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Billett, S., Hedman, U. & Nilsson, S. (2023). Alternatives To Supervised Placements: Work Integrated Education In Action: editorial board. Trollhättan: University West
Open this publication in new window or tab >>Alternatives To Supervised Placements: Work Integrated Education In Action: editorial board
2023 (English)Other (Other academic)
Abstract [en]

When work integrated education (WIE) is discussed, the archetypal examples of supervised placements for medical, nursing, physiotherapy, and teacher education students are usually referenced. They comprise students engaging in authentic work activities and interactions, closely supervised by qualified and more experienced practitioners. Ideally, those supervisors identify and select students’ work activities and support and guide their engagement and learning. These arrangements often arise from long-standing occupational traditions of care and responsibility towards patients and students and have legislated arrangements demanding such supervision.

However, for many occupations such traditions do not exist and, where they exist, placements are less structured. Moreover, the ability to provide placements are restricted by the size of the enterprise, the work undertaken and/or the number of students seeking these experiences. One deputy vice chancellor quipped “how can I provide supervised placements for 1500 undergraduate business students each semester?”. A good question.

So, in seeking to provide WIE experiences across all occupational fields, it is not possible for many of the courses in which our students are enrolled. The educational challenge is, therefore, to identify how these students can come to experience, engage, and develop occupational understandings, procedures and dispositions (i.e., to think and act like practitioners). Hence, we need to find alternatives to provide these experiences. In the response to the quip above, it was suggested, for instance, that most undergraduate students engage in paid part-time work that provide experiences to assist understand many aspects of business practices. That is, processes of recruitment, supervision, customer interaction, stock provisions and organisation, financial processes and supervision. Engaging students in sharing, comparing and critiquing these work experiences, can secure insights from peers’ experiences and provide access to students who do not work part-time.

Such alternatives might include students being workplace visitors able to observe and engage in some tasks, or interviewing practitioners to understand what constitutes their work, and is central to its enactment. Law students might attend court proceedings to understand those processes, finance students engaging in auditing of not-for-profit organisations’ accounts, or projects required the kinds of thinking and acting of practitioners. This kind of approach has been long rehearsed within faculties of engineering, creative arts etc. So, we can identify and use these kinds of experiences. But what if the students are dispersed around the world? The web based “Webmaster” program at University West faced this problem. Moreover, these students are in different stages of life, often having to balance work, family and study commitments. We have found that providing these students with glimpses of work practices offers an alternative to workplace visits.

Moreover, the field of “web” is marked by openness and sharing, and videos on, for example, YouTube providing insights into workplace activities are abundant. A search for “A day in the life of an UX designer”, for instance, generates hundreds of video suggestions and in courses relating to that topic, students are provided with a list to view and then engage in discussions about them. Through using these kinds of materials, students gain insights into different work practices. Other alternatives have included engaging business representatives as guest lecturers, but with our students located across time zones this can be an option that is time-restricted. A “flipped” guest lecture or workshop is provided to campus-based students, and “re-enacted” by students in the Webmaster program, supervised by teachers.

Moreover, as occupational practices are increasingly mediated by and through electronic technology, the need to engage in the physical and social environment of workplaces becomes less important. Alternatives not requiring physical presence in work sites can ease the demand on employers. The key consideration is, instead, for students to gaining access to and engage in the kinds of thinking and acting required for electronically-mediated work activities and interactions. In such contexts, supervised placements are not feasible and less applicable as an effective WIE approach, because future work environments are not necessarily place-based.

The challenge we face includes preparing students for diverse work contexts. Remote work, nomadic work practices and gig-based work are becoming common, and these may or may not represent possible future work contexts for our students. We also aim to explore different forms of “one-to-many” engagements (Dean & Campbell, 2020), where, for example, enterprises can provide video-challenges, i.e., examples of problems they are currently facing, and engage groups of students in seeking to respond to these problems, while being supervised by teachers.

Such short bursts of intense and focused WIE would benefit both our students and partner enterprises and serve to strengthen student employability.

Place, publisher, year, pages
Trollhättan: University West, 2023. p. 1
Keywords
work integrated learning
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21167 (URN)
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-11
Nilsson, S. & Hedman, U. (2023). The challenges and opportunities incorporation work-integrated learning in online higher education. In: Luis Gómez Chova, Chelo González Martínez,, Joanna Lees (Ed.), EDULEARN23 Proceedings: . Paper presented at 15th International Conference on Education and New Learning Technologies, 3-5 July, 2023, Palma, Spain (pp. 4091-4096). iated Digital Library
Open this publication in new window or tab >>The challenges and opportunities incorporation work-integrated learning in online higher education
2023 (English)In: EDULEARN23 Proceedings / [ed] Luis Gómez Chova, Chelo González Martínez,, Joanna Lees, iated Digital Library , 2023, p. 4091-4096Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper discusses the challenges and opportunities of applying a Work-integrated learning (WIL) perspective to distance learning programs in higher education. More specifically, it disseminates the Work-integrated education (WIE) elements incorporated in the 2-year program ”Webmaster” at University West, Sweden, with about 100 students each year.

The program consists of two main themes, web programming and graphic- and user experience (UX) design, respectively. A majority of the students live in Sweden, but about 10 percent live abroad. With so many students dispersed around the world, more traditional placement-based WIE activities, such as internships, are challenging to accommodate. Other challenges are that the students are in different stages of life, often having to balance work, family, and study commitments (cf. Dean et al., 2020; Dean & Campbell, 2020). Another factor to consider when implementing WIE activities is that for these students, placement-based WIL is not necessarily preparing them for a future in the web industry. While more traditional work settings are common, more novel forms of work, such as work-from-home, nomadic work practices, and gig-based work, are increasingly common. Hence, a traditional placement-based WIE activity would not suffice to prepare students for work in the industry.

So, given the heterogenic nature of the student group regarding their demographics, their purpose and ambitions, physical location and uncertain future work contexts, taking in a WIL perspective is challenging at the same time as it is presenting us with the opportunity to explore alternative non-placement forms of WIL.

In this paper we explore the students’ attitudes towards and impressions of the implementation of three forms of non-placement WIL:i) ”WIL glimpses” features a series of curated (by the lecturer) resources already freely and readily available on the internet, in which people in the industry share glimpses from their workdays,ii) ”follow-along workshops” in which we have contracted experienced guest lecturers to conduct workshops with students on campus-based courses and filmed these sessions for use as follow-along workshops for the online students,iii) a series of ”Alumni interviews”, where former students are interviewed about their careers after graduating, the process of obtaining an income in the industry, their typical workday, and what competencies are sought after in the industry.

The findings suggests that, despite none of these elements being mandatory in the various courses in the program, they are appreciated by the students as well as by the guest lecturers and alumni that take part. Thus, the elements contribute to the students’ readiness (Billet, n.d.).

Taken together, the three elements of WIL provide not only opportunities to incorporate non-placement WIE activities in the program. They have also proved to be a re-usable educational resource, and as such highly valued by the lecturers involved in the program. Hence, we suggest that an innovative way to incorporate WIL in an online education is to offer a series of non-placement glimpses that represents the industry perspectives.

Place, publisher, year, edition, pages
iated Digital Library, 2023
Keywords
Work integrated learning, WIL, distance education
National Category
Learning
Research subject
Work Integrated Learning; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-21166 (URN)10.21125/edulearn.2023.1095 (DOI)9788409521517 (ISBN)
Conference
15th International Conference on Education and New Learning Technologies, 3-5 July, 2023, Palma, Spain
Available from: 2024-01-11 Created: 2024-01-11 Last updated: 2024-01-11
Jobe, W., Nilsson, S., Bernhardsson, P. & Rask, A. B. (2018). Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning. In: : . Paper presented at ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018. , Article ID 2440743862.
Open this publication in new window or tab >>Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper concerns open education (OER) resources, and more specifically the process of publishing OER material to make it easier to find on the web. The overarching goals are to improve the creation and discovery of OER material for workplace learning as well as strive towards UNESCO’s Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. As we see it, there are two key challenges. The first challenge regards the content creation and curation side; i.e. the process of making OER material available to the general public, how to maintain the resource and how to get feedback on it. The second challenge regards discovery i.e. for OER consumers to easily find OER material and discern its usefulness in their specific learning context. We are in the process of developing a web based system that aids content creators in publishing and maintaining their OER material. The system helps the content creator by generating semantic metadata about the resource based on the Dublin Core system and creates a package of the material itself along with said metadata in a search engine optimized HTML5 file, ready for publishing on a web server or a video streaming site like YouTube, or other media sharing sites. This approach primarily utilizes common search engines to find the material, thus making the OER material decentralized and not necessarily specific to a specific OER repository. The metadata created by the system does, however, enable developers to create systems specialized in collecting and aggregating OER material, further enhancing the capability of the decentralized ecosystem of OER resources to be used by learning management systems. The key contribution is a suggestion as to how to automatically generate and use an OERID so that all resources can be discovered, curated, and reused.

Keywords
didactics, virtual learning, organization theory, differentiated instruction, Managers and employees in public institutions, Managers and employees in private companies
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13076 (URN)
Conference
ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2023-06-02Bibliographically 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
Nilsson, S. (2015). Design Patterns for Visualization of User Activities in a Synchronous Shared Workspace. International Journal of Advanced Corporate Learning, 8(3)
Open this publication in new window or tab >>Design Patterns for Visualization of User Activities in a Synchronous Shared Workspace
2015 (English)In: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 8, no 3Article in journal (Refereed) Published
Abstract [en]

Scholars in fields such as Computer-Supported Collaborative Learning (CSCL) have extensively covered the general theme of distributed collaboration in the past few decades. Recent advances in web technologies have pushed forward the boundaries of what is possible to create on the web, aiding the development of various types of collaborative software. Standing on the shoulders of previous research, and in the light of the new web technologies, we here outline the development of what we label a "synchronous shared workspace". The purpose of the system is to serve as a web-based collaboration tool for small groups of geographically and/or temporally dispersed persons within a learning context. Designing this type of system presents interesting challenges on how to graphically visualize the presence of others and their activities, i.e. awareness information. Further, the system provides other types of functionalities such as visualizing previous activities and real-time manipulation of media objects that provides challenges for designers. Utilizing a "design pattern" approach, this paper explores visualization patterns for collaboration in shared workspaces in order to support mutual awareness and coordination activities. Five design patterns were implemented in the system and evaluated by a small group of online learners. The results support the notion that visualization of awareness information is a complex issue and that the work to provide effortless coordination of collaboration is a research interest that needs more attention.

Keywords
Awareness;design patterns;synchronous shared workspace;coordination
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9030 (URN)
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2023-10-12Bibliographically approved
Nilsson, S. (2015). Exploring Design Patterns of Shared Interfaces for Web Collaboration. In: David Guralnick, Ph.D. (Ed.), Proceedings of the Eighth International Conference on E-Learning in the Workplace: . Paper presented at The International Conference on E-Learning in the Workplace 2015 ICELW 2015 June 10th-12th, New York, NY, USA.
Open this publication in new window or tab >>Exploring Design Patterns of Shared Interfaces for Web Collaboration
2015 (English)In: Proceedings of the Eighth International Conference on E-Learning in the Workplace / [ed] David Guralnick, Ph.D., 2015Conference paper, Published paper (Other academic)
Abstract [en]

Scholars in fields such as Computer-Supported Collaborative Learning (CSCL) have extensively covered the general theme of distributed collaboration in the past few decades. Recent advances in web technologies havepushed forward the boundaries of what is possible to create on the web, aiding the development of various types of collaborative software. Standing on the shoulders of previous research, and in the light of the new web technologies, we here outline the development of what we label a "synchronous shared workspace". The purpose of the system is to serve as a web-based collaboration tool for small groups of geographically and/or temporally dispersed persons within a learning context. Designing this type ofsystem presents interesting challenges on how to graphically visualize the presence of others and their activities, i.e. awareness information. Further, the system provides other types of functionalities such as visualizing previous activities and real-time manipulation of media objects that provideschallenges for designers. Utilizing a "design pattern" approach, this paper explores visualization patterns for collaboration in shared workspaces in order to supportmutual awareness and coordination activities. Five design patterns were implemented in the system and evaluated by a small group of online learners. The results support the notion that visualization of awareness information is acomplex issue and that the work to provide effortless coordination of collaboration is a field that needs more attention.

Keywords
Awareness, design patterns, synchronous shared workspace, coordination.
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-7891 (URN)978-0-9827670-5-4 (ISBN)
Conference
The International Conference on E-Learning in the Workplace 2015 ICELW 2015 June 10th-12th, New York, NY, USA
Available from: 2015-08-13 Created: 2015-08-13 Last updated: 2015-12-22Bibliographically approved
Nilsson, S. & Svensson, L. (2015). Presenting the Kludd: A Shared Workspace for Collaboration. In: GROUP '14 Proceedings of the 18th International Conference on Supporting Group Work: . Paper presented at 18th International Conference on Supporting Group Work, (pp. 295-298). New York: Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Presenting the Kludd: A Shared Workspace for Collaboration
2015 (English)In: GROUP '14 Proceedings of the 18th International Conference on Supporting Group Work, New York: Association for Computing Machinery (ACM), 2015, p. 295-298Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In this poster, we would like to present the current state of the Kludd system. Kludd is a web-based collaboration tool, enabling users to collaborate around various media objects like images, videos, texts and audio in a shared workspace. The design metaphor is an online whiteboard, where multiple actors can add, manipulate and remove objects, all while everyone sees the same view. The system is made with standard components like HTML5, CSS3 and a number of open-source javascript libraries enabling real-time collaboration in a browser. Utilizing a Design Science Research methodology, the initial design was based on 9 design requirements. In this poster, a further four requirements are presented as a result of the analysis of the first phase, and an initial design of the second phase of the project is presented

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2015
Keywords
Shared workspace, collaboration, real-time, HTML5
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9029 (URN)10.1145/2660398.2663775 (DOI)978-1-4503-3043-5 (ISBN)
Conference
18th International Conference on Supporting Group Work,
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2016-02-05Bibliographically approved
Nilsson, S. (2015). Utilizing emerging web standards designing a Synchronous Shared Workspace. In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015: . Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States (pp. 1157-1161). Chesapeake, VA: Association for the Advancement of Computing in Education
Open this publication in new window or tab >>Utilizing emerging web standards designing a Synchronous Shared Workspace
2015 (English)In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1157-1161Conference paper, Published paper (Refereed)
Abstract [en]

This brief paper is part of a larger project aimed at innovating mediated collaboration in higher education. In this paper, we will discuss technology needed to be able to develop a web based synchronous shared workspace. With the emerging HTML5 standard together with the JavaScript platform called "Node.js" utilizing WebSocket communication, it is possible to create able web based real-time systems. Preliminary testing reveals the setup very reliable, supporting collaborative processes even on bad wireless connections.

Place, publisher, year, edition, pages
Chesapeake, VA: Association for the Advancement of Computing in Education, 2015
Keywords
Collaboration, Communication, Standards, WIL, Work-integrated learning
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9020 (URN)
Conference
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2016-02-05Bibliographically approved
Svensson, L. & Nilsson, S. (2014). Re-thinking the LMS: Designing for Engaged Collaboration. In: M. Searson & M. Ochoa (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014: . Paper presented at Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States (pp. 1702-1707). Chesapeake, VA: AACE
Open this publication in new window or tab >>Re-thinking the LMS: Designing for Engaged Collaboration
2014 (English)In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 1702-1707Conference paper, Published paper (Refereed)
Abstract [en]

While there has been extensive research done on technology supporting communication and interaction in online higher education, this research focus on the potential of new web development tools for designing educational technologies. With the recent advent and maturity of the HTML5-standard together with CSS3 and advanced javascript libraries such as jQuery andNode.js developers now have access to tools enabling them to create dynamic, web-based systemssupporting rich social interaction & collaboration between students & educators with features that were previously only available in proprietary applications. This paper reports from an ongoingresearch project utilizing a design research approach aimed at creating and evaluating such a tool.

Place, publisher, year, edition, pages
Chesapeake, VA: AACE, 2014
Keywords
Higher education, online tools, interaction, WIL, Work-integrated Learning, AIL
National Category
Information Systems Pedagogical Work
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-7189 (URN)978-1-939797-07-0 (ISBN)
Conference
Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States
Available from: 2014-12-17 Created: 2014-12-17 Last updated: 2018-08-12Bibliographically approved
Nilsson, S., Svensson, L. & Lundin, J. (2013). Working as an Online Educator: Challenges when scaling up distance education. In: Ron McBride; Michael Searson (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013: . Paper presented at Society for Information Technology & Teacher Education International Conference, Mar 25, 2013 in New Orleans, Louisiana, United States (pp. 881-885). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)
Open this publication in new window or tab >>Working as an Online Educator: Challenges when scaling up distance education
2013 (English)In: Proceedings of Society for Information Technology & Teacher Education International Conference 2013 / [ed] Ron McBride; Michael Searson, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2013, p. 881-885Conference paper, Published paper (Refereed)
Abstract [en]

In recent years online and blended learning has scaled up from being a pilot endeavour driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, the conditions for the online teacher has gradually changed, and the situation of today is in many ways problematic where student interaction and dialogue has to stand back in favour of time consuming content production, material delivery, and technical problem solving. This paper draws on the experiences from a Scandinavian University to illustrate how this transition can be understood in the light of rapid technological development in combination with slow evolution of pedagogical models for online education.

Place, publisher, year, edition, pages
Chesapeake, VA: Association for the Advancement of Computing in Education (AACE), 2013
Keywords
Blended learning, online teaching, WIL, Work-integrated learning, AIL
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-7316 (URN)978-1-939797-02-5 (ISBN)
Conference
Society for Information Technology & Teacher Education International Conference, Mar 25, 2013 in New Orleans, Louisiana, United States
Available from: 2015-02-05 Created: 2015-02-05 Last updated: 2018-08-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8847-9559

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