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Winman, T. (2019). The cultural brokering power of social pedagogy in education for Roma students. Nordic Social Work Research, 9(1), 5-17
Open this publication in new window or tab >>The cultural brokering power of social pedagogy in education for Roma students
2019 (English)In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, no 1, p. 5-17Article in journal (Refereed) Published
Abstract [en]

Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a €˜facilitator€™ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

Keywords
Education, exclusion/inclusion, immigration, social pedagogy
National Category
Social Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-13566 (URN)10.1080/2156857X.2018.1463284 (DOI)
Available from: 2019-02-20 Created: 2019-02-20 Last updated: 2019-02-21Bibliographically approved
Winman, T., Spante, M., Willermark, S., Svensson, L. & Lundh Snis, U. (2018). Digitaliseringen i skolan: möjligheter och utmaningar. Stockholm: Skolverket
Open this publication in new window or tab >>Digitaliseringen i skolan: möjligheter och utmaningar
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2018 (Swedish)Book (Other academic)
Alternative title[sv]
Digitalisering i skolan : möjligheter och utmaningar
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018. p. 83
Series
Forskning för skolan
Keywords
Digitalisering, skola, kunskapsöversikt
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12878 (URN)978-91-7559-323-4 (ISBN)
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-03-26Bibliographically approved
Svensson, L., Utriainen, C. & Winman, T. (2017). E-quality in infrastructures for learning in higher education. In: ICERI2017 Proceedings: . Paper presented at 10th annual International Conference of Education, Research and Innovation, 16-18 November, 2017, Seville, Spain (pp. 408-413). Sevilla
Open this publication in new window or tab >>E-quality in infrastructures for learning in higher education
2017 (English)In: ICERI2017 Proceedings, Sevilla, 2017, p. 408-413Conference paper, Published paper (Refereed)
Abstract [en]

Higher Education has through the last decades been increasingly dependent on digital infrastructures (e.g. Svensson, 2002a; Guribye, 2005). The first generations of learning management systems (LMS) was originally designed to support distance education but quickly became the de-facto standard for supporting and developing also the practices of campus-based higher education. In this development we have noticed a tension between the desire to design closed LMS's that aims at providing "all-inclusive-support" for university education and more open and flexible solutions that support open infrastructures for personal learning. Consequently, it is time to re-visit the questions on what constitute the central values of a contemporary LMS seamlessly integrated with open digital infrastructures for learning. In an exploratory study in a Scandinavian University, a series of workshops and focus-group interviews with central informants from faculty as well as representatives from administrative support has addressed the issue of "E-Quality" in higher education. The result indicate that a set of inter-related core values should be stressed. These are briefly outlined below as principles for a framework of e-quality in higher education. (i) The principle of open participationAn LMS should support flexible integration of Open Educational resources (OERs) provided by an open community. Furthermore, the system should invite open access for participants from the surrounding society (i.e. practitioners, students from other universities, and relevant special interest groups) (Berhardsson et al., 2017)(ii) The principle of collaborative creation An LMS should embrace the notion of students as co-producers of instruction, content and learning outcomes. In particular, it should support collaborative authoring and peer-to-peer sharing.(iii) The principle of data-driven developmentA central aspect is the ability to personalize the support for each individual participant, which could be addresses quantitatively through learning analytics (Vallo Hult et al., 2017) and qualitatively through the use of e-portfolios and study diaries.(iv) The principle of work-integrated learningFinally, all priciples should be aligned to support an overarching goal of reducing the borders between studies in higher education, the introduction to a professional career, and the lifelong learning required to develop professionally (Svensson 2004).Further research will shed further light on the validity and the reliability of these principles, and set the path towards a nascent design theory for E-Quality in Digital Infrastructures for learning in Higher Education.

Place, publisher, year, edition, pages
Sevilla: , 2017
Keywords
learning management system (lms), digital infrastructure, higher education.
National Category
Learning Pedagogical Work Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11974 (URN)10.21125/iceri.2017.0158 (DOI)978-84-697-6957-7 (ISBN)
Conference
10th annual International Conference of Education, Research and Innovation, 16-18 November, 2017, Seville, Spain
Available from: 2018-01-04 Created: 2018-01-04 Last updated: 2018-08-12Bibliographically approved
Winman, T. (2017). Learning integration-work through transnational digitalized courses. In: INTED2017 Proceedings: . Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 8018-8018).
Open this publication in new window or tab >>Learning integration-work through transnational digitalized courses
2017 (English)In: INTED2017 Proceedings, 2017, p. 8018-8018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In both political discussions and integration assessments questions are often raised about social services role in inclusion for people of foreign descent. Such questions are highly relevant in a contemporary society that is characterized by growing social and cultural differentiation. The overall aim of this presentation is to contribute to our understanding of how knowledge about integration work is developed by students who takes part in a webbased, transnational course where they use digital learning platforms for communication, coordination and organisation of learning activities. Analytically, such a focus is pursued employing a socio-cultural perspective on learning where practical actions and the design of the course have been scrutinized. The motive for introducing a webbased transnational course in the area of integration was that there were an increasing amount of refugees migrating to Europe. Integration became a part of everyday work for a lot of professions, teachers, nurses and more. However, working with integration was not something that their professional education supported but they all expressed a need for more knowledge. But integration workers are assumed to have specific knowledge that is necessary to realize their work tasks. In the work with creating an integration-course one conclusion was that all welfare work is generic, which means we cannot only look at the content of the work, instead one must put it into more multifaceted perspective that includes several professionals knowledge domains, service-organization assignment, legislations and cultures related. Simultaneously, another university had the same ideas, which resulted in a transnational webbased course with students from different professional fields. All students, as well as the teachers, where interviewed in the beginning and in the end of the course about their expectations about the content and the form. The results demonstrate that using learning platforms to make sense in transnational education settings presupposes extensive knowledge of the indexicality of categories and concepts, something that could be assumed if the participants' had a shared professional history. Instead, as the students have different backgrounds the teachers have to account for the local hermeneutics needed, and for the knowledge embedded in information and categories. It is in the process of reliving, creating and exposing the meaning of information, that students and teachers actually bring information in education to life. In further development of transnational webbased courses it is important to not see this development as solely technical or organizational questions. To develop courses that increase the possibilities for students in different faculties with different routines etc. to make sense of information may be a much more demanding task than it seems to be. Such boundary-crossing teaching are nevertheless of great importance for the development of integration work as well as pedagogical competence in higher education.

Keywords
Learning, integration work, higher education, transnational courses
National Category
Pedagogical Work Social Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-10921 (URN)10.21125/inted.2017.1889 (DOI)978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2017-04-26Bibliographically approved
Winman, T. & Assmo, P. (2017). Work Integrated Learning through an R&D Project: A Case Study of Participant´s learning processes in an Integration Project between Uddevalla municipality and University West, Sweden. In: : . Paper presented at 10th International Conference on Researching Work & Learning (RWL) 6-8 December 2017, Rhodes University, South Africa.
Open this publication in new window or tab >>Work Integrated Learning through an R&D Project: A Case Study of Participant´s learning processes in an Integration Project between Uddevalla municipality and University West, Sweden
2017 (English)Conference paper, Oral presentation only (Refereed)
Keywords
Work-integrated Learning, WIL, integration
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-11973 (URN)
Conference
10th International Conference on Researching Work & Learning (RWL) 6-8 December 2017, Rhodes University, South Africa
Available from: 2018-01-04 Created: 2018-01-04 Last updated: 2018-01-04Bibliographically approved
Winman, T. (2017). Work Integrated learning through an R&D project: a Case Study of Student´s participation in a Health Promoting Integration Project at University West. In: : . Paper presented at HSS conference in Helsingborg, 18-19 May 2017. Helsingborg
Open this publication in new window or tab >>Work Integrated learning through an R&D project: a Case Study of Student´s participation in a Health Promoting Integration Project at University West
2017 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Helsingborg: , 2017
Keywords
AIL, Arbetsintegrerat lärande, integrering
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-11972 (URN)
Conference
HSS conference in Helsingborg, 18-19 May 2017
Available from: 2018-01-04 Created: 2018-01-04 Last updated: 2018-01-04Bibliographically approved
Bernhardsson, L., Gellerstedt, M. & Winman, T. (2017). Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning. In: ICERI2017 Proceedings: . Paper presented at 10th annual International Conference of Education, Research and Innovation, IICERI 2017, Sevilla, Spain. 16-18 November, 2017. (pp. 443-451).
Open this publication in new window or tab >>Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning
2017 (English)In: ICERI2017 Proceedings, 2017, p. 443-451Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

Keywords
WIL, work-integrated learning, digitalization, framework
National Category
Educational Sciences
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11893 (URN)10.21125/iceri.2017.0165 (DOI)978-84-697-6957-7 (ISBN)
Conference
10th annual International Conference of Education, Research and Innovation, IICERI 2017, Sevilla, Spain. 16-18 November, 2017.
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-01-04Bibliographically approved
Vesterlind, M. & Winman, T. (2016). Dimensions and perspectives of quality in integration work.
Open this publication in new window or tab >>Dimensions and perspectives of quality in integration work
2016 (English)Article in journal (Refereed) Submitted
Abstract [en]

Social work organizations are faced with rapid changes that increase demands on quality and quality assessment. Before deciding how to assess quality, it is necessary to define what quality means with regard to a specific activity.Defining what is meant by quality is especially important before assessing the quality of integration activities developed for new immigrants. To address these issues, this study focuses on the concept of quality with respect to the efforts made to support immigrant integration in Sweden, through an activity called civic orientation. The data consist of interviews, observations, and video recordings of personnel working in an integration office. The results show how quality is manifested: firstly, in organizational structures for supporting and developing practitioners' knowledge; secondly, in standardized methods and material, and thirdly, in recognizing and attending to individual differences andthe sense of cultural belonging in daily interactions. One conclusion is that the knowledge of the integration workers – seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries – isvital to the quality of civic orientation. That knowledge is central to the future organization of integration work, but could become invisible with a one-sided emphasis on standardization in quality work.

Keywords
Quality, Integration work, Civic orientation, Cultural brokers, Standardization, Professional knowledge
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-9809 (URN)
External cooperation:
Note

Ingår i avhandling

Available from: 2016-08-26 Created: 2016-08-26 Last updated: 2016-08-26Bibliographically approved
Winman, T. (2016). Framtidens lärmiljö. In: Kristina Johansson (Ed.), ViLär 2016, konferens 8-9 december 2016, Vänersborg: . Paper presented at ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden (pp. 2-2). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Framtidens lärmiljö
2016 (Swedish)In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2016, p. 2-2Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Dagens samhälle kännetecknas av social differentiering och globalisering och digitalisering, vilket på olika sätt utmanar traditionella sätt att organisera högre utbildning. För att möta dessa utmaningar arbeta vi i ett projekt att utveckla en såväl fysisk som kulturell miljö som är inkluderande, stödjande samt stimulerar lärande och delaktighet. Det involverar den fysiska miljön såsom möbler, ljud och ljus, teknisk infrastruktur men också social miljö, pedagogik och organisering av högre studier. Men vad innebär det att studera på högskola eller universitet? Studenters lärarledda studietid varierar självklart men enligt Högskoleverket (2010:20) har var tionde student som studerar på heltid högst fyra timmar lärarledd undervisning i veckan och knappt 40 procent av samtliga heltidsstudenter anger att de har nio timmar eller mindre lärarledd undervisning. Det innebär att studenternas vardag domineras av själv-­‐ eller gruppstudier. Detta ställer krav på hela studiemiljöns utformning och vi behöver t.ex. fundera över de gemensamma ytornas utformning så att de stöder både lärande och social samvaro för en differentierad studentgrupps olika behov. Vi menar att medan flera projekt och satsningar i Europa har haft studenten eller tekniken i fokus så är lärande utgångspunkten i vårt projekt, där teknik, infrastruktur och fysisk och virtuell miljö, relaterar till pedagogiska processer och aktiviteter som involverar flera olika aktörer. Lärandet omfattar olika aktörer såsom lärare, studenter, forskare och administrativ personal. I projektet utvecklar en inkluderande lärmiljö som stöder ett flexibelt lärande där olika deltagare möts och utvecklas och där mötena och lärandemålen avgör vilka resurser som behövs. Resurserna kan vara materiella såsom t.ex. digitala redskap eller fysisk miljö samt intellektuella såsom kunskaper eller relationer. Men vi tror att det är viktigt att flytta fokus till lärandet och den lärande, och att studera hur och i vilka sammanhang t.ex. de digitala möjligheterna kommer bäst till nytta. Vi ser teknik, ljussättning, möblering i lärosalar och gemensamhetsutrymmen som viktiga delar i utvecklingen av en inkluderande lärmiljö som utgår från ett emancipatoriskt förhållande där uppgiften är att stödja studenternas förflyttning till ett mer centralt och aktivt deltagande i samhällslivet. Frågorna får både pedagogiska och didaktiska konsekvenser och visar på områdets komplexitet, där vi kan utvecklas tillsammans och lärmiljön blir utifrån det perspektivet någonting mer än bara undervisningens innehåll. Vi tar därför avstamp i skolans vardag och de pedagogisk utmaningar och möjligheter som finns.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2016
Keywords
AIL, lärande
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10430 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
ViLär 8-9 december 2016 - en nationell konferens inom verksamhetsintegrerat lärande 2016, Vänersborg, Sweden
Available from: 2016-12-29 Created: 2016-12-29 Last updated: 2017-03-15Bibliographically approved
Åberg, L. & Winman, T. (2016). The arguing processes of developing standards: to win hearts and minds of the users. In: Nordic ISCAR 7th conference: A Nordic Perspective on the Cultural and the Activity Approach in Theory and Practice. Paper presented at The 7th Nordic Conference on Cultural and Activity Research, Elsinore (Helsingør), Danmark, June 16-18 2016,.
Open this publication in new window or tab >>The arguing processes of developing standards: to win hearts and minds of the users
2016 (English)In: Nordic ISCAR 7th conference: A Nordic Perspective on the Cultural and the Activity Approach in Theory and Practice, 2016Conference paper, Oral presentation only (Other academic)
National Category
Social Work
Research subject
SOCIAL SCIENCE, Social work
Identifiers
urn:nbn:se:hv:diva-10392 (URN)
Conference
The 7th Nordic Conference on Cultural and Activity Research, Elsinore (Helsingør), Danmark, June 16-18 2016,
Available from: 2016-12-23 Created: 2016-12-23 Last updated: 2019-02-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1908-4940

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