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Publications (10 of 92) Show all publications
Spante, M. (2022). Break the habit: Using an active learning classroom to promote collective reflection in and on action at the workplace. In: Evangeline Marlos Varonis (Ed.), ICICTE 2022 Rhodos, Greece July 7 to 9: Conference Programme. Paper presented at ICICTE 2022 International Conference on Information Communication Technologies in Education, Rhodes Greece 7 to 9 July (pp. 20-21).
Open this publication in new window or tab >>Break the habit: Using an active learning classroom to promote collective reflection in and on action at the workplace
2022 (English)In: ICICTE 2022 Rhodos, Greece July 7 to 9: Conference Programme / [ed] Evangeline Marlos Varonis, 2022, p. 20-21Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Routine and projects had dominated work models for preschool staff in a Swedish municipality. To break such patterns, a process approach was initiated promoting continuous competencedevelopment. Organizing practices in the initiative focused oncombining language development among the young childrenwith relevant use of digital tools, develop pedagogical modelsfor inclusion of young children at the same time as using digital tools, and furthermore how to develop leadership modelsto enable the staff to integrate and maintain the process approach in everyday practice.

After two years of continuous effort, the common experience was positive but when trying to present the experience forstakeholders outside of the organization, such as responsibleschool politicians, there was a frustration linked to the lack of language for the positive experience of professional development and enhanced organizational quality. Activity theory was used as a point of departure for designing anactivity with the aim to collectively moving from the abstractto the concrete in being able to verbalize what the experiencewas manifested by.

A writing seminar in an active learning classroom (ALC) wascreated to collectively produce texts for concrete descriptionsand specified explanations of the positive learning experience.The result of the writing seminar suggests that the ALC roomin combination with the interaction within and betweenparticipating groups activated what Engström refers to as Expansive learning, when moving from the abstract notion ofsuccess to the concrete articulation of performed activities.Furthermore, the active learning classroom with several largescreens and walls to write on was seen as an essential toolsupporting the expansive learning in the preschool context whenconceptualizing learning. The study conclude that reflective practice needs to be materialized in concrete activities andwriting seminars in active learning classrooms is suggested as a spearhead model for such activities.

Keywords
preeschool, active learning classroom, expansive learning
National Category
Work Sciences Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19640 (URN)
Conference
ICICTE 2022 International Conference on Information Communication Technologies in Education, Rhodes Greece 7 to 9 July
Available from: 2023-02-03 Created: 2023-02-03 Last updated: 2023-02-10Bibliographically approved
Spante, M., Egelström, M., Hofling, S. & Källerfelt, S. (2022). En utvärdering av studenters uppfattningar om simulering som pedagogisk modell för inlärning av vårdande moment såsom bedömning och behandling enligt ABCDE. In: : . Paper presented at LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden.
Open this publication in new window or tab >>En utvärdering av studenters uppfattningar om simulering som pedagogisk modell för inlärning av vårdande moment såsom bedömning och behandling enligt ABCDE
2022 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
arbetsintegrat lärande, bedömning
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19932 (URN)
Conference
LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden
Available from: 2023-05-08 Created: 2023-05-08 Last updated: 2023-06-09Bibliographically approved
Thomée, S., Allard, K., Gunnarsson, M., Martinsson, P., Larsman, P. & Spante, M. (2022). Phubbing at work: Mobile phone behavior in social contexts at the workplace and associations with the psychosocial work environment. In: Kevin Teoh, Fiona Frost, Jasmeet Singh, Maria Charalampuos, Miguel Muñoz (Ed.), 15th EAOHP Conference 2022: Supporting Knowledge comparison to promote good practice in occupational health psychology. Book of Proceedings.. Paper presented at 15th Congress of European Academy of Occupational Health Psychology, 6-8 juli, Bordeaux France (pp. 589-589).
Open this publication in new window or tab >>Phubbing at work: Mobile phone behavior in social contexts at the workplace and associations with the psychosocial work environment
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2022 (English)In: 15th EAOHP Conference 2022: Supporting Knowledge comparison to promote good practice in occupational health psychology. Book of Proceedings. / [ed] Kevin Teoh, Fiona Frost, Jasmeet Singh, Maria Charalampuos, Miguel Muñoz, 2022, p. 589-589Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Background: Phubbing (from phone and snubbing) is the phenomenon of interacting with one'ssmartphone rather than with physically present persons. The smartphone entices multitasking,we can quickly find ourselves mentally elsewhere and in communication with others than wherewe physically are. This means changed behaviors also in traditionally social contexts at work.Breaks at work give an opportunity to recover, but also to chat and socialize with co-workers –a social exchange that seems to be positive for developing collegial cohesion and trust, andfacilitates access to collegial social support. In pilot interviews with safety representatives in the electrical trade, concerns were raised that preoccupation with mobile phones in the breakrooms contributed to reduced social communication in working groups, impaired communication aboutwork tasks and the work environment, less commitment to work, and reduced access to socialsupport. These factors, by extension, may have significance for occupational safety and health,socialization, and productivity. In this research project granted by the Swedish Research Council for Health, Working Life and Welfare, we explore mobile phone behaviors, especially phubbing, in social contexts of working life.

Objectives: To explore the occurrence of phubbing in social contexts at workplaces, e.g., in thebreakrooms, how phubbing at work is perceived on different levels in the organization andwhich norms are at play. Further objectives include whether phubbing is associated with socialwork environment factors such as organizational commitment and social support, and whetheror not phubbing at work is an issue that needs to be addressed.

Methods: The project has an exploratory approach and combines qualitative and quantitativemethods. Ongoing studies include a) surveys in workplaces in the electrical trade, health careand dentistry, b) interviews with employees, managers, and HR, in the said trades, and c) asurvey to members of the Swedish Electrical worker union (N=13000). Studies a-c map mobilephone behaviors during the working day, perceptions about these behaviors, their causes andconsequences, and the presence of norms and policies regarding mobile phone use at work.Based on these studies, a longitudinal survey in a random sample from the Swedish workingpopulation (n=6000) is planned to examine associations between “phubbing” at work and socialenvironment factors, at baseline and after 6 months.

Results: This is an ongoing study. Preliminary results will be presented at the conference, ifaccepted.

Keywords
phubbing, smartphone, work-integrated learning
National Category
Information Systems, Social aspects Work Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19638 (URN)978-0-9928786-6-5 (ISBN)
Conference
15th Congress of European Academy of Occupational Health Psychology, 6-8 juli, Bordeaux France
Funder
Swedish Research Council
Available from: 2023-02-02 Created: 2023-02-02 Last updated: 2023-02-14Bibliographically approved
Spante, M., Brocker, K. & Dalenius, M. (2022). Skrivarstuga: ett sätt att fånga arbetsintegrerat lärande i verksamhetutvecklingsprocesser. In: : . Paper presented at LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden.
Open this publication in new window or tab >>Skrivarstuga: ett sätt att fånga arbetsintegrerat lärande i verksamhetutvecklingsprocesser
2022 (Swedish)Conference paper, Oral presentation only (Other academic)
Keywords
skrivande, skrivarstuga
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19943 (URN)
Conference
LINA WEEK 40, 3-7 OCTOBER, 2022, University West, Sweden
Available from: 2023-05-10 Created: 2023-05-10 Last updated: 2023-05-29Bibliographically approved
Spante, M., Sofkova Hashemi, S. & Hipkiss, A. M. (2022). Structured Flexibility When Learning About Resourcediversity On The Globe: The Dollar Street Case. In: Evangeline Marlos Varonis (Ed.), ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme. Paper presented at ICICTE 2022 International Conference on Information Communication Technologies in Education, Rhodes, Greece July 7 to 9 (pp. 23-23).
Open this publication in new window or tab >>Structured Flexibility When Learning About Resourcediversity On The Globe: The Dollar Street Case
2022 (English)In: ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme / [ed] Evangeline Marlos Varonis, 2022, p. 23-23Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The study is situated in a school built specifically with the idea offlexible design in the learning environment providing variation ofrooms and furniture combined with access to a range of digitaltools to enhance students’ 21st century skills. The aim of thisstudy is to investigate how such flexible resources are used andexperienced by teachers in practice. The findings demonstratethat teaching in such spatial wholeness requires includingflexibility in the planning process and approaching studentdriven choices in a meta-structure for students to participateand learn. Teaching Dollar Street required extensive collectiveplanning to uphold the shared design throughout the spaces,activities, and resources.

Keywords
flexible, design, learning environment, flexible resourses
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19641 (URN)
Conference
ICICTE 2022 International Conference on Information Communication Technologies in Education, Rhodes, Greece July 7 to 9
Available from: 2023-02-03 Created: 2023-02-03 Last updated: 2023-02-10Bibliographically approved
Spante, M. (2022). Symposium: Running online formative interventions towards inclusive and just societies. In: The 9th Nordic-Baltic ISCAR 2022: Towards Inclusive And Just Societies: A Dialogue With, Within And Beyond Chat. Book Of Abstracts. Paper presented at The 9th Nordic-Baltic ISCAR 2022, Juni 14-16 Helsinki, Finland (pp. 8-8).
Open this publication in new window or tab >>Symposium: Running online formative interventions towards inclusive and just societies
2022 (English)In: The 9th Nordic-Baltic ISCAR 2022: Towards Inclusive And Just Societies: A Dialogue With, Within And Beyond Chat. Book Of Abstracts, 2022, p. 8-8Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of this symposium is to share the successes and challenges that we have experienced, as an international community of researchers, running formative interventions in online research environments. We will consider lessons learned from a range of projects focused on interventions in diverse educational settings. By sharing our successes and challenges, we will contribute to existing knowledge about the various methodologies we used to design and conduct these diverse projects, so as to continue to build collaboration in the use of formative interventions by the wider international research community, also when an online design is used in formative interventions to reach for change and reach out to participants. 

National Category
Pedagogy
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19643 (URN)
Conference
The 9th Nordic-Baltic ISCAR 2022, Juni 14-16 Helsinki, Finland
Available from: 2023-02-03 Created: 2023-02-03 Last updated: 2023-02-10Bibliographically approved
Spante, M. & Sofkova Hashemi, S. (2022). Workshop 6: The Design Dice Model in Practice. In: Evangeline Marlos Varonis (Ed.), ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme. Paper presented at ICICTE 2022: International Conference on Information Communication Technologies in Education, Rhodes, Greece July 7 to 9 (pp. 26-28).
Open this publication in new window or tab >>Workshop 6: The Design Dice Model in Practice
2022 (English)In: ICICTE 2022 Rhodes, Greece July 7 to 9: Conference Programme / [ed] Evangeline Marlos Varonis, 2022, p. 26-28Conference paper, Oral presentation only (Other academic)
Keywords
design dice model
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-19642 (URN)
Conference
ICICTE 2022: International Conference on Information Communication Technologies in Education, Rhodes, Greece July 7 to 9
Note

About  the workshop

Objectives

We will present the model at site and on a short video, andthen participants will “play” with the dice to plan or analyselectures of their own choice. We will then collectively discussexperiences of the use of the Design Dice.

Methods

Interactive workshop at site and online.

Outline

n this interactive workshop on design for learning using themodel of Design Dice, we will explore the Design Dice model, amodel that we have developed and used with several teachersin several schools in Nordic countries. The parts of the dice is

1) content,

2) competences,

3) added value

4) room

5) tool

6) time

How to combine these parts so that the planned work will createadded value is at the core of the intentions using the model.

Available from: 2023-02-03 Created: 2023-02-03 Last updated: 2023-02-10Bibliographically approved
Egelström, M. & Spante, M. (2021). Historicity in change laboratories: the role of the history wall tool to understand collective concept formation and model creation. In: : . Paper presented at Finnish Educational Research Association Annual Conference 2021, Jyväskylä / Virtual Cultural-Historical Activity Theory and Formative Interventions SIG 25-26 November.
Open this publication in new window or tab >>Historicity in change laboratories: the role of the history wall tool to understand collective concept formation and model creation
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this paper we focus on how four change laboratories in schools in a Swedish municipalityactively used the history wall tool in their respective CL process to tackle unequal access toeducational success. The four CLs were conducted in 2019-2021 involving in total 83 participants.The participants in each of the four CL brought with them their individual professional experiencesto the work with the history wall achieving a depicted timetable. This created a common groundfor each CL collective to get a mutual understanding of the amount and content of what individualsbrought with them into the professional situation of fighting inequalities to educational success.During the analysis, important events and characteristics of periods were conceptualized. Thesesconceptualizations were further linked to the range of models created in each CL to tackleinequalities. However, it became apparent that the models differed, and we argue that theydiffered depending on the historical traits each collective discussed as issues for them at theirschool also influencing prioritized models to work further with at each school.We suggest that the history wall work both stimulated further model creation as well as served asan understanding why certain models became prioritized by each collective. Therefore, thehistorical traits should be emphasized in the process as well in the analysis of created models tounderstand the participants rationale for concept formation and model creation.

Keywords
CL, history wall, model creation
National Category
Business Administration Learning
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-18189 (URN)
Conference
Finnish Educational Research Association Annual Conference 2021, Jyväskylä / Virtual Cultural-Historical Activity Theory and Formative Interventions SIG 25-26 November
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2022-02-17
Spante, M. & Egelström, M. (2021). In change we trust:: A study of a professional development project despite challenging times. In: : . Paper presented at NERA conference, Odense November, 2021.
Open this publication in new window or tab >>In change we trust:: A study of a professional development project despite challenging times
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy Social Sciences Interdisciplinary
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-18188 (URN)
Conference
NERA conference, Odense November, 2021
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2022-02-17
Spante, M. (2021). Running online formative interventions – experiences from an international research community. In: : . Paper presented at Finnish Educational Research Association Annual Conference 2021, Jyväskylä / Virtual Cultural-Historical Activity Theory and Formative Interventions SIG 25-26 November.
Open this publication in new window or tab >>Running online formative interventions – experiences from an international research community
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The aim of this presentation is to share the successes and challenges that we have experienced, as an international community of researchers, running formative interventions in online research environments. We will consider lessons learned from six projects focused on interventions in diverse educational settings: 1) part-time adult learners working in facilities management, who were unhappy with online teaching and learning for the professional diploma courses they were undertaking; 2) K-6 school personnel seeking to create models, with which they aspired to tackle inequalities in accessing education; 3) post-compulsory education providers seeking to engage community stakeholders, in a particularly disadvantaged area with poor educational outcomes; 4) staff in a specialist school for blind students designing a model of inclusive practice, to respond to the changing nature of the student profile in their local community; 5) online educators in Higher Education Institutions, seeking to understand their own professional development needs; and 6) doctoral students from a range of disciplines, working alongside a multinational corporation to scope systemic and social challenges, developing an inclusive environment for neurodiverse employees to prosper. By sharing our successes and challenges, we will contribute to existing knowledge about the various methodologies we used to design and conduct these diverse projects, so as to continue to build collaboration in the use of formative interventions by the wider international research community. 

 

Keywords
online teaching, formative intervention, research community
National Category
Social Sciences Interdisciplinary Public Health, Global Health, Social Medicine and Epidemiology Pedagogy
Research subject
Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-18190 (URN)
Conference
Finnish Educational Research Association Annual Conference 2021, Jyväskylä / Virtual Cultural-Historical Activity Theory and Formative Interventions SIG 25-26 November
Available from: 2022-02-17 Created: 2022-02-17 Last updated: 2022-02-17
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3203-7062

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