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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.
Open this publication in new window or tab >>A first step towards a model for teachers' adoption of ICT pedagogy in schools.
2018 (English)In: Heliyon, ISSN 2405-8440, Vol. 4, no 9, article id e00786Article in journal (Refereed) 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.

Keywords
Education, Information science
National Category
Information Systems Pedagogy
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13027 (URN)10.1016/j.heliyon.2018.e00786 (DOI)000446242500004 ()30294690 (PubMedID)2-s2.0-85054014451 (Scopus ID)
Funder
Länsförsäkringar AB
Available from: 2018-10-23 Created: 2018-10-23 Last updated: 2019-02-05Bibliographically approved
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.
Open this publication in new window or tab >>An eye for an I: a framework with focus on the integration of work and learning in higher education
2018 (English)In: INTED 2018: Proceedings, 2018Conference paper, Published paper (Refereed)
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.

Keywords
WIL, framework, integration, theory - practice
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12218 (URN)978-84-697-9480-7 (ISBN)
Conference
INTED 2018, Valencia, 12th annual International Technology, Education and Development Conference Valencia, 5th, 6th and 7th of March, 2018
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-04-06Bibliographically approved
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). , 1
Open this publication in new window or tab >>Collaboration Model for Work-Integrated Learning in Higher Education 3rd Cycle
2018 (English)In: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2018, Vol. 1, p. 5509-5515Conference paper, Published paper (Refereed)
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.

Keywords
Collaboration Model, Current State analysis, PhD Education, Research, Work-Integrated Learning
National Category
Social Sciences
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12217 (URN)978-84-697-9480-7 (ISBN)
Conference
12th International Technology, Education and Development Conference 5-7 March, 2018, Valencia, Spain.
Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2018-03-15Bibliographically 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: 2018-09-06Bibliographically approved
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
Open this publication in new window or tab >>Nursing and learning: healthcare pedagogics and work-integrated learning
2018 (English)In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 8, no 2, p. 179-194Article in journal (Refereed) 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.

Keywords
Healthcare organization, Healthcare pedagogics, Higher education, Multidisciplinary, Research, Work-integrated learning
National Category
Nursing
Research subject
SOCIAL SCIENCE, Informatics; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12250 (URN)10.1108/HESWBL-08-2017-0048 (DOI)000432183700007 ()2-s2.0-85044711881 (Scopus ID)
Available from: 2018-04-10 Created: 2018-04-10 Last updated: 2019-02-05Bibliographically approved
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
Open this publication in new window or tab >>On the Swedish national graduate school for digital technologies in education - GRADE: Expectations and experiences of doctoral students and supervisors
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2018 (English)In: ICERI2018 Proceedings: The International Academy of Technology, Education and Development, Sevilla, 2018, p. 769-774Conference paper, Published paper (Refereed)
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

Place, publisher, year, edition, pages
Sevilla: , 2018
Series
ICERI proceedings, E-ISSN 2340-1095
Keywords
digital technologies, k-12, research school
National Category
Information Systems, Social aspects Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13371 (URN)10.21125/iceri.2018.1164 (DOI)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation Seville, Spain. 12-14 November, 2018
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-07Bibliographically approved
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..
Open this publication in new window or tab >>Work-integrated Learning: Increasing societal impact by decreasing the gap between research and practice
2018 (English)In: ICERI2018 Proceedings, 2018Conference paper, Published paper (Refereed)
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

Keywords
Framework, Work-Integrated learning, Research practice, Engaged scholarship, Action Research.
National Category
Social Sciences Interdisciplinary
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13181 (URN)978-84-09-05948-5 (ISBN)
Conference
11th annual International Conference of Education, Research and Innovation, Seville (Spain). 12th - 14th of November, 2018.
Available from: 2018-12-05 Created: 2018-12-05 Last updated: 2019-01-07Bibliographically 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
Vallo Hult, H., Hansson, A., Svensson, L. & Gellerstedt, M. (2017). ICT as support for learning: demanding new competence among phycians. In: INTED2017 Proceedings: . Paper presented at 11th International Technology, Education and Development Conference, 6-8 March, 2017, Valencia, Spain (pp. 4629-4636).
Open this publication in new window or tab >>ICT as support for learning: demanding new competence among phycians
2017 (English)In: INTED2017 Proceedings, 2017, p. 4629-4636Conference paper, Published paper (Refereed)
Abstract [en]

The subject of this paper is on emerging challenges and opportunities related to digitalization of work and learning in healthcare. Physicians are a typical specialized profession with a lot of formal education and demands for training and lifelong learning. Due to patient-centric care and advances in medicine and technology (e.g. apps for self-care) patients are now becoming active participants in healthcare, challenging the profession and patient-physician relationship. Another key challenge relate to evidence based medicine (EBM) that demand of physicians to keep updated and follow guidelines, while also balance this with own knowledge and best practice. Although the medical profession is based on communication, and social media have such major impact today, digital literacy is lacking in medical curriculum. While previous research suggest that social media have potential to support learning the impact of eHealth in relation to workplace learning has not yet been extensively studied. The research question is: How do physicians view their role in relation to informed patients and patient participation, and what are the implications for workplace learning and medical education in the information society of today?The methodology is a qualitative follow-up study. Thematic analysis was conducted on empirical data from 15 initial semi-structured interviews, and follow-up focus group (6 participants) based on patient scenarios. Our findings indicate that despite quite unionist call for change in the past decade medical education and training still seems to be based on traditional learning, formal lectures and learning by heart. We argue that this may be a key reason behind why the physicians find it hard to navigate the vast amount of medical information and digital tools available. Due to an underlying assumption that being a doctor is about treating patients, focus is placed on how to build up medical knowledge in terms of diagnoses, symptoms and treatments. While when they start to work are facing a much more complex situation, with informed, participating patients, increasingly digitalized workplace and extended networks of collegial and professional expertise. Findings from this study further support recent initiatives to increase health related ICT skills in the healthcare workforce but also highlights that what is needed is primarily related to literacy, as opposed to prior focuses on digital technology, computer skills and specific systems or databases. Thus, in addition to medical knowledge, this study indicate that a key skill is to have design knowledge, that is the ability to understand how the design of one's digital environment can make everyday life and work more effective. The physicians also addressed ethical concerns on the future digital healthcare in relation to patient participation, such as issues of equal care and responsibility. In conclusion, our findings call for a change in education and practice, further stressing a need for new educational models that emphasize on analytic and critical thinking skills (cf. the Bologna declaration) to meet the needs of modern medical learners along with meeting the demand for digital competence for lifelong learning in general.

Keywords
Competence, support, learning
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-10920 (URN)10.21125/inted.2017.1090 (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: 2018-08-12Bibliographically approved
Nilsson, S., Svensson, L. & Jobe, W. (2017). Supporting nomadic work- and study practices in groupware design. In: Jon Dron; Sanjaya Mishra (Ed.), Proceedings on E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada. Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada (pp. 822-826). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Supporting nomadic work- and study practices in groupware design
2017 (English)In: Proceedings on E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada / [ed] Jon Dron; Sanjaya Mishra, Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education, 2017, p. 822-826Conference paper, Published paper (Refereed)
Abstract [en]

This brief paper concerns the design of real-time collaborative systems adhering to a nomadic work- and study practice. Nomadic practices can be characterized as having a heterogeneous workplace, working or studying from different locations during a day. This practice has been enabled by advances in technology and formed by human behavior. This means that we now must consider this type of work when designing collaboration software. This brief paper outlines some major issues concerning technology-mediated collaboration arising from nomadic work practices; different network conditions, data cost and device heterogeneity, and proposes tentative design ideas addressing these issues.

Place, publisher, year, edition, pages
Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education, 2017
Keywords
Workplace learning, groupware design
National Category
Information Systems, Social aspects Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13372 (URN)978-1-939797-31-5 (ISBN)
Conference
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4333-0371

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