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Publications (10 of 163) Show all publications
Lundh Snis, U., Carlsson, L., Assmo, P. & Jacobs, H. (Eds.). (2024). Abstract Book: Abstract Book WIL Conferens 2024 : 2nd International Concference on Work-Integrated Learning. Paper presented at WIL24: 3-5 April 2024 Central University of Technology - South Africa. Trollhättan: University West
Open this publication in new window or tab >>Abstract Book: Abstract Book WIL Conferens 2024 : 2nd International Concference on Work-Integrated Learning
2024 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: University West, 2024. p. 31
Keywords
Work-Integrated Learning, WIL
National Category
Work Sciences Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21442 (URN)978-91-89325-69-2 (ISBN)
Conference
WIL24: 3-5 April 2024 Central University of Technology - South Africa
Available from: 2024-04-02 Created: 2024-04-02 Last updated: 2024-04-08
Eklöf, J., Hamelryck, T., Last, C., Grima, A. & Lundh Snis, U. (2023). Abstraction, mimesis and the evolution of deep learning. AI & Society: The Journal of Human-Centred Systems and Machine Intelligence, 1-9
Open this publication in new window or tab >>Abstraction, mimesis and the evolution of deep learning
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2023 (English)In: AI & Society: The Journal of Human-Centred Systems and Machine Intelligence, ISSN 0951-5666, E-ISSN 1435-5655, p. 1-9Article in journal (Refereed) Published
Abstract [en]

Deep learning developers typically rely on deep learning software frameworks (DLSFs)—simply described as pre-packaged libraries of programming components that provide high-level access to deep learning functionality. New DLSFs progressively encapsulate mathematical, statistical and computational complexity. Such higher levels of abstraction subsequently make it easier for deep learning methodology to spread through mimesis (i.e., imitation of models perceived as successful). In this study, we quantify this increase in abstraction and discuss its implications. Analyzing publicly available code from Github, we found that the introduction of DLSFs correlates both with significant increases in the number of deep learning projects and substantial reductions in the number of lines of code used. We subsequently discuss and argue the importance of abstraction in deep learning with respect to ephemeralization, technological advancement, democratization, adopting timely levels of abstraction, the emergence of mimetic deadlocks, issues related to the use of black box methods including privacy and fairness, and the concentration of technological power. Finally, we also discuss abstraction as a symptom of an ongoing technological metatransition.

Place, publisher, year, edition, pages
Springer Nature, 2023
Keywords
Deep learning · Evolution of deep learning · Abstraction · Mimesis
National Category
Learning Information Systems, Social aspects
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20135 (URN)10.1007/s00146-023-01688-z (DOI)000999202200001 ()2-s2.0-85160720644 (Scopus ID)
Note

CC BY 4.0

Open access funding provided by Royal Danish Library.

Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2024-01-02
Lundh Snis, U., Vallo Hult, H., Smidt, H., Linder, J., Carlén, U., Johansson, K., . . . Tano, I. (2023). Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration. In: Luis Gómez Chova, Chelo González Martínez and Joanna Lees (Ed.), ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023. Paper presented at 16th annual International Conference of Education, Research and Innovation, 13-15 November, 2023, Seville, Spain (pp. 1298-1302). The International Academy of Technology, Education and Development
Open this publication in new window or tab >>Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration
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2023 (English)In: ICERI 2023 Proceedings: 6th annual International Conference of Education, Research and Innovation, Seville, Spain. 13-15 November, 2023 / [ed] Luis Gómez Chova, Chelo González Martínez and Joanna Lees, The International Academy of Technology, Education and Development, 2023, p. 1298-1302Conference paper, Published paper (Other academic)
Abstract [en]

For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.

At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.

To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.

The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders.

Place, publisher, year, edition, pages
The International Academy of Technology, Education and Development, 2023
Series
ICERI Proceedings, E-ISSN 2340-1095
Keywords
Work-integrated learning (WIL), strategic partnerships, pedagogical design, competence development and lifelong learning
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21057 (URN)10.21125/iceri.2023.0427 (DOI)978-84-09-55942-8 (ISBN)
Conference
16th annual International Conference of Education, Research and Innovation, 13-15 November, 2023, Seville, Spain
Funder
Vinnova
Available from: 2023-12-13 Created: 2023-12-13 Last updated: 2024-01-12Bibliographically approved
Svensson, A., Lundh Snis, U. & Bernhard, I. (2023). Guest editorial: Learning capabilities for future work practices. Journal of Workplace Learning, 35(6), 465-469
Open this publication in new window or tab >>Guest editorial: Learning capabilities for future work practices
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 6, p. 465-469Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
learning, work practices
National Category
Business Administration Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-20672 (URN)10.1108/jwl-08-2023-198 (DOI)001049298000001 ()2-s2.0-85168108166 (Scopus ID)
Available from: 2023-09-05 Created: 2023-09-05 Last updated: 2024-01-04Bibliographically approved
Svensson, A., Lundh Snis, U. & Bernhard, I. (2023). Guest editorial: Learning capabilities for future work practices: part two. Journal of Workplace Learning, 35(8), 665-669
Open this publication in new window or tab >>Guest editorial: Learning capabilities for future work practices: part two
2023 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 8, p. 665-669Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2023
Keywords
learning, workplace
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21062 (URN)10.1108/jwl-10-2023-199 (DOI)2-s2.0-85178179744 (Scopus ID)
Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2024-01-04Bibliographically approved
Högberg, K., Lundh Snis, U., Svensson, L. & Wihlborg, E. (2023). The analogue disruption of digitalization: the Local bases of the hospitality industry in a Global economy. In: Tung X. Bui (Ed.), Proceedings of the Annual Hawaii International Conference on System Sciences: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023 through 6 January 2023. Paper presented at 56th Annual Hawaii International Conference on System Sciences, HICSS 2023; 3 January 2023 - 6 January 2023 (pp. 3984-3993). IEEE Computer Society, 2023
Open this publication in new window or tab >>The analogue disruption of digitalization: the Local bases of the hospitality industry in a Global economy
2023 (English)In: Proceedings of the Annual Hawaii International Conference on System Sciences: 56th Annual Hawaii International Conference on System Sciences, HICSS 2023 Virtual, Online 3 January 2023 through 6 January 2023 / [ed] Tung X. Bui, IEEE Computer Society, 2023, Vol. 2023, p. 3984-3993Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There are vital challenges for organization undergoing digital transformation, especially those that rely more and more on the ever-evolving platform economy. The hotel industry faces key problems as they need to have the power to control and augment the value chain supported by an ongoing access to accurate data (such as online customer behavior). We discuss on a conceptual level how such disruptive economic changes appear in the analogue and physical practice, at place in hotel organisations. We explore the practice of analogue disruption as it emerges as struggles and discontinuities that may not bring the expected flow of value to the business. This paper aims to examine how analogue disruptions takes place due to the ongoing digitalization in the hotel sector through the platform economy. We here apply a qualitative analysis with interpretative methodologies, that will open for further knowledge and insights on the analogue disruption of digital transformation. © 2023 IEEE Computer Society. All rights reserved.

Place, publisher, year, edition, pages
IEEE Computer Society, 2023
Keywords
Conceptual levels; Digital transformation; Disruptive change; Global economies; Hospitality industry; Hotel industry; Local economy; Online customer behaviors; Power; Value chains; Hotels
National Category
Information Systems, Social aspects Business Administration
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19888 (URN)2-s2.0-85152139036 (Scopus ID)9780998133164 (ISBN)
Conference
56th Annual Hawaii International Conference on System Sciences, HICSS 2023; 3 January 2023 - 6 January 2023
Available from: 2023-04-26 Created: 2023-04-26 Last updated: 2024-01-10Bibliographically approved
Arghavan Shahlaei, C. & Lundh Snis, U. (2022). Conceptualizing industrial workplace learning: an information systems perspective. Journal of Workplace Learning, 35(9), 1-21
Open this publication in new window or tab >>Conceptualizing industrial workplace learning: an information systems perspective
2022 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 9, p. 1-21Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
Manufacturing industry, Learning, Workplace learning, Industry 4.0, Digitalization, Work practice
National Category
Work Sciences Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19160 (URN)10.1108/JWL-04-2021-0048 (DOI)000835772200001 ()2-s2.0-85136459260 (Scopus ID)
Available from: 2022-10-25 Created: 2022-10-25 Last updated: 2023-06-02
Lundh Snis, U., Vallo Hult, H., Smidt, H., Carlén, U., Johansson, K., Fredriksson-Larsson, U., . . . Linder, J. (2022). Enhancing Quality through Work Integrated Learning and Collaboration Partnership. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 90-91). Trollhättan: University West
Open this publication in new window or tab >>Enhancing Quality through Work Integrated Learning and Collaboration Partnership
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2022 (English)In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 90-91Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.

Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. 

In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.

The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.

Place, publisher, year, edition, pages
Trollhättan: University West, 2022
Keywords
Work-integrated learning (WIL), higher education, collaboration, quality framework
National Category
Pedagogy Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19568 (URN)9789189325302 (ISBN)
Conference
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Note

The general theme of the conference is: “WIL in the service of society”

Available from: 2023-01-11 Created: 2023-01-11 Last updated: 2024-02-15Bibliographically approved
Lundh Snis, U., Smidt, H., Fredriksson-Larsson, U., Tano, I., Påsse, M., Carlén, U., . . . Johansson, K. (2022). Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project). In: : . Paper presented at LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden.
Open this publication in new window or tab >>Kvalitetsramverk för arbetsintegrerat lärande i högre utbildning (KAILU-project)
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2022 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19951 (URN)
Conference
LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden
Available from: 2023-05-10 Created: 2023-05-10 Last updated: 2023-12-19Bibliographically approved
Hattinger, M., de Blanche, A., Olsson, A. K., Carlsson, L., Lundh Snis, U., Eriksson, K. M. & Belenki, S. (2022). Reviewing human-centric themes in intelligent manufacturing research. In: International Conference on Work Integrated Learning: Abstract Book. Paper presented at WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden (pp. 125-127). Trollhättan: University West
Open this publication in new window or tab >>Reviewing human-centric themes in intelligent manufacturing research
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2022 (English)In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 125-127Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In the era of Industry 4.0, emergent digital technologies generate profound transformations in the industry toward developing intelligent manufacturing. The technologies included in Industry 4.0 are expected to bring new perspectives to the industry on how manufacturing can integrate new solutions to get maximum output with minimum resource utilization (Kamble et al., 2018). Industry 4.0 technologies create a great impact on production systems and processes, however, affect organizational structures and working life conditions by disrupting employees’ everyday practices and knowledge, in which competence and learning, human interaction, and organizational structures are key. Hence, new digital solutions need to be integrated with work and learning to generate more holistic and sustainable businesses (Carlsson et al., 2021).

The core Industry 4.0 technologies are built on cyber-physical systems (CPS), cloud computing, and the Internet of things (IoT) (Kagermann et al., 2013; Zhou et al., 2018). In recent years, an array of additional technologies has been developed further, such as artificial intelligence (AI), big data analytics, augmented and virtual reality (AR/VR), cyber security, robotics, and automation. Industry 4.0 aims to create a potential for faster delivery times, more efficient and automated processes, higher quality, and customized products (Zheng et al., 2021). Hence, the ongoing transformation through the technological shift of production in combination with market demands pushes the industry and its production process.

Recent research has substantially contributed to an increased understanding of the technological aspects of Industry 4.0. However, the utilization of technologies is only a part of the complex puzzle making up Industry 4.0 (Kagermann et al., 2013; Zheng et al., 2021). The impact Industry 4.0 technologies and application s have on the industrial context also changes and disrupts existing and traditional work practices (Taylor et al., 2020), management and leadership (Saucedo-Martínez et al., 2018), learning and skills (Tvenge & Martinsen, 2018), and education (Das et al., 2020). This research has shown a growing interest in human-centric aspects of Industry 4.0 (Nahavandi, 2019), i.e., the transformative effects Industry 4.0 has on humans, workplace design, organizational routines, skills, learning, etc. However, these aspects are scarcely considered in-depth. Given this, and from a holistic point of view, there is a need to understand intelligent manufacturing practice from a human-centric perspective, where issues of work practices and learning are integrated, herein refe rred to as industrial work-integrated learning. I-WIL is a research area that particularly pays attention to knowledge production and learning capabilities related to use and development when technology and humans co -exist in industrial work settings (Shahlaei & Lundh Snis, 2022). Even if Industry 4.0 still is relevant for continuous development, a complementary Industry 5.0 has arisen to provide efficiency and productivity as the sole goals to reinforce a sustainable, human-centric, and resilient manufacturing industry (Breque et al., 2021; Nahavandi, 2019).

Given this situation, the research question addressed here is: How does state-of-the-art research of Industry 4.0 technologies and applications consider human-centric aspects? A systematic literature review was conducted aiming to identify a future research agenda that emphasizes human-centric aspects of intelligent manufacturing, that will contribute to the field of manufacturing research and practices. This question was based on very few systematic literature reviews, considering Industry 4.0 research incorporating human -centric aspects for developing intelligent manufacturing (Kamble et al., 2018; Zheng et al., 2021). The literature review study was structured by the design of Xiao and Watson’s (2019) methodology consisting of the steps 1) Initial corpus creation, 2) Finalizing corpus, and 3) Analyzing corpus, and we also used a bibliometric approach throughout the search process (Glänzel & Schoepflin, 1999). The keyword selection was categorized into three groups of search terms, “industry 4.0”, “manufacturing”, and “artificial intelligence”, see figure 1. (Not included here)

Articles were collected from the meta -databases EBSCOhost, Scopus, Eric, and the database AIS, to quantify the presence of human-centric or human-involved AI approaches in recent manufacturing research. A total of 999 scientific articles were collected and clustered based on a list of application areas to investigate if there is a difference between various areas in which artificial intelligence is used. The application areas are decision -making, digital twin, flexible automation, platformization, predictive maintenance, predictive quality, process optimization, production planning, and quality assessment.Throughout the review process, only articles that included both AI and human -centric aspects were screened and categorized. The final corpus included 386 articles of which only 93 articles were identified as human -centric. These articles were categorized into three themes: 1) organizational change, 2) competence and learning, and 3) human-automation interaction. Theme 1 articles related mostly to the application areas of flexible automation (11), production planning (9), and predictive maintenance (5). Theme 2 concerned the application areas of production planning and quality assessment (7), and process optimization (7).

Finally, theme 3 mainly focused on flexible automation (10), digital twin (3), and platformization (3). The rest of the corpus only consisted of one or two articles in related application areas. To conclude, only a few articles were found that reinforce human -centric themes for Industry 4.0 implementations. The literature review identified obstacles and opportu nities that affect manufacturing organizations to reap the benefits of Industry 4.0. Hence, I-WIL is proposed as a research area to inform a new research agenda that captures human and technological integration of Industry 4.0 and to further illuminate human-centric aspects and themes for future sustainable intelligent manufacturing. 

Place, publisher, year, edition, pages
Trollhättan: University West, 2022
Keywords
Industry 4.0, Industry 5.0, intelligent manufacturing, work-integrated learning, human-centric aspects, literature review
National Category
Pedagogy Learning
Research subject
Work Integrated Learning; Production Technology
Identifiers
urn:nbn:se:hv:diva-19572 (URN)9789189325302 (ISBN)
Conference
WIL'22 International Conference on Work Integrated Learning, 7-9 December 2022, University West, Trollhättan, Sweden
Note

 The study was carried out within the AHIL-project, Artificial and Human Intelligence through Learning, funded by the Swedish Knowledge Foundation and University West

Available from: 2023-01-11 Created: 2023-01-11 Last updated: 2023-06-02Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-6101-3054

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