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Publications (10 of 41) Show all publications
Spante, M., Johansson, K. & Jaldemark, J. (2019). MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming. In: Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland (Ed.), Networked Professional Learning: Emerging and Equitable Discourses for Professional Development (pp. 223-237). Cham: Springer
Open this publication in new window or tab >>MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming
2019 (English)In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, p. 223-237Chapter in book (Other academic)
Abstract [en]

In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Research in Networked Learning, E-ISSN 2570-4532
Keywords
MakerSpace Networked professional development, Networked learning, Teacher learning groups, TLG
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-14348 (URN)10.1007/978-3-030-18030-0 (DOI)978-3-030-18029-4 (ISBN)978-3-030-18030-0 (ISBN)
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-12-11Bibliographically approved
Björck, V. & Johansson, K. (2019). Problematising the theory-practice terminology: a discourse analysis of students  statements on Work-integrated Learning. Journal of Further and Higher Education, 43(10), 1363-1375
Open this publication in new window or tab >>Problematising the theory-practice terminology: a discourse analysis of students  statements on Work-integrated Learning
2019 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 43, no 10, p. 1363-1375Article in journal (Refereed) Published
Abstract [en]

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

Keywords
Learning, workplace learning
National Category
Pedagogy
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12980 (URN)10.1080/0309877X.2018.1483016 (DOI)000489944100004 ()2-s2.0-85050547824 (Scopus ID)
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2020-02-04Bibliographically approved
Zegwaard, K. E., Johansson, K., Kay, J., McRae, N., Ferns, S. & Hoskyn, K. (2019). Professional Development Needs of the International Work-Integrated Learning Community. International Journal of Work-Integrated Learning, 20(2), 201-217
Open this publication in new window or tab >>Professional Development Needs of the International Work-Integrated Learning Community
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2019 (English)In: International Journal of Work-Integrated Learning, ISSN 2538-1032, Vol. 20, no 2, p. 201-217Article in journal (Refereed) Published
Abstract [en]

Many governments are expecting higher education institutions to make strong links between the educationalofferings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

Place, publisher, year, edition, pages
Hamilton, New Zealand: , 2019
Keywords
Professional development, employability, empowering WIL professionals, lifelong learning
National Category
Pedagogy Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14449 (URN)2-s2.0-85072771572 (Scopus ID)
Available from: 2019-10-02 Created: 2019-10-02 Last updated: 2020-01-27Bibliographically approved
Schüler, M., Johansson, K. & Vega Matuszczyk, J. (2019). Propper Planning and Preparation Prevents Piss Poor Performance (7P) -Training for the fictive scenario or learning to deal with reality?. In: Kristina Johansson (Ed.), VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan (pp. 17-17). Trollhättan: University West
Open this publication in new window or tab >>Propper Planning and Preparation Prevents Piss Poor Performance (7P) -Training for the fictive scenario or learning to deal with reality?
2019 (English)In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 17-17Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of this study was to investigate critical incidents in a large medical exercise (mass casualty incident) including the Swedish Armed Forces (SwAF) and a regional hospital using activity theory. A total of 96 individuals played injured patients with a variety of injuries from simple cuts and bruises to severe head injuries. Patients were evacuated by different means of transportation i.e. minivan, ambulance, military as well as civilian ambulance helicopter.We participated in the final planning of the exercise in order to obtain access for the research team. Data was collected through observations, shadowing technique and 20 semi structured interviews. Professionals from the regional hospital and SwAF as well as evaluating personnel were interviewed. The interviewees were asked to describe significant events experienced during the exercise.

Two researchers observed the triage and registration process in the ambulance intake and the emergency room of the hospital. One researcher observed the command and control (C2) function within the mass casualty management (MCM).Two students from the Swedish Defense University and three from University West collected data by playing injured patients according to the determined injure play card provided by SwAF. The students were instructed to observe what they themselves would classify as critical incidents based on their own subject i.e. education, economics and command and control studies. Five questions guided the observations: What happened? Who were involved? What consequences did the incident have? How were these consequences handled by the organization? Did the incident affect other areas?Data was analyzed, thematized and coded using the third generation of activity theory and its areas: tools, rules, community, division of labor, subject and object as a guide for identifying contradictions within the regional hospital and the emergency medical plan developed for handling large casualty events.Preliminary results indicated that participating personnel were not faced with conditions mimicking real life but learned to deal with a corrected version of reality i.e. preparations before the start of the exercise created shortcuts affecting the veracity of the exercise. This was manifested through contradictions within and between the activity systems and the conflicting motives carried by the objects.The results might impact the future designs of large exercises, influencing the conditions that the participants will face in exercises and thereby increasing preparedness for authentic situations.

Place, publisher, year, edition, pages
Trollhättan: University West, 2019
Keywords
Exercise, injuries, work-integrated learning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-14894 (URN)978-91-88847-43-0 (ISBN)978-91-88847-44-7 (ISBN)
Conference
VILÄR 5-6 december 2019, University West, Trollhättan
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20Bibliographically approved
Johansson, K. (Ed.). (2019). VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts. Paper presented at VILÄR 5-6 december 2019, University West, Trollhättan. Trollhättan: University West
Open this publication in new window or tab >>VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts
2019 (English)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: University West, 2019. p. 24
Keywords
Work-integrated learning, workplace learning, collaboration
National Category
Learning Work Sciences
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-14879 (URN)978-91-88847-43-0 (ISBN)978-91-88847-44-7 (ISBN)
Conference
VILÄR 5-6 december 2019, University West, Trollhättan
Available from: 2020-01-20 Created: 2020-01-20 Last updated: 2020-01-20
Sandström, K., Sjögren, K. & Johansson, K. (2018). Students Sense of belonging and social media. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 8-8). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Students Sense of belonging and social media
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 8-8Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Students who participate in a work-integrated learning (WIL) program - such as Cooperative Education during their university studies are often better prepared for the labour market compared to students who do not receive discipline specific practical experience. But does this better preparedness come with a price? Students who participate in WIL programs compared to non-WIL students often have less access to social support networks and the university community due to their alternating academic and work terms.There is reason to believe that the construct of belonging may have especially important implications among university students. There has been growing attention in recent years to mental illness amongst post-secondary students, particularly during their first few years of university study (Conley, Kirsch, Dickson, & Bryant,2014; Storrie, Ahern, & Tuckett, 2010). Research suggests that a sense of school belonging among university students may help buffer the stress associated with the transition to university (Brunwasser, 2012). Pittman and Richmond (2008), for example, found that students who experienced a positive change in their sense of university belonging throughout their first year tended to experience a drop in levels of anxiety and depression related internalizing behavioural problems. A study by Friedlander, Reid, Shupak, and Cribbie (2007), found that when compared to parental social support, higher levels of perceived social support from friends better predicted a healthy social, emotional, and overall adjustment to university among first-year university students. While evidence points to a relation between peer support and sense of belonging and university students' academic and psychological outcomes, such measures do not account for the impact of Social Media (SM) use. This study aims to understand and describe students perception on the role social media play in sense of belonging and peer support and what the relationship(s) arebetween sense of belonging, peer support, social media and well-being. Is really work integrated learning models a way of supporting the transition between H.E and W.L or are we creating other barriers that's needs to be overcome? This study comprise of a questionnaire and focus groups interviews. 164 individuals completed a 30-45 minutes long questionnaire in English, in the end of the questionnaire the students could choose to say yes to participate in a focus group, and it resulted in five focus groups including 15 students representing all four faculties. Preliminary results indicate that the students emphasize the importance of peer-support during both their academic studies and work periods. The Students seem to find solutions trying to achieve this through SM, it becomes a natural tool and creates a platform for students to connect and support each other virtually. In the presentation we will illustrate more results.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Sense of belonging, well-being, transition HE-WL, Peer-support, Social Media
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13446 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-10-24Bibliographically approved
Hoskyn, K., Zegwaard, K. E., Ferns, S., Kay, J., Johansson, K. & Mcrae, N. (2018). The professional development needs of the New Zealand work-integrated learning community in comparison to international perceptions. In: K. E. Zegwaard & K. Hoskyn (Eds.) (Ed.), Proceedings of the 21st New Zealand Association for Cooperative Education Conference: . Paper presented at International Conference 2018 Fruit of the Vine: Change, Challenge and Opportunity for Learning 16th – 18th of April, 2018, Onetangi, Waiheke Island, New Zealand (pp. 17-21). Aukland, New Zealand: New Zealand Association for Cooperative Education, 21(29)
Open this publication in new window or tab >>The professional development needs of the New Zealand work-integrated learning community in comparison to international perceptions
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2018 (English)In: Proceedings of the 21st New Zealand Association for Cooperative Education Conference / [ed] K. E. Zegwaard & K. Hoskyn (Eds.), Aukland, New Zealand: New Zealand Association for Cooperative Education , 2018, Vol. 21, no 29, p. 17-21Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Aukland, New Zealand: New Zealand Association for Cooperative Education, 2018
Keywords
Professional development, Work-integrated learning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13196 (URN)978-0-473-44434-1 (ISBN)
Conference
International Conference 2018 Fruit of the Vine: Change, Challenge and Opportunity for Learning 16th – 18th of April, 2018, Onetangi, Waiheke Island, New Zealand
Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-20Bibliographically approved
Johansson, K. (Ed.). (2018). VILÄR Abstraktbok. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>VILÄR Abstraktbok
2018 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 13
Keywords
Arbetsintegrerat lärande, pedagogik, samverkan
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13439 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-10-24
Sjögren, K., Sandström, K. & Johansson, K. (2018). What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 6-6). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.
2018 (English)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 6-6Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In an earlier project (2014-2015) we found that young adults and specifically women was a exposed group when it came to reported psychological vulnerability. This triggered us to design for a new study to learn more about their sense of belonging in and out of study context. We plan to use a mixed methods approach with individual interviews, focus groups, and a broader online survey on students that are enrolled in WIL-programs, the student need to have completed at least a practicum or coop-period prior to participation in the research study. Our next steps will be to start the ethics protocols for both the University of Waterloo and the University of Toronto. Thereafter Scotland and Sweden apply for theirs. The research questions is: What gender challenges do WIL students face that impact their career identity, sense of belonging, work self-efficacy, overall wellbeing, sociability, and transition to full-time employment after graduation? What gender specific barriers impact WIL students' perceptions of being valued in the workplace (on the team, in meetings)? What gender specific barriers impact WIL students' perceptions of how employers perceive their technical competencies? What resources do WIL students perceive are available to them from their universities and employers to help overcome these barriers? In the interactive session we will discuss both the research questions/content and the methodological approaches.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
WIL, Gender barriers, Rich Pictures
National Category
Learning Gender Studies
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13443 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-10-24Bibliographically approved
Johansson, K. (Ed.). (2017). VILÄR: 7-8 december 2017. Paper presented at VILÄR 2017. Trollhättan, 7-8 december 2017. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>VILÄR: 7-8 december 2017
2017 (Swedish)Conference proceedings (editor) (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2017. p. 19
Keywords
Arbetsintegrerat lärande, AIL, pedagogik
National Category
Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12252 (URN)978-91-87531-65-1 (ISBN)978-91-87531-64-4 (ISBN)
Conference
VILÄR 2017. Trollhättan, 7-8 december 2017
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2018-04-13
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5259-0538

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