽  
Author(s):  
Rita Elisabeth Hvistendahl ◽  
Glenn Ole Hellekjær ◽  
Jon Magne Vestøl
Keyword(s):  
Teacher Education ◽  
Open Access ◽  
Open Access Journal ◽  
Start Up ◽  
School Research ◽  
Level 1 ◽  
Wide Readership ◽  
University Of Oslo ◽  
The University ◽  
Open Journal Systems

Acta Didactica Norge ble etablert som fritt tilgjengelig tidsskrift for fagdidaktikk og lærerutdanning på nivå 1 i 2007 etter initiativ fra Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo.  Det var det første norske tidsskriftet som tok i bruk tidsskrifts- og publiseringssystemet Open Journal Systems. I denne artikkelen trekkes det opp noen linjer i tidsskriftets tiårige historie fra etableringen i 2007 gjennom tre faser: oppstart, konsolidering og ekspansjon.  Tidsskriftet er i dag et tidsskrift på publiseringstjenesten FRITT – frie tidsskrifter fra UiO. Det tar verken abonnements- eller publiseringsavgift. Tidsskriftet har hatt en kraftig vekst i antall artikler fra starten til i dag, og et høyt antall nedlastinger tyder på at det når ut til en stor leserskare. Acta Didactica Norge 2007 - 2017AbstractIn 2007 Acta Didactica Norge, an open-access, level 1 journal for subject didactics and teacher education, was established at the initiative of the Department of Teacher Education and School Research, the University of Oslo.  It was the first Norwegian journal to use the Open Journal Systems for online journals. This article provides an overview of the first ten years, through the start-up, consolidation, and expansion phases. Today Acta Didactica Norge is one of Oslo University’s FRITT journals, which does not require subscription or publication fees.  FRITT is an Open Access journal publishing service hosted by the University Library. During the last ten years the journal has had a dramatic increase in submitted and published articles and a high number of downloads give evidence of a wide readership.

scholarly journals Learning to teach at the boundaries between university courses and internships [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Cecilie Flo Jahreie
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
University Courses ◽  
School Research ◽  
Cultural Historical Activity ◽  
Theory Practice Gap ◽  
University Of Oslo ◽  
The University

The theory-practice gap is a recurring problem in teacher education. This article is concerned with how student teachers learn to teach at the boundaries between university courses and internships. I investigate how participants create meaning around scientific concepts, and how they respond to the institutional context they act in, thereby making it relevant. These questions are addressed by employing the Cultural-Historical Activity theory. The study took place at the Department for Teacher Education and School Research at the University of Oslo. The data are based on extensive observations in various settings at the university and schools offering internships. Interaction analysis is used to analyze participation in different settings. The analysis shows that the students encounter divergent structures and discourses in the course of their learning trajectories. What counts as knowledge differs between universities and schools, and within the university. In teacher-led situations, student teachers are positioned in relation to the teachers and mentors, with few opportunities for knowledge construction. The study also shows instances where the student teachers explore and elaborate upon knowledge in new ways, such as in group collaborations. From the perspective of the student, it seems reasonable to argue that the contradictions within and between the activity systems serve as constraints on learning. However, to create coherent programs, concepts and ideas about teaching and learning have to be shared by Departments of Teacher Education DTEs and partner schools.

scholarly journals Launch of an Open Access peer-reviewed journal on the treatment of respiratory diseases with integrated traditional Chinese and Western medicine

2020 ◽  
Vol 1 ◽  
pp. E1
Author(s):  
Xianmei Zhou
Keyword(s):  
Open Access ◽  
Western Medicine ◽  
Respiratory Diseases ◽  
Open Access Journal ◽  
Diagnostic Methods ◽  
Respiratory Medicine ◽  
Editorial Team ◽  
Comprehensive Treatment ◽  
Wide Readership ◽  
Medical Disciplines

We launch “Integrative Respiratory Medicine (IRM)” a new peer-reviewed Open Access journal treating the progress in diagnostic methods as well as comprehensive treatment of integrated traditional Chinese and Western medicine on respiratory diseases. The editorial team believes that IRM will receive a wide readership and soon become a recognized source of innovative and exciting papers in the integrative respiratory medical disciplines.

scholarly journals Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Ida Katrine Riksaasen Hatlevik ◽  
Kirsti Lyngvær Engelien ◽  
Doris Jorde
Keyword(s):  
Teacher Education ◽  
Role Models ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Professionalism ◽  
Quality Work ◽  
Study Programs ◽  
University Of Oslo ◽  
The University

For å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende. Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet The contribution of university schools to the development of Teacher Education at the University of Oslo AbstractEstablishment of close and committed partnerships between teacher education institutions, a few selected teacher education schools (university schools), and school owners is an important strategy put forth by the Department of Education (2017) to strengthen the quality of practice in teacher education as well as to increase research-based development in schools. In this article, we provide new knowledge of how partnerships with university schools are able to promote quality improvement in various parts of the teacher education program. The University of Oslo has ten years of experience working with university school relationships in which both types of institutions have unique and complementary ways of looking at and working with teacher professionalism in teacher education. The article provides examples from this partnership, analyzing them in light of indicators of: well-functioning partnerships between the teacher education institution and practice schools; quality work related to the development of study programs for teacher education; and good teacher education. The article’s main findings are that in a well-functioning partnership, university schools are able to influence the quality of teacher education programs by contributing to the management of study programs, including courses, teaching, evaluation and practice forms on campus and within school practice. In addition, close connections between school and campus promote professional relevance for teacher education students and provide good role models for understanding the professionalism of becoming a teacher. The article also provides a theoretical framework of quality indicators that may be used in analyzing partnerships between teacher education intuitions and schools. Keywords: close and committed partnerships, teacher education schools, quality work, relevance, educational quality

scholarly journals Open access to scientific publishing

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Janne Beate Reitan
Keyword(s):  
Open Access ◽  
Editorial Team ◽  
Free Access ◽  
Scientific Quality ◽  
Scientific Publications ◽  
University Of British Columbia ◽  
Improved Design ◽  
Faculty Of Education ◽  
University Of Oslo ◽  
The University

Interest in open access (OA) to scientific publications is steadily increasing, both in Norway and internationally. From the outset, FORMakademisk has been published as a digital journal, and it was one of the first to offer OA in Norway. We have since the beginning used Open Journal Systems (OJS) as publishing software. OJS is part of the Public Knowledge Project (PKP), which was created by Canadian John Willinsky and colleagues at the Faculty of Education at the University of British Columbia in 1998. The first version of OJS came as an open source software in 2001. The programme is free for everyone to use and is part of a larger collective movement wherein knowledge is shared. When FORMakademisk started in 2008, we received much help from the journal Acta Didactic (n.d.) at the University of Oslo, which had started the year before us. They had also translated the programme to Norwegian. From the start, we were able to publish in both Norwegian and English. Other journals have used FORMakademisk as a model and source of inspiration when starting or when converting from subscription-based print journals to electronic OA, including the Journal of Norwegian Media Researchers [Norsk medietidsskrift]. It is in this way that the movement around PKP works and continues to grow to provide free access to research. As the articles are OA, they are also easily accessible to non-scientists. We also emphasise that the language should be readily available, although it should maintain a high scientific quality. Often there may be two sides of the same coin. We on the editorial team are now looking forward to adopting the newly developed OJS 3 this spring, with many new features and an improved design for users, including authors, peer reviewers, editors and readers.

scholarly journals Co-building Open Science: Portrait of the University Library as a Publisher

2019 ◽  
Vol 68 (5) ◽  
pp. 517-523
Author(s):  
Emilie Barthet ◽  
Jean-Luc De Ochandiano ◽  
Irina S. Boldyreva
Keyword(s):  
Social Sciences ◽  
Open Access ◽  
Academic Staff ◽  
Open Science ◽  
Open Access Journal ◽  
Online Publishing ◽  
Social Sciences And Humanities ◽  
University Library ◽  
Open Access Journals ◽  
The University

Located in Lyon, France, the Jean Moulin Lyon 3 University is home to 30 000 students in law, management and humanities, around 600 academic staff and 18 research units. A dedicated research support team was implemented within the University library in 2015, to promote open access to their results. In 2017, answering to requests expressed by researchers to be helped in their online publishing, the library launched an in-house incubator for open access journals in social sciences and humanities. Staff from the research units was offered an open access standard-compliant publishing platform, technical and editorial assistance, training for publications, and program to have the backlog of issues addressed.The journal incubator raison d’être is to allow the University’s research to be available on an open access basis, to reinforce good open access journal publishing practices among research units and to improve the overall visibility of the research produced by Jean Moulin Lyon 3 researchers. The project quickly gathered momentum: two other higher educational institutions have approached the library to see if they could publish on the platform, thus expanding its role beyond the limits of its parent institution. The project played an instrumental role in forming, in late 2018, a network of French incubators and publishing platforms in social sciences and humanities. Named REPÈRES, the network promotes sharing good practices among public-funded open access publishers. The Jean Moulin Lyon 3 library project is a contribution to bibliodiversity since it supports an open access model and the use of vernacular languages (French in the case at hand). The project also reinforces the intertwining of academic and library staff for the common goal of scientific publishing. Thus, the library becomes a full participant of the scientific process.

scholarly journals 2018 Year-End Editorial

2019 ◽  
Vol 28 ◽  
pp. 281-282
Author(s):  
Taylor Morphett
Keyword(s):  
Open Access ◽  
Open Access Journal ◽  
Graduate Level ◽  
University Of Toronto ◽  
Creative Solutions ◽  
Language Literacy ◽  
The Many ◽  
Thesis Writing ◽  
The University

I am thrilled to be writing 2018’s Year-End Editorial for CJSDW/R. One of the (many) benefits to working on an ongoing open access journal is that the editorial occurs after the volume is complete. This allows for a review of the year that considers how the published pieces connect to one another. This year we published a piece from the University of Toronto featuring a trialogue on editing pluriligual scholars’ work at the graduate level between James Corcoran, Antoinette Gagné, and Megan McIntosh. Their conversation argues for “flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing” (p. 1). This piece really frames the two special sections produced this year in our journal which both take on the question of writing in the university, challenging the conventional practices and arguing for flexible and creative solutions.

scholarly journals Pelatihan Akreditasi Jurnal Nasional Bagi Pengelola Jurnal Se-Indonesia di Universitas Pelita Bangsa, Cikarang, Bekasi

2021 ◽  
Vol 2 (2) ◽  
pp. 106-120
Author(s):  
Syamruddin Syamruddin ◽  
Gatot Kusjono ◽  
Iman Lubis ◽  
Oki Iqbal Khair ◽  
Andi Sopandi
Keyword(s):  
Open Access ◽  
Community Service ◽  
Open Access Journal ◽  
Know How ◽  
National Journal ◽  
Research And Innovation ◽  
Open Access Journals ◽  
Training Post ◽  
Open Journal Systems

This Community Service (PkM) aims to share and share knowledge and enlightenment for journal managers in Indonesia on how to manage journals properly and correctly. Then provide tips on preparing for an accredited journal. Besides that, it also helps journal managers to achieve the National Journal Accreditation (Arjuna) SINTA. The methods used are in the form of orientation, lectures, workshops, journal reviews, and evaluations. The method consists of four stages, namely pre-training, training, post-training, and continuous PkM activities. The results obtained by the participants during the training were that they increasingly understood how to manage a good and correct journal. Participants know how to manage journals through open-access journals using open journal systems. Furthermore, after understanding the correct management of journals, participants are more confident in preparing their journals for national journal accreditation. The next stage, is ready to register the journal to be accredited by the National Research and Innovation Agency (BRIN). Abstrak Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk sharing dan berbagi pengetahuan dan pencerahan bagi para pengelola jurnal di Indonesia bagaimana mengelola jurnal dengan baik dan benar. Kemudian memberikan tip-tip tentang persiapan menuju jurnal yang terakreditasi. Selain itu  mengantarkan para pengelola jurnal agar bisa meraih Akreditasi Jurnal Nasional (Arjuna) SINTA. Adapun metode yang dilakukan yaitu dalam bentuk orientasi, ceramah, workshop, bedah jurnal, dan evaluasi. Metode tersebut dalam empat tahap yakni pra pelatihan, pelatihan, paska pelatihan, dan kegiatan PkM berkelanjutan. Hasil yang diperoleh peserta selama pelatihan adalah semakin memahami bagaimana mengelola jurnal yang baik dan benar. Peserta mengetahui pengelolaan jurnal melalui open-access journal dengan cara open journal systems. Selanjutnya setelah memahami pengelolaan jurnal yang benar, peserta semakin yakin untuk mempersiapkan jurnalnya menuju akreditasi jurnal nasional. Tahap berikutnya, sudah siap untuk mendaftarkan jurnalnya untuk diakreditasi oleh Badan Riset dan Inovasi Nasional (BRIN). Kata Kunci: pelatihan; akreditasi; jurnal; sistem jurnal terbuka

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