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Hedman, K., Henning, C. & Svensson, L. A. (2019). Empowering older people in different contexts through social ties. In: [ed] T. Anme (Ed.), Creating empowerment in communities: Theory and practice from an international perspective (pp. 95-111). New York: Nova Science Publishers, Inc.
Öppna denna publikation i ny flik eller fönster >>Empowering older people in different contexts through social ties
2019 (Engelska)Ingår i: Creating empowerment in communities: Theory and practice from an international perspective / [ed] [ed] T. Anme, New York: Nova Science Publishers, Inc., 2019, s. 95-111Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

A better understanding of insecure living circumstances and the relational world of older people has the potential to contribute to the development of care planning and delivery. This chapter examines conditions of precarity and empowering social ties of older people in community sites. The study used ethnographic methods to understand the lived experiences of 20 older people that was predominantly female and African American in Baton Rouge in the U.S. State of Louisiana. The ethnographic fieldwork for this investigation was conducted from 2013 to 2018 through participant-observations and open-ended interviews in three community sites in Baton Rouge. The field data was analyzed using social network and empowerment frameworks. The social ties of older people in Louisiana were compared with a previous study on social ties of older people in two Swedish senior centers. The analysis focuses self-, peer- and community empowerment levels and how they protect against precarity of older people. The findings from studying different community sites of older people in Louisiana demonstrate that the key social support ties that provided a buffer against precarity of older people were close friendships made in community sites and spiritual faith ties to God. Conditions of precarity and sources of stress of older people in Louisiana were constant threats of discontinuity of home-based health care services, prescription and medication access, not affording health care and other social problems of poverty, cognitive impairment and declining health. In Louisiana, self- and peer empowerment of older people were strong, but community empowerment through home-based health care services were not enough to prevent and reduce precarity of older people. Toward the background that Sweden can be considered to have a comprehensive social welfare system it is easier to see examples of empowerment of older people on all three levels. Self- and community empowerment were the strongest when studying examples of community sites for older people. In the Swedish study, the social network of older people was dominated by thin ties between senior peers. Community sites are needed as completent to ageing at home. In Louisiana, strong (thick) ties of older people were dominant. For the older people in Louisiana to receive consistent home-based health care services was not a given but required an ongoing active and joint effort by older people, family caregivers and friends. Policy implications of this study are that ongoing care support by family caregivers, friends and home-based health care services and medication access without gaps are needed to reduce and protect against precarity of older people. Self-empowerment should be supported by not only peer but also community empowerment.

Ort, förlag, år, upplaga, sidor
New York: Nova Science Publishers, Inc., 2019
Nyckelord
older people, precarity, social ties, social network, empowerment, friendship, ethnography, senior citizen center
Nationell ämneskategori
Socialt arbete
Forskningsämne
SAMHÄLLSVETENSKAP, Socialt arbete
Identifikatorer
urn:nbn:se:hv:diva-13530 (URN)9781536149425 (ISBN)
Tillgänglig från: 2019-03-21 Skapad: 2019-03-21 Senast uppdaterad: 2020-01-28Bibliografiskt granskad
Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2019). Flipped healthcare for better or worse. Health Informatics Journal, 25(3), 587-597
Öppna denna publikation i ny flik eller fönster >>Flipped healthcare for better or worse
2019 (Engelska)Ingår i: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811, Vol. 25, nr 3, s. 587-597Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

Nyckelord
adult, article, case report, clinical article, consumer, drawing, female, human, learning, male, professional practice, resident, workplace
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-13851 (URN)10.1177/1460458219833099 (DOI)000492276100012 ()2-s2.0-85063317860 (Scopus ID)
Anmärkning

First Published March 19, 2019

Tillgänglig från: 2019-05-24 Skapad: 2019-05-24 Senast uppdaterad: 2020-01-30
Haj-Bolouri, A., Master Östlund, C., Rossi, M. & Svensson, L. (2019). Work-Integrated Learning as an Outcome of Using Action Design Research in Practice. In: Tulu B., Djamasbi S., Leroy G. (Ed.), Extending the Boundaries of Design Science Theory and Practice: . Paper presented at DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology (pp. 92-107). Springer, 11491
Öppna denna publikation i ny flik eller fönster >>Work-Integrated Learning as an Outcome of Using Action Design Research in Practice
2019 (Engelska)Ingår i: Extending the Boundaries of Design Science Theory and Practice / [ed] Tulu B., Djamasbi S., Leroy G., Springer, 2019, Vol. 11491, s. 92-107Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

Ort, förlag, år, upplaga, sidor
Springer, 2019
Serie
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349
Nyckelord
Action Design Research, Work-Integrated learning, Reflective practice, Design Science Research
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-14805 (URN)10.1007/978-3-030-19504-5_7 (DOI)2-s2.0-85066019666 (Scopus ID)978-3-030-19503-8 (ISBN)978-3-030-19504-5 (ISBN)
Konferens
DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology
Tillgänglig från: 2019-12-27 Skapad: 2019-12-27 Senast uppdaterad: 2020-01-27Bibliografiskt granskad
Gellerstedt, M., Babaheidari, S. M. & Svensson, L. (2018). A first step towards a model for teachers' adoption of ICT pedagogy in schools.. Heliyon, 4(9), Article ID e00786.
Öppna denna publikation i ny flik eller fönster >>A first step towards a model for teachers' adoption of ICT pedagogy in schools.
2018 (Engelska)Ingår i: Heliyon, E-ISSN 2405-8440, Vol. 4, nr 9, artikel-id e00786Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

It is important to identify and understand important factors underpinning the integration of information and communication technology (ICT) in schools. And, it is important that ICT is adopted in a sound pedagogical manner. The aim with this study was to suggest a model for the actual use of ICT in schools and how it may be related to important factors such as technological pedagogical expectations. The design of the model was inspired by TAM2 and UTAUT models, but with some modifications. We have developed a model which highlight the pedagogical aspects beyond the technical ones. Furthermore, our suggested model also include the adoption of digital techniques in everyday life as a potential predictor of adoption of ICT at work. The sample consists of 122 teachers and we analyzed the model with a structural equation model. This study contributes with a suggested model including a new construct for measuring expected performance from a technological pedagogical point of view. This new construct was a significant predictor to actual use of ICT in school. Furthermore we also developed a new construct for adoption of ICT in everyday life, which also was a significant predictor to actual use of ICT in school.

Ort, förlag, år, upplaga, sidor
Elsevier, 2018
Nyckelord
Education, Information science
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik Pedagogik
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-13027 (URN)10.1016/j.heliyon.2018.e00786 (DOI)000446242500004 ()30294690 (PubMedID)2-s2.0-85054014451 (Scopus ID)
Forskningsfinansiär
Länsförsäkringar AB
Tillgänglig från: 2018-10-23 Skapad: 2018-10-23 Senast uppdaterad: 2019-05-24Bibliografiskt granskad
Bernhardsson, L., Gellerstedt, M. & Svensson, L. (2018). An eye for an I: a framework with focus on the integration of work and learning in higher education. In: INTED 2018: Proceedings. Paper presented at INTED 2018, Valencia, 12th annual International Technology, Education and Development Conference Valencia, 5th, 6th and 7th of March, 2018 (pp. 4923-4927).
Öppna denna publikation i ny flik eller fönster >>An eye for an I: a framework with focus on the integration of work and learning in higher education
2018 (Engelska)Ingår i: INTED 2018: Proceedings, 2018, s. 4923-4927Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Higher education plays a new role in the society and the highly specialized labor market, and higher education institutes are expected to interact with and contribute to the surrounding society. University West in Sweden is since 2002 commissioned by the government to develop the pedagogical strategy called work-integrated learning (WIL) and WIL is the “trade mark” for the University. This means that pedagogical methods are based on WIL and that the faculty is working on further refinement and development in order to maximize the pedagogical gain offered by using the synergy between theory and practice.

Work-integrated-learning activities are often implemented in a course as methods aligned to the learning outcomes regarding knowledge in the specific subject. However, another perspective is that the capacity to reflect and understand the integration of theory and practice could actually be a learning outcome in itself. From this perspective, it is vital to theoretically frame and formulate stringent learnings outcomes. To have a clear framework for this is important for curriculum design, course delivery and assessment, as well.

In a self-evaluation conducted at the University, including focus groups with, both undergraduate and post graduate students, teachers, researchers and managers, a call for a framework has been expressed.

In this conceptual paper, we propose a framework to support, design, delivery and assessment of work-integrated-learning progression, i.e. understanding of the integration between theory and practice. This framework is inspired by theories regarding constructive alignment [3], the SOLO taxonomy, agentic learning, SAMR-model and the RAT-model. RAT means Replacement, Amplifying and Replacement [4] while SAMR is the acronym for Substitution, Augmentation, Modification and Redefinition [5]. Our WIL-4U has also been inspired by SOLO taxonomy [6]

In short, the framework for progression includes a progression from being descriptive regarding the observed practice, skills for comparing and evaluating practices, to be agentic in how theory and practice could be used in synergy for evolving, new theory and development of practice. Thereby, putting on eye on the “i” in WiL.

Ultimately such a framework could support the progression of “WiL-understanding” through an educational program, and that students after graduation have developed readiness for “life-long-learning” and could be agentic at workplaces in the sense that practice and theory are used in synergy.

Serie
INTED Proceedings
Nyckelord
WIL, framework, integration, theory - practice
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-12218 (URN)10.21125/inted.2018.0962 (DOI)000447408804141 ()978-84-697-9480-7 (ISBN)
Konferens
INTED 2018, Valencia, 12th annual International Technology, Education and Development Conference Valencia, 5th, 6th and 7th of March, 2018
Tillgänglig från: 2018-03-15 Skapad: 2018-03-15 Senast uppdaterad: 2020-02-05Bibliografiskt granskad
Bernhard, I., Lundh Snis, U., Gellerstedt, M. & Svensson, L. (2018). Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle. In: L. Gómez Chova, A. López Martínez, I. Candel Torres (Ed.), INTED 2018: Proceedings. Paper presented at 12th International Technology, Education and Development Conference 5-7 March, 2018, Valencia, Spain. (pp. 5509-5515). INTED
Öppna denna publikation i ny flik eller fönster >>Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle
2018 (Engelska)Ingår i: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, INTED , 2018, s. 5509-5515Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Universities need to constantly accommodate new forms of collaboration with society. Interaction with and impacts on society and practice are of crucial importance. University West (UW) in Sweden has a profile area in work-integrated learning (WIL), which generally aims to address issues on integrating theory and practice in a coherent and sustainable way. In this paper we base our arguments on a research education (3rd cycle) in informatics with specialization in work-integrated learning. The aim with the paper is to evaluate UW’s research education and research environment from a WIL perspective. We will adopt an informing science model in order to conduct a current state analysis, in which we identify and visualize collaboration activities within and between the research education/environment and the UWs key stakeholders; society/practices, research community and PhD students. Concrete implications show how collaboration and informing flows are connected and how they can be improved. General reflections are given on the model as a useful means for quality development and assurance beyond learning outcomes, including aspects of collaboration and interaction that can be regarded as paths of societal and practical impacts.

Ort, förlag, år, upplaga, sidor
INTED, 2018
Serie
INTED Proceedings, ISSN 2340-1079
Nyckelord
Collaboration Model, Current State analysis, PhD Education, Research, Work-Integrated Learning
Nationell ämneskategori
Pedagogik
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-12217 (URN)10.21125/inted.2018.1302 (DOI)000448704000069 ()978-84-697-9480-7 (ISBN)
Konferens
12th International Technology, Education and Development Conference 5-7 March, 2018, Valencia, Spain.
Tillgänglig från: 2018-03-13 Skapad: 2018-03-13 Senast uppdaterad: 2020-02-05Bibliografiskt granskad
Winman, T., Spante, M., Willermark, S., Svensson, L. & Lundh Snis, U. (2018). Digitaliseringen i skolan: möjligheter och utmaningar. Stockholm: Skolverket
Öppna denna publikation i ny flik eller fönster >>Digitaliseringen i skolan: möjligheter och utmaningar
Visa övriga...
2018 (Svenska)Bok (Övrigt vetenskapligt)
Alternativ titel[sv]
Digitalisering i skolan : möjligheter och utmaningar
Ort, förlag, år, upplaga, sidor
Stockholm: Skolverket, 2018. s. 83
Serie
Forskning för skolan
Nyckelord
Digitalisering, skola, kunskapsöversikt
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-12878 (URN)978-91-7559-323-4 (ISBN)
Tillgänglig från: 2018-09-06 Skapad: 2018-09-06 Senast uppdaterad: 2020-03-03Bibliografiskt granskad
Pennbrant, S. & Svensson, L. (2018). Nursing and learning: healthcare pedagogics and work-integrated learning. Higher Education, Skills and Work-based Learning, 8(2), 179-194
Öppna denna publikation i ny flik eller fönster >>Nursing and learning: healthcare pedagogics and work-integrated learning
2018 (Engelska)Ingår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 8, nr 2, s. 179-194Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics. Design/methodology/approach The general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics. Findings WIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community. Originality/value The starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.

Nyckelord
Healthcare organization, Healthcare pedagogics, Higher education, Multidisciplinary, Research, Work-integrated learning
Nationell ämneskategori
Omvårdnad
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; VÅRD- OCH HÄLSOVETENSKAP, Vårdvetenskap; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-12250 (URN)10.1108/HESWBL-08-2017-0048 (DOI)000432183700007 ()2-s2.0-85044711881 (Scopus ID)
Tillgänglig från: 2018-04-10 Skapad: 2018-04-10 Senast uppdaterad: 2019-02-05Bibliografiskt granskad
Fransson, G., Hrastinski, S., Jaldemark, S., Lindberg, O. J., Lundin, J., Olofsson, A. D., . . . Öberg, L.-M. (2018). On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors. In: ICERI2018 Proceedings: The International Academy of Technology, Education and Development. Paper presented at 11th annual International Conference of Education, Research and Innovation Seville, Spain. 12-14 November, 2018 (pp. 769-774). Sevilla
Öppna denna publikation i ny flik eller fönster >>On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors
Visa övriga...
2018 (Engelska)Ingår i: ICERI2018 Proceedings: The International Academy of Technology, Education and Development, Sevilla, 2018, s. 769-774Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors

Ort, förlag, år, upplaga, sidor
Sevilla: , 2018
Serie
ICERI proceedings, E-ISSN 2340-1095
Nyckelord
digital technologies, k-12, research school
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning Pedagogik
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Pedagogik
Identifikatorer
urn:nbn:se:hv:diva-13371 (URN)10.21125/iceri.2018.1164 (DOI)978-84-09-05948-5 (ISBN)
Konferens
11th annual International Conference of Education, Research and Innovation Seville, Spain. 12-14 November, 2018
Tillgänglig från: 2019-01-07 Skapad: 2019-01-07 Senast uppdaterad: 2019-01-07Bibliografiskt granskad
Gellerstedt, M., Bernhard, I., Lundh Snis, U. & Svensson, L. (2018). Work-integrated Learning: Increasing societal impact by decreasing the gap between research and practice. In: ICERI2018 Proceedings: . Paper presented at 11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018..
Öppna denna publikation i ny flik eller fönster >>Work-integrated Learning: Increasing societal impact by decreasing the gap between research and practice
2018 (Engelska)Ingår i: ICERI2018 Proceedings, 2018Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution

Nyckelord
Framework, Work-Integrated learning, Research practice, Engaged scholarship, Action Research.
Nationell ämneskategori
Tvärvetenskapliga studier inom samhällsvetenskap Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik; SAMHÄLLSVETENSKAP, Nationalekonomi
Identifikatorer
urn:nbn:se:hv:diva-13181 (URN)978-84-09-05948-5 (ISBN)
Konferens
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018.
Tillgänglig från: 2018-12-05 Skapad: 2018-12-05 Senast uppdaterad: 2019-10-24Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4333-0371

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