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  • 1.
    Abovarda, Adam
    et al.
    University West, School of Business, Economics and IT.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    E-learning as Part of Residency Education2023In: Caring is Sharing: Exploiting the Value in Data for Health and Innovation. Proceeddings of MIE 2023 / [ed] Maria Hägglund, Madeleine Blusi, Stefano Bonacina, Lina Nilsson, Inge Cort Madsen, Sylvia Pelayo, Anne Moen, Arriel Benis, Lars Lindsköld, Parisis Gallos, IOS Press, 2023, Vol. 302, p. 496-497Conference paper (Refereed)
    Abstract [en]

    Through a literature review in combination with qualitative analysis of course evaluations, this study examines aspects that contribute to enhancing elearning for physicians in a residency education program. The literature review and the qualitative analysis outline three main factors (pedagogical, technological, and organizational), highlighting the importance of a holistic approach that includes learning and technology in context when integrating e-learning strategies in adult learning programs. The findings contribute insights and practical guidance for education organizers on how to conduct e-learning during and after the pandemic.

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  • 2.
    Abrahamsson, Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utemiljö som lärmiljö: Pedagogers syn på användningen av utemiljön som en del av den pedagogiska verksamheten2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Vistelsen i utemiljön är en stor del av förskolans pedagogiska verksamhet och är ett självklart inslag i den dagliga verksamheten. Flertalet forskare belyser vikten av undervisning i utemiljön för barns kognitiva, motoriska, emotionella och sociala utveckling eftersom utemiljön skapar förutsättningar för barnen att interagera alla sina sinnen och hela sin kropp i ett lärande. I utemiljön väcks en nyfikenhet hos barnen till att utforska och undersöka. Barnen får möjlighet att samspela, ställa och prova hypoteser, lösa problem och konflikter men framförallt reflektera och återhämta sig vilket bidrar till att barnen befäster sina teoretiska kunskaper i praktiska handlingar. Det sociala samspelet, den motoriska, kognitiva och emotionella utvecklingen gynnas av utomhusundervisning särskilt om pedagogen använder utemiljön på ett medvetet sätt och har en medvetenhet om vilket lärande som kan ske och utmanar barnen i meningsfulla sammanhang. Upplevelsen i utemiljön och den egna kroppen lyfts fram som material för att konkretisera, skapa förståelse och knyta an teoretisk kunskap med praktiskt görande vilket befäster lärandet och skapar goda förutsättningar för ett fortsatt lärande senare i livet. Vi vill med detta arbete skapa diskussioner utifrån olika uppfattningar och synliggöra en nyanserad bild av utemiljöns betydelse samt lyfta olika beskrivningar till hur utemiljön kan användas för att utmana barnen. Studien är viktig att bidra till ökad förståelse och nytt tänkande kring utemiljön som lärmiljö, eftersom utevistelsen är en stor del av den dagliga verksamheten på förskolan.

    Syfte: Studiens syfte är att undersöka pedagogernas syn på användningen av utemiljön som en del av den pedagogiska verksamheten.

    Metod: Det är en kvalitativ studie där vi använt oss av semistrukturerade intervjuer av sammanlagt tio pedagoger på fem olika förskolor som arbetar på olika avdelningar med barn i olika åldrar.

    Resultat: Resultatet visar att pedagoger tillskriver utemiljön stor betydelse för barnens språk motoriska, emotionella och sociala utveckling. Utemiljön används för att skapa variation i förhållande till inomhusmiljön där materialet och platsen tillskrivs en betydelse men även lek, upplevelser och praktiska handlingar för att främja interaktioner, sociala samspel och utforskande. Utifrån det skapar pedagogerna samtalsämnen samt ger barnen möjlighet att tänka och resonera i syfte till att bidra till barnens olika utvecklingsområden, lärande och handlingskompetens.

  • 3.
    Abrahamsson, Sara
    et al.
    University West, Department of Social and Behavioural Studies.
    Svenningsson, Kajsa
    University West, Department of Social and Behavioural Studies.
    Flexibilitet, motivation, lärande och lön: Personalvetares perspektiv på vad som kännetecknar en attraktiv arbetsgivare2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Within organizations, HR departments work to attract future employees. Another area of work for HR is to promote the origanization’s so-called Employer Branding, a concept that relates to how organizations, as a kind of brand, are seen and perceived by other parties, both potential employees and other organizations. Knowledge about what motivates HR personnel as a professional group, and as potential new employees, and what this professional group considers to be an “attractive” employer needs to be supplemented. The purpose of this study was therefore to gain an increased understanding of what HR personnel’s thoughts, as a professional group, were about what makes an employer perceived as attractive, specifically regarding the areas of motivation and learning at work. Interviews were conducted with eight individuals who, in various forms, work with and have experience from the personnel profession. According to the results, factors such as flexibility, career opportunities, financial compensation and learning contribute to an employer being considered attractive. The results also show that these factors seem to motivate HR personnel. Through interviews, the above factors could be identified regarding what HR personnel considers to be an attractive employer and what motivational factors HR personnel has at work.

  • 4. Abrant Dahlgren, Madeleine
    et al.
    Hult, Håkan
    Dahlgren, Lars Owe
    Hård af Segerstad, Helene
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Vom Hochschulabschluss zum Berufseinstieg: Lernverläufe in Politikwissenschaft, Psychologie und Machinenbau2013In: Studium und Beruf: Studienstrategien - Praxiskonzepte - Professionsverständnis / [ed] Hessler, Gudrun, Oechsle, Mechtild, Scharlau, Ingrid, Bielefeld: Transcript Verlag, 2013, 1, p. 115-141Chapter in book (Refereed)
  • 5.
    Aggestam, Lena
    et al.
    University West, Department of Engineering Science, Division of industrial engineering.
    Johansson, Madeleine
    Department of Adult Psychiatry, NU-Care Hospital, Lärketorpsvägen, 461 73 Trollhättan (SWE).
    Kylén, Erik
    MedFilm AB, Staveredsgatan 20, 461 31 Trollhättan (SWE).
    Stenholm, Joel
    MedFilm AB, Staveredsgatan 20, 461 31 Trollhättan (SWE).
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics. School of Business Economics and IT, University West, Gustava Melins Gata 2, 461 32 Trollhättan, Sweden.
    The Development and Evaluation of an Animated Video for Pre- and Postoperative Instructions for Patients with Osteoarthritis: A Design Science Research Approach2024In: Geriatrics, E-ISSN 2308-3417, Vol. 9, no 19, p. 1-11Article in journal (Refereed)
    Abstract [en]

    Osteoarthritis (OA) is a condition in the hip or knee joints that develops during a long period of time and sometimes needs hip or knee joint replacement surgery when pain gets too intense for the patient. This paper describes how an animated video for pre- and postoperative instructions for patients with osteoarthritis was designed. The design science research (DSR) approach was followed by creating a web-based animated video. The web-based animated video is used to support surgical departments with education for patients suffering from OA. In the web-based animated video, information about OA surgical treatment and its pre- and post-arrangements was included. The relevance, the rigor, and the design cycles were focused on, with some iterations of and improvements in the animations. Even after implementation, there was a feedback-loop with comments from the surgeons and their patients. Moreover, as more departments will use the web-based animated video, they want to make their special mark on it, so that further changes will be made. This paper presents the design and successful implementation of an animated video for pre- and postoperative instructions for patients with osteoarthritis, tightly linked to the patient journey and the workflow of healthcare professionals. The animated video serves not only as a tool to improve care but also as a basis for further scientific research studies. 

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  • 6.
    Albinsson, Anna
    University West, Department of Social and Behavioural Studies.
    Förskollärarens erfarenheter av språkutveckling vid måltid i förskoleklassen2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Elever ska erbjudas goda möjligheter till utvecklingen av ett rikt och varierat språk enligt läroplanen. Trots det visar forskningen att den pedagogiska verksamheten inte förmår att prioritera barnens språkliga behov. Språkutveckling under måltid visar sig vara mindre beforskat i förskoleklassen än i förskolan. Måltiden beskrivs samtidigt som en unik och betydelsefull stund för barnets språk. Det är därför av intresse att få mer kunskap om förskollärarens erfarenheter av det pedagogiska arbetssättet vid måltiden i förskoleklassen.

    Syfte: Studiens syfte är att beslysa förskollärares erfarenheter av att använda måltiden som ett språkutvecklande lärandetillfälle i förskoleklassen.

    Metod: Studiens design utgår från kvalitativ och induktiv ansats med sex semistrukturerade intervjuer genom tematisk analys. Studiens frågeställningar grundas i ett sociokulturellt perspektiv med teoretisk utgångspunkt i scaffolding och den proximala utvecklingszonen.

    Resultat: I resultatet framkom två teman, språkutvecklande rutiner och strategier för språkutveckling. Av dessa två teman framkom totalt sex subteman. Resultatet visar betydelsen av rutiner och strategier för att använda måltiden som ett språkutvecklande lärandetillfälle i förskoleklassen. De rutiner som var språkutvecklande vid måltiden var att förskolläraren är vägledande vid måltid, att de kan hantera en tidsbirst och att de har förmåga att träna för att lära. De strategier som framkom för språkutvecklingen var att förskolläraren kunde tillhandahålla stimulerande samtalsämnen och vara ett stöd i samtal genom lekfulla arbetssätt.

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  • 7.
    Ali, Rashid
    et al.
    COMSATS Institute of Information Technology, Pakistan.
    Ashgar, Summara
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work–integrated informal Learning (WiiL) Adopting Social Networking as Interdisciplinary Learning at Workplace2014Conference paper (Other academic)
    Abstract [en]

    Work Integrated Learning usually focuses on student's practical knowledge and learning duringthe education, while a student after completing the institutional period is still a student at workplace ass/he never stops learning. Learning within the organization is not only the formal training and educationof the employees, but also an informal process of sharing knowledge. The knowledge is often embedded in organizational activities, practices, and norms, as well as the social ties among the persons.The use of social networking site within the organization enables a new work integrated methodof learning and communication among the colleagues from different disciplines, encouraging both personal and professional informal knowledge sharing inside the organization. Our analysis ofemployee's behavior and acceptance of social networking as an informal way of learning was performed by a descriptive case survey research.The respondents providing the empirical data for survey consisted of 105 out of 180 targeted employees from a private IT organization in Pakistan. The questionnaire results present that the professionals use social networking sites to share their experiences and to build a virtual break in the hierarchical levels of the profession within the organization. Their motivation in using social networking includes sharing personal and professional experiences with co-workers and advancing their career.This paper illustrates the power of social networking as a Work Integrated Informal Learning (WIIL) tool that contributes significantly to increase the gain of interdisciplinary knowledge within the organization

  • 8.
    Aliti, Albert
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Modern Colonizer: Travelling, Orientalism and Colonialism in Alex Garland's The Beach2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 9.
    Aliti, Albert
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Chukwuemeka, Jordan
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Changes in English Language Textbooks in Relation to English as an International Language and Curricula for English in Swedish Upper Secondary School2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 10.
    Almqvist, Charlotte
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Zell, Emma
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Åh, nu har jag det! Kan jag bara rita av då?: En kvalitativ studie om elevers användande av uttrycksformerna laborativt material och bild i matematik.2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    matematik med hjälp av olika uttrycksformer och att de ska kunna växla mellan dem. Gustafsson, Jakobsson, Nilsson, Zippert (2011) beskriver att dessa uttrycksformer är konkret, bildligt, verbalt, numerisk och symboliskt. Forskning visar att den konkreta uttrycksformen i form av laborativt material bidrar till att synliggöra abstrakta matematiska idéer, samtidigt som det låter elevernas sinnen samverka. Den bildliga uttrycksformen beskrivs också bidra till att synliggöra det abstrakta i matematiken samt att bilden kan utgöra ett hjälpmedel för elevernas tänkande. Hagland (2015) belyser även uppgifternas betydelse och framhåller att arbete med problemlösning möjliggör användandet av olika uttrycksformer.  

    Syfte: Syftet med studien var att undersöka hur uttrycksformerna laborativt material och bild påverkade varandra beroende på vilken uttrycksform eleverna började med samt om uppgifternas kontext inverkade på elevernas möjlighet att använda olika uttrycksformer.  

    Metod: Studien har en kvalitativ ansats där metoderna observation och fotografering har använts. Empirin insamlades under fyra observationstillfällen i form av lektioner, där vi båda intog rollen som observatörer. Under observationerna användes två olika observationsscheman beroende på om eleverna började med laborativt material eller bild. Under observationerna fotograferade vi även hur eleverna använde det laborativa materialet.  Resultat: Studiens resultat visar att det har betydelse för vilken uttrycksform som eleverna börjar med då de kan komplettera varandra genom att förtydliga tankegången. För de elever som hade svårigheter med att använda någon av uttrycksformerna visar resultatet att dessa kunde använda det laborativa materialet på ett mer fördelaktigt sätt och gynnades således av att börja med den uttrycksformen. Resultatet visar även att uppgiftens kontext inverkade på elevernas möjligheter att använda olika uttrycksformer då eleverna ville anpassa uttrycksformerna till det uppgiften handlade om. Det visade sig även att förståelse för den matematik som fanns i uppgiften påverkade elevernas möjlighet att använda olika uttrycksformer.  

  • 11.
    Almqvist Nielsen, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Prehistoric history in Swedish primary school education: pupils’ expression of empathy after visiting a cultural heritage site2023Conference paper (Other academic)
  • 12.
    Andersson, Anna
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Brink, Eva
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Yang Hansen, Kajsa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Department of Education and Special Education, Gothenburg University (SWE).
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Development and validation of experienced work-integrated learning instrument (E-WIL) using a sample of newly graduated registered nurses: A confirmatory factor analysis2023In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 128, p. 1-9, article id 105889Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Research indicates that newly graduated registered nurses struggle to develop practical skills and clinical understanding and to adapt to their professional role. To ensure quality of care and support new nurses, it is vital that this learning is elucidated and evaluated. Aim The aim was to develop and evaluate the psychometric properties of an instrument assessing work-integrated learning for newly graduated registered nurses, the Experienced Work-Integrated Learning (E-WIL) instrument.

    METHOD: The study utilized the methodology of a survey and a cross-sectional research design. The sample consisted of newly graduated registered nurses (n = 221) working at hospitals in western Sweden. The E-WIL instrument was validated using confirmatory factor analysis (CFA).

    RESULTS: The majority of the study participants were female, the average age was 28 years, and participants had an average of five months' experience in the profession. The results confirmed the construct validity of the global latent variable E-WIL, "Transforming previous notions and new contextual knowledge into practical meaning," including six dimensions representing work-integrated learning. The factor loadings between the final 29 indicators and the six factors ranged from 0.30 to 0.89, and between the latent factor and the six factors from 0.64 to 0.79. The indices of fit indicated satisfactory goodness-of-fit and good reliability in five dimensions with values ranging from α = 0.70 to 0.81, except for one dimension showing a slightly lower reliability, α = 0.63, due to the low item number. Confirmatory factor analysis also confirmed two second-order latent variables, "Personal mastering of professional roles" with 18 indicators, and "Adapting to organisational requirements" with 11 indicators. Both showed satisfactory goodness-of-fit, and factor loading between indicators and the latent variables ranged from 0.44 to 0.90 and from 0.37 to 0.81, respectively.

    CONCLUSION: The validity of the E-WIL instrument was confirmed. All three latent variables could be measured in their entirety, and all dimensions could be used separately for the assessment of work-integrated learning. The E-WIL instrument could be useful for healthcare organisations when the goal is to assess aspects of newly graduated registered nurses' learning and professional development.

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  • 13.
    Andersson, Anna
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Hällgren Graneheim, Ulla
    University West, Department of Health Sciences, Section for nursing - graduate level. Department of Nursing, Umeå University, Umeå (SWE).
    Skyvell Nilsson, Maria
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Newly-graduated nurses´ work-integrated learning: A qualitative study from an educational and occupational perspective2022In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 59Article in journal (Refereed)
    Abstract [en]

    Aim: The aim of this study was to describe newly graduated nurses´(NGNs´) experience of work-integrated learning (WIL), from an educational and occupational perspective.

    Background: NGNs often find themselves unprepared to meet occupational demands on their competence on entering working life, and express difficulties integrating educational theory into a practical context. Qualitative and effective WIL becomes particularly important for NGNs to develop the competence required to handle the transition from education to working life.

    Design: This is a qualitative, descriptive study with an inductive approach.

    Methods: Seven focus-group discussions were performed and subjected to qualitative content analysis.

    Results: The results revealed that WIL for NGNs includes personal mastering of several professional roles: a self-directed and collaborative learning role, a relational nursing role, and a transition from a student role to a collegial role. Furthermore, WIL entails adapting to organisational requirements, including development of contextual workplace knowledge and understanding; striving for confidence in medical-technical performance; and developing an experience-based understanding of clinical situations.

    Conclusion: The results reveal that WIL is complex, encompassing adaptation to roles and personal capabilities that increase new graduates´competence and preparation for work. In addition, WIL requires personal commitment to one’s own learning as well as organisational and social support. 

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    Elsevier
  • 14.
    Andersson, Annika
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Boundary work and boundary awareness: a case study of an emergency exercise with blue light students2015In: Proceedings of the ISCRAM 2015 Conference - Kristiansand, May 24-27 / [ed] Palen, Büscher, Comes & Huges, 2015Conference paper (Refereed)
  • 15.
    Andersson, Annika
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Lindström, Berner
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Making collaboration work: Developing boundary work and boundary awareness in emergency exercises2017In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 4, p. 286-303Article in journal (Refereed)
    Abstract [en]

    Collaboration in emergency work is challenging on many levels. The unforeseen and temporary nature of incidents presents basic challenges. Another important challenge is boundaries between specialized and autonomous emergency service organizations. We need to know more about how exercises are performed to increase the individuals and organizations preparedness for future joint response work. The aim of this study was to explore how boundary work is carried out at the incident site during exercises, and how boundary awareness is developed based on this boundary work. The analytic focus was on how boundaries were identified, negotiated and managed in the participants work. Empirically, full-scale exercises involving police, ambulance and rescue services and with repetition of practical scenarios and joint-reflection seminars are studied. Much of the work in the exercises was performed within distinct areas of expertise, in accordance with concrete routines, skills and responsibilities. Boundary work was often organized in the form of distribution of labour or creating chains of actions. The exercises shed light on challenges related to other aspects of emergency response,such as a lack of resources, diverging primary responsibilities, time-criticality and hazardous environments. The design allowed participants to explicate boundaries, test and discuss alternative solutions, and to visualize the effects of different solutions as the scenarios were repeated. The boundaries that were identified were often of institutional character, and were also related to the specific scenarios and to the actions taken in the activities. By integrating real-life experiences of collaborative work in the exercise, the exercise gained a certain meaning that was essential for the participants to develop boundary awareness.

  • 16.
    Andersson, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Åberg, Julia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    “Han tar av sig klänningen för att han inte är en riktig flicka”: En kvalitativ studie om barns uppfattningar om genus (kring bilder i barnlitteratur)2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Genus har varit en diskurs i flera årtionden där åsikterna kring ämnet är likartade än idag som för femtio år sedan. Det finns fortfarande uttryck i dagens barnlitteratur om att pojkar respektive flickor ska tilldelas olika aktiviteter samt att de besitter olika färdigheter och personlighetsdrag. Vi kan trots allt se att det idag finns mer och mer litteratur för barn som utmanar normerna och visar genusöverskridanden.

     

    Syfte: Frågeställningarna i vår studie utgick från barnen. Vi ville fördjupa vår kunskap om hur genus uppfattas kring bilder i en barnbok sett från ett barns perspektiv samt om det är skillnader i hur pojkar och flickor uppfattar genus. Våra frågeställningar var: 1. Vad lägger barnen märke till när de ska kategorisera vad som är pojkigt och flickigt? 2. Hur tolkas karaktärernas beteenden på bilderna av barnen?

     

    Metod: Vårt examensarbete grundar sig på en kvalitativ studie som vi genomförde med intervjuer och observationer. Intervjuerna genomfördes med barn, två vid varje tillfälle. Observationerna genomfördes med filmning av intervjuerna samt genom att vi båda var med under intervjuerna, så att en kunde vara observatör. De observationer som genomfördes var en hjälp vid analyseringen av barnens svar i de intervjuer som genomfördes.

     

    Resultat: Resultaten i studien visade utifrån våra frågeställningar att pojkar och flickor fortfarande upprätthåller de äldre genusnormerna. Barnen redogjorde för olikheter mellan pojkar och flickor genom att se till klädsel, frisyr och beteende. Det visade sig att genusöverskridande är någonting som de flesta barnen även idag har svårt att acceptera. Men det fanns också olikheter i barnens svar, det vill säga några barn hade en mer genusneutraliserad syn och tyckte inte det var konstigt att Kenta i boken bröt mot “pojknormerna”.

  • 17.
    Andersson, Gabriella
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Viker, Frida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Argumentationens grunder i media: En argumentationsanalys om beviskraft, faktualitet och normativitet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Denna studie har, utifrån argumentationsanalys, undersökt sex ledare med temat extremism från tre morgontidningar, utifrån en tidsaktuell kontext. Temat valdes framförallt på grund av att det planerades en nazistisk demonstration utanför Svenska Mässan under bokmässan i Göteborg. Avsikten med valet av tema är för att knyta ämnet till en aktuell samhällsdebatt som tydligt presenterades i tidningarnas ledare, vilket gav både relevans och hållbarhet till det valda temat. Syfte: Syftet med denna studie är att göra en argumentationsanalys på sex ledarsidor från tre morgontidningars hemsidor. Det är ledarnas normativitet och faktualitet tillsammans med argumentationens beviskraft som kommer vara målet för analysen. Det som är intressant är att få fram hur beviskraften kan påverkas av hur normativ respektive faktuell ledaren är, och också hur olika ledares argumentationer kan få olika beviskrafter. Samt se hur många argument som inte bara är faktuella utan också vilar på en vetenskaplig grund. Metod: Argumentanalysen används för att undersöka varje arguments hållbarhet och relevans, samt den slutliga beviskraften för hela ledaren. Analysen kollar på grunden som sätts för ett argument och hur detta påverkar argumentets hållbarhet, samt hur det presenteras i ledaren. Medan relevansen undersöks genom att både kolla på hur argumentet passar ihop med både hela ledarens slutsats och i samband med de andra argumenten i samma ledare. Resultat: Resultatet visar på att de flesta ledarna är normativa. Mellan ledarna återfinns både likheter och skillnader, dessa tar sig i olika former beroende på vilket huvudfokus ledarna har, samt vad för grunder de har till sina argument.

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  • 18.
    Andersson Hval, Ulrika
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Aijmer Rydsjö, Celia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Klimatkrisen i klassrummet: Reflektioner kring användning av litteratur i undervisning om hållbar utveckling2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, no 2, p. 27-44Article in journal (Refereed)
    Abstract [en]

    This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.

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  • 19.
    Andersson, Josefin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Svensson, Johanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Skitiga ungar är lyckliga barn": Pedagogers perspektiv på den dagliga utomhusvistelsen i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Den dagliga utomhusvistelsen på gården är en stor del av barns vardag på förskolan. En rådande uppfattning inom förskolans verksamhet är att "det finns inget dåligt väder, bara dåliga kläder" och

    alla barn ska vistas utomhus minst en gång om dagen, varje dag. En stor del av den forskning som finns tillgänglig inom området för utomhusvistelse fokuserar på det som kallas "utomhuspedagogik" och behandlar inte den vardagliga utomhusvistelsen i samma utsträckning.

    Syfte

    Syftet är att undersöka hur pedagoger i förskolan resonerar kring den vardagliga utomhusvistelsen på förskolans gård och hur de motiverar denna och dess betydelse samt vilken möjlighet barnen har till delaktighet.

    Metod

    Vi har genomfört tre fokusgruppintervjuer med sex pedagoger, både förskollärare och barnskötare. Intervjuerna har därefter analyserats med inspiration från den fenomenologiska inriktningen hermeneutik. Resultatet presenteras utifrån tre temaområden

    "Det är bra att vara utomhus", "Utomhusvistelse på gården" och "Delaktighet".

    Resultat

    Resultatet visar att utomhusvistelsen är en rutin på förskolan som sällan ifrågasätts. Samtliga pedagoger i våra intervjuer var positiva till utomhusvistelsen och dess möjligheter för barnens välmående och utveckling. Samtidigt som pedagogernas resonemang överlag är snarlika, så visar resultatet att det finns flera olika sätt att förhålla sig till barns vistelse utomhus

  • 20.
    Andersson, Malin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    svensson, Emilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    skapandet av den demokratiska medborgaren: en diskursanalys av hur elever tilltalas i läroböcker i SO samt hur böckerna framställer den ideala eleven2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund

    Ett av skolans uppdrag är fostra elever till demokratiska medborgare. Det finns ingen enig definition av hur en ideal medborgare framställs. De medel som används för att forma demokratiska medborgare i skolan är bland annat läroböcker där texterna har bakomliggande värderingar som elever kan påverkas av.

    Syfte

    Syftet med studien är att undersöka vilken typ av medborgarfostran läroböcker i SO praktiserar. Syftet bryts ner i två forskningsfrågor som berör hur den ideala eleven skrivs fram i läroböcker och på vilket sätt den mottagande eleven tilltalas.

    Teori och metod

    Metoden och teorin som används i studien är diskursanalys med en inriktning på identitetskonstruktion. Teorin utgår från att det alltid finns bakomliggande tankar och värderingar i texter. Metoden går ut på att hitta mönster i de två valda läroböckerna genom ekvivalenskedjor och begreppen medborgarskap, makt och perspektiv. De två läroböckerna som analyseras är de två mest använda läroböckerna i SO i en medelstor kommun i Västra Götaland. De signifikanter som hittads i läroböckerna och bildade ekvivalenskedjor bevisas och förklaras med hjälp av citat i uppsatsens resultatdel. Studien redovisar inte sanningar, utan det är tolkningar av forskningsfrågorna i ett specifikt sammanhang som undersöks.

    Resultat

    Studiens resultat visar att det tydligt skrivs fram en ideal elev i båda böckerna. Den ideala eleven skiljer sig något böckerna mellan. De signifikanter som bygger upp den ideala eleven är exempelvis att följa lagar och regler, reflektera och att ha ett moraliskt rätt bemötande. Det framkom också i diskursanalysen att elever inte alltid tilltalas som reflekterande elever, utan mer som tomma kärl redo att fyllas med kunskap som inte alltid motiveras.

  • 21.
    Andersson, Mikael
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Andersson, Ulf
    University West, School of Business, Economics and IT, Division of Media and Design.
    Problem solving, reflection and lifelong learning in the junction between theory and practice2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 80-80Conference paper (Other academic)
    Abstract [en]

    In 2002 University West was commissioned by the government to develop forms for work integrated learning (WIL) as part of the work with pedagogical renewal of higher education. As a result of this assignment, WIL is now a deeply rooted philosophy and cornerstone of the university but also the main principle for pedagogical approach. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. In other words, we are striving to connect university studies with everyday work life and the surrounding society. The purpose of this paper is to describe and evaluate a strategy for improving student awareness and skills for problem solving, reflection and lifelong learning in the junction between theory and practice. At the center of our focus are students from our bachelor's degree programme 3D-animation and visualization and a course on simulation and particle based effects. This is a challenging subject to teach since knowledge, tools and process is evolving rapidly and we rewrite the course curricula every year. The strategy consists of adding five themes focused on reflection and problem solving spread over the weeks of the course, in addition to the more direct subject-related areas. For each theme the students recieved reading material giving an overview of each theme, and then reflection based questions aimed at connecting the theme of each week to the subject of the course. The themes were Lifeling Learning, MoSCoW prioritisation, Schöns desriptions of design challenges and wicked problems and finally Fraylings ideas of Research through design and Schöns Conversation with the material. For the last week, the students wrote a summary of the entire course using the themes they had studied. At first there was some resistance among the students, and it was not easy for them to see the value of these assignments, instead their focus was on the more technical aspects of the course. However, as the course progressed a majority of the students started to see the point of these more reflective based assignments. One example where this became apparent was during the weekly presentations of the technical assignments. While some of the students still struggled with integrating the reflective assignments with the more technical parts of the course, others started to use the terminology and reasoning from the reflective assignments when talking about how they approached the problems they faced when solving the technical assignments. Having the students equipped with these new approaches also facilitated talking about problem solving and learning strategies, both during the course where this strategy was tested, as well as a subsequent course.The strategy was evaluated by analysing the written and oral presentations and reflections of the students, with special attention being paid to their problem solving and their strategies when approaching new technologies and tools. In addition to this, we also observed their reasoning about the theories that was embedded in the tools, i.e not just talk about how to do things in the software, but also the theories and principles underlying the software.Overall, the aim of the strategy was to train the students on problem solving and learning through experimentation, design and reflection. While one single course is a very short time to practice this, differences in reasoning andstrategies in the students from the beginning of the course to the end could be seen. This was both in their written reports as well as their oral presentations. Areas where improvements could be seen was more abstract reasoning, reflection on problem solving, priorities, and the ability to connect and compare different areas of the course. One theme that also was recurring in the texts was the balance between chaotic exploration and structured learning. These are skills that are valuable in a changing industry where they will need to learn new tools and develop new workflows constantly. Overall, a conclusion here is that learning to learn is far more important than learning a specific tool or skill.

  • 22.
    Andersson, Mikael
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tidlund, Stefan
    University West, School of Business, Economics and IT, Division of Media and Design.
    An updated model for activities that promote work integrated learning2022Conference paper (Other academic)
  • 23.
    Andersson, Mikael
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tidlund, Stefan
    University West, School of Business, Economics and IT, Division of Media and Design.
    Towards A Framework For Work Integrated Education2023In: INTED2023 Proceedings / [ed] Luis Gómez Chova, Chelo González Martínez &Joanna Lees, iated Digital Library , 2023, p. 2471-2480Conference paper (Refereed)
    Abstract [en]

    Work Integrated Learning (WIL) is often considered and used as an umbrella concept for a broad range of activities. The fundamental idea is to integrate theoretical knowledge with work practice and connect education, work and research. At University West, WIL is presented and defined according to three dimensions: as a philosophy, as a pedagogical method and a topic for research. We believe that knowledge, both theoretical and practical, is acquired everywhere and not only in institutions of higher learning. This generous definition of WIL is on one hand permissive and flexible in application but on the other hand creating uncertainty and confusion. In this paper we report from the experiences of undergoing a thorough review process of a B. Sc. -program being evaluated for a WIL-certification. In order to strategically develop the quality of WIL a decision was made to certify all programs. The goal is to assure that all students are given opportunities to face, understand and reflect upon WIL. Our empirical data which is documented in a self-evaluation report of the media and design programs, firmly pointed to a need for a shared vocabulary as well as tools and methods adapted to support the process of WIL-certification.

    For some years the importance of student readiness or employability has been emphasised by society and the labour market. WIL is often considered a key strategy for developing employability capabilities in students by higher education. A typical didactical application is cooperative education, work-based learning or other forms of internship. This demand maintaining and developing partnerships with the surrounding society to provide internships for all students, especially since the concept of WIL is being spread and recognized.

    A possible solution suggested by our self-assessment report and in related work is to explore and develop new or existing activities within a course or curriculum, that promotes WIL to broaden the options. This development has also been advanced by remote learning initiatives, virtual learning technologies, calls for internationalization and a recent pandemic situation.

    At an early stage in our certification process, an inventory of activities considered promoting WIL was established by all teachers. The purpose of the inventory was primarily to identify courses that included WIL but also function as a trigger for conversations on WIL. We found an array of methods and approaches utilized by teachers in our programs. These activities could be defined as work integrated education (WIE) and hence an important part of our WIL-profile. These findings raised practical questions – How do we define and phrase a vocabulary for communicating WIL-activities and directions for further development? How can we operationalize and describe progress with respect to WIL/WIE? Is there a framework, model or typology that we could utilize?

    The proposed typology presented in this paper is based on a previous suggestion; “A typology of WIL”. Key takeaways are an updated typology for identifying, applying and utilizing pedagogical ideas that serve to promote WIL. The typology has been revised and rearranged to meet and cope with all new activities being developed in the WIL community around the world. An important addition is the work or results created by students as a response to an assignment.

  • 24.
    Andersson, Mikael
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tidlund, Stefan
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pongolini, Malin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Implications of the Work Integrated Learning (WIL) certification at University West: An updated model for classifying pedagogical activities that promotes WIL2021In: VILÄR: 9-10 of December, 2021, University West, Trollhättan, Trollhättan: Högskolan Väst , 2021, p. 24-24Conference paper (Other academic)
    Abstract [en]

    During the last year more programs went through the formal process of WIL-certification at University West. The programs included in this presentation are 3d-animation and visualization, Digital Media and Systems development – IT and society. An early step when preparing for the certification was to identify activities and pedagogical ideas, utilized by staff and considered to promote and achieve a WIL space. As the number of activities identified grew in number the need for a model or classification of work integrated education (WIE) became apparent. There are some possible classifications suggested but they were not covering all aspects and forms of the programs. At the end a modified or updated classification based on the work of Hedlund & Svensson (2005) became the solution

    The aim for this presentation is to discuss identified forms of work integrated education (WIE) through examples from actual courses and a modified framework for classification.

     

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    VILÄR
  • 25.
    Andersson, Ulf
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Andersson, Mikael
    University West, School of Business, Economics and IT, Division of Media and Design.
    The challenge with the skilled hobbyist2020In: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, p. 16-17Conference paper (Other academic)
    Abstract [en]

    Having prior knowledge and experience in 3d-graphics or visual effects can give you ahead start when embarking on an education within that field. However, experience shows that it is common that those students that have worked with 3d-graphics on a hobby level are stuck in a certain way of working. They have developed methods and workflows that are suitable under hobby-like circumstances, which means that they  have worked in isolation, on a single computer and often without any specific deadlines or time restraints. However, work life is seldom this structured. Instead it is complex and disordered, and requires constant new learning (Bruno et al, 2017).

    This is a qualitative study where students from a three year program are interviewed regarding their process of going from a hobbyist to a professional, if any. The results are compared with the concept of the Deliberate Professional, as described by Trede and Jacksson (Trede et al, 2019) The results of this pilot study suggests that the students to a large extent still are in the “hobbyist”-mindset, and have a low insight in the different requirements of beingin the workplace. However, some mentions of constant learning, and the importance of knowledge outside of specific 3d-technology. Some implications for the program isto focus and emphazise what it means to be a professional, and not only expose the students to work-like projects, but also have more occasions for reflection excercises, as described by Bruno and Dell’avarsana (Bruno et al, 2017).

  • 26.
    Andersson, Ulf
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Truong, Anh
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Virtual care for the virtually dying2022Conference paper (Other academic)
  • 27.
    Antonsson, Jenny
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gregorc Lööv, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Ulf-projektet: Samordnaruppdraget Nyanländas lärande2023In: Abstracts för Decemberkonferensen Institutionen för individ och samhälle 13 december 2023, Trollhättan, Sweden, Trollhättan: Högskolan Väst , 2023, p. 1-1Conference paper (Other academic)
    Abstract [sv]

    I Skolverkets satsning på generella insatser för nyanländas lärande har kommunala samordnare en central roll. I projektet beskriver vi samordnarnas egna berättelser om uppdrag, mandat och positioner i kommunen, hur kommunen tillvaratar deras kunskaper och kompetenser i arbetet. I studien undersöker vi även implementeringsarbetet med den nya kursplanen i svenska som andraspråk samt vilken roll samordnaren har haft i arbetet. Ambitionen är att belysa konsekvenser det kan få i utbildningssammanhang och förutsättningar att möta komplexiteten i undervisningen som kan råda lokalt.

    Studiens teoretiska ansats vilar på Stephen J. Balls (2012) arbete kring hur skolor förhåller sig till policydokument, regelverk och politiska krav; dvs. en policy- enactmentstudie. Diskursanalysen utgör grunden för att studera kontexten i policyarbetet, att studera samordnaren som policysubjekt och som policyaktör samt hur samordnarna omvandlar de regler och föreskrifter som ges inom ramen för samordnaruppdraget inom nyanländas lärande (a.a.).

    Det är preliminära resultat som kommer att lyftas och diskuteras. Vi ser att samordnarfunktionen är en förutsättning för kontinuitet och långsiktighet i arbetet med nyanlända elevers lärande i Fyrbodals kommuner. Vi ser också ett värde i att tillvarata kompetensen och erfarenheterna från detta nätverk i arbetet på Högskolan Väst. Det kan bidra till ett kunskapstillskott för högskolan och lärarutbildningarna.

  • 28.
    Areskoug Josefsson, Kristina
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Meeting The Demands Of PhD Supervision By Changing Supervision Practice: A Supervisor's Reflection On Didactic Change2023In: Journal for New Generation Sciences, ISSN 1684-4998, Vol. 21, no 1, p. 52-61Article in journal (Refereed)
    Abstract [en]

    This article presents a PhD supervisor's reflections on a didactic change in supervision. The change included adding digital collaborative supervision activities to meet expectations, demands, and prerequisites for PhD supervision. Small-scale changes in supervisor didactic practices, such as online monthly group meetings and online retreats, can be useful for the progress of PhD students and for improving the working situation for supervisors. Collaboration is a key feature that ensures shared responsibility, meaningful focus, and better use of both traditional and new supervision meetings and activities. Furthermore, PhD students appear to have positive outcomes regarding social life, academic belonging, academic skills, academic leadership, and academic friendship. The findings from this small, pragmatic quality improvement project provide useful insights for PhD supervision. Reflections on a supervisor's experience from a didactic change with digital, collaborative supervision can provide useful learning relevant to other PhD supervisors, PhD students, and graduate schools.

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  • 29.
    Areskoug Josefsson, Kristina
    University West, Department of Health Sciences, Section for health promotion and care sciences. Oslo Metropolitan University, Oslo (NOR); Jönköping University, Jönköping (SWE).
    Work integrated learning for a working life in academia: Experiences from working with PhD-students during the covid-19 pandemic2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 35-36Conference paper (Other academic)
    Abstract [en]

    Work integrated learning in academia and wellbeing for PhD-students

    Few PhD-students have a clear plan for their coming career after completion of their PhD-studies. There can be dreams of starting new enterprises, combining research with innovations in practice, or to pursue a career in academia. In health and welfare research schools there are many PhD-projects involving single PhD-students, as well as part-time PhD-students whose project is connected to their workplace. Research shows risk of low wellbeing and high levels of stress among PhD-students, together with feelings of isolation and impostor syndrome (Seeber and Horta, 2021, Schmidt and Hansson, 2018). Such negative feelings negatively impact the outcome of the PhD period and may also affect the future career of the PhD-student. To promote and sustain PhD-students health and wellbeing, there is a need to test activities that can decrease experienced negative stress during the PhD-period as well as enhancing academic competencies like academic leadership, academic writing skills and pedagogical skills. In addition, successful academics should have excellent competence in their field, collaborate with stakeholders and engage in impact activities. Thus, the PhD period needs to provide work integrated learning in academia to provide learning opportunities to develop those skills. Research conce rning PhD-students’ wellbeing and progress shows that the supervisor has an extremely important role for completion of the PhD and for the wellbeing of the student (Buirski, 2022). However, there are limited resources set up for PhD supervision and mentoring, which can create stress and mismatch in needs and capacities between the supervisor and the PhD-student. During the covid-19 pandemic the risk of losing pace in PhD-projects increased, in addition to disconnectedness with academy due to digital instead of physical meetings. However, this change also provided opportunities for novel and pragmatic ways of structuring supervision and enhancing the self-efficacy of the PhD-students. The purpose is to present learnings and outcomes of work-integrated learning project in academia for PhD-students.The focus is on two novel learning activities: online writing retreats and online monthly meetings, which were tested during the covid-19 pandemic. The aim of the learning activities was to encourage the PhD-students to be the leaders of their projects, to collaborate with others to find their role in academia, and learn the trade of being an academic, while practicing doing so, and promote wellbeing during the PhD period. The project has been performed with Plan-Do-Study-Act (PDSA) in biannual evaluation cycles. The PDSA is a quality improvement tool focusing on the translation of ideas and intentions into action (Reed and Card, 2016). The iterative structure of PDSA is well suited to promote learning of a tested change and help shape organizational culture for the better (Reed and Card, 2016). Evaluation data includes number of participants, types of spin-offs from the learning activities, and participants’ oral and written feedback on the learning activities. The collected data was analyzed from the perspective of usefulness of the learning activities related to theories of work-integrated learning. Online structured digital writing retreats Open to more than the PhD-students supervised by the facilitating supervisor (any PhD-student who considered themselves in need of learning better academic writing structure, master students who wanted to become PhDstudents, other supervisors who wanted to see how a digital writing retreat worked). This activity showed participants the importance and diversity of academic writing. The participants chose their own writing tasks, report on their progress, and plan for their next step – but being their own controller and thus actively practicing self-leadership. At the same time the participants shared their feelings of participating in the writing retreat when reporting their writing progress – thus creating a social, international, and interdisciplinary forum, increasing their networks and enhancing feelings of belonging. This in turn ignited cross-project collaboration, thematic discussions and sharing of scientific literature of importance. As facilitating supervisor, I participated on the same level as other participants, sharing my writing progress and feelings related to academic writing. The 1-hour monthly meetings for PhD students supervised by the same supervisor.

    The meetings were co-designed by the PhD-students, where the first meeting developed from a shared practical problem concerning digital data safety. Coming meetings were then co-designed depending on experienced needs by the PhD-students. The PhD-students were in different phases of their PhD-process; thus, they could bring in varied perspectives and share learning with each other on the academic processes. They could also discuss issues that they considered important, such as being asked to review for a journal or being asked to teach at bachelor or master programs. Such collaborative working discussions across projects and disciplines are important in academia and the meetings were used to solve problems in academic practice and to test scientific ideas. As the meetings also were led in turn by the participating PhD-students, academic leadership skills were practiced in this setting. As participating supervisor, I had a more passive role than in traditional supervision meetings, and the meetings were inspirational and provided opportunities for shared learning.

    Outcomes from the novel learning activities

    The PhD students themselves describe how they have both acquired increased academic skills, and that the online writing retreats have been important in decreasing negative stress, creating a safe social environment which has been important for their wellbeing. The shared learning activities also presented a view of how to work together in academia, which may support the students when thinking of their future career and if this is to relate to academia. As a supervisor, I can clearly see that the activities have enhanced self-efficacy, leadership skills, cross-disciplinary collaboration, national and international networks and decreased dependency on supervisors. The additional bonus of those work-integrated learning activities has been the good progress of the participants’ projects and joy at work!

  • 30.
    Areskoug Josefsson, Kristina
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Lona, Irene
    Divisjon for utdanning og bibliotek, OsloMet – storbyuniversitetet (NOR).
    Lunde, Gerd Hilde
    Institutt for Atferdsvitenskap, OsloMet – storbyuniversitetet (NOR).
    Bedre lesing og forståelse av pensum med støtte av digital sosial annotering / Engl: Improved reading and understanding of the syllabus with the support of digital social annotation2023In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 107, no 3, p. 283-287Article in journal (Refereed)
    Abstract [en]

    Academic reading is a challenge for many students and there is therefore a need to explore opportunities to support students in reading scientific articles in English, and to understand the new knowledge in a Norwegian context and enable them to use the knowledge in their future professional practice. This article shows how a digital tool provides new opportunities for asynchronous interaction between students about subject content and syllabus, and how this can be used to promote academic reading, professional learning and at the same time increase student interaction.

  • 31.
    Arghavan Shahlaei, Charlotte
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Conceptualizing industrial workplace learning: an information systems perspective2022In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 9, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development. 

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  • 32.
    Arghavan Shahlaei, Charlotte
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    What competence is not2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. -3Conference paper (Other academic)
    Abstract [en]

    The ambitions of organizational scholarship to enhance employee's performance is viewed as a process of moving from controlling workers to empowering them, from giving orders to creating participatory interactions.These movements are usually pursued in the shadow of a supposed scientific management exactness that aim for a higher performance. However, such ambitions often ultimately translate into organizational efficiency in the sense of less input for more output in performing certain tasks, or in terms of creating customer value. In this scenario, no matter how capable employees are in performing a range of tasks related to a knowledge area, their performance is always evaluated relative to tasks specific to the context of the given organization and dependent upon its demands.

    In this study, we examine a highly innovative industrial context, where the arrangement of human competence, and modern agile management processes are implemented with hopes of employee empowerment. Through in-depth interviews, we illustrate how the engineers' presumptions for individual competence development are often at odds with the requirements of performing in the context of their organization.This is while, the agile management processes have famously accommodated the engineers with high levels of freedom to engage in their personal interest areas and to continue learning in that direction. Towards the end, we argue that, although closely entangled, employees' 'competence' and 'performance' refer to distinct grounds.By distinguishing the two terminologies, we aim at voicing both the employees' concerns with developing their competence, as well as the managerial consideration to obtain "competent" performance. Our study contributes to both the management literature on competence at work, as well as studies of workplace learning.

  • 33.
    Arveklev Höglund, Susanna
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Jobe, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    The State of Open Educational Resources (Oer) in Swedish Higher Education: A Case Study2023In: INTED 2023 Proceedings: 7th International Technology, Education and Development Conference, Valencia, Spain. 6-8 March, 2023, International Association for Technology, Education and Development, 2023, p. 4908-4917Conference paper (Refereed)
    Abstract [en]

    Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

    The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.

    The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.

  • 34.
    Arveklev Höglund, Susanna
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Rehnström, Karin
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    AIL via IPL: Arbetsintegrerat lärande genom införandet av interprofessionellt lärande i sjuksköterskeprogrammet på Högskolan Väst2020In: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, p. 15-16Conference paper (Other academic)
    Abstract [sv]

    Kliniskt Lärande Centrum (KLC) på Högskolan Väst, institutionen för Hälsovetenskap präglas av ett personcentrerat, normmedvetet och hållbart synsätt på vårdande och erbjuder studenterna ett tryggt och säkert lärande. Vid KLC finns ett tydligt AIL-fokus när studenterna övar tekniska färdigheter samt mellanmänskliga förmågor, att omsätta sina teoretiska kunskaper till handling, innan de ställs inför autentiska möten med patienter och olika personalkategorier inom vården.

    Samtida hälso- och sjukvård står inför nya utmaningar, som exempelvis ökad ojämlikhet, ökad andel äldre i samhället och ökad risk för pandemier, vilket för med sig komplexa vårdbehov. För att kunna möta dessa utmaningar krävs att högre utbildning utvecklas så att framtida personal inom hälso- och sjukvård förbereds för att samarbeta över professionsgränserna. Förmågan att kunna samverka i team är ett av högskoleförordningens generella mål för blivande sjuksköterskor. Dessutom är samverkan i team en av sex kärnkompetenser som alla professioner i vården måste besitta för att kunna bedriva en god och säker vård. För att studenterna ska uppnå kompetens att i sin kommande yrkesroll kunna samverka i interprofessionella team, bör det redan under grundutbildningen ingå pedagogiska moment i form av Interprofessionellt lärande (IPL), där studenter från olika professioner inom Hälso och sjukvården får möjlighet att lära om, med och av varandra.

    Föreliggande projekt handlar om att implementera interprofessionella läraktiviteter vid sjuksköterskeprogrammet. Härigenom möjliggörs ett arbetsintegrerat lärande mellan Högskolan Väst, Sahlgrenska Akademin, Yrkeshögskolan och omgivande Hälso- och sjukvårdsenheter. Ett pilotprojekt har genomförts i form av en teamsimulering vid KLC där studenter från sjuksköterskeprogrammet, undersköterskeelever och specialistundersköterskestuderande medverkade. Preliminära resultat från en skriftlig utvärdering av pilotprojektet visar att en majoritet av deltagarna är positiva och önskar fler interprofessionella moment. Under våren planeras därför för fler interprofessionella läraktiviteter där läkarstudenter från Sahlgrenska akademin ska involveras i simuleringsövningar tillsammans med sjuksköterskestudenter. Därefter planeras att succesivt införa fler interprofessionella aktiviteter inom sjuksköterskeprogrammet.

  • 35.
    Arvidsson, Elin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Mc Culluogh Nylén, Michelle
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Utomhuspedagogikens betydelse i förskolan: en intervjustudie om pedagogers förhållningssätt kring utomhusmiljö i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Upprinnelsen till den här studien var ett intresse av att undersöka hur pedagoger tänker om och använder sig av utomhuspedagogik som en resurs i barns lärande. Vad är då utomhuspedagogik? Det finns olika syn på vad utomhuspedagogik egentligen innebär. Enligt Szczepanski och Dahlgrens (1997) studie kan utomhuspedagogik omfatta all verksamhet som förekommer utanför förskolelokalerna. I pedagogiskt arbete utomhus kan man enligt Thulins (2006) avhandling få in flera olika ämnesområden i barns lärande. Exempelvis naturvetenskap, matematik, språk med mera. De teoretiska kunskaperna kan göras mer konkreta för barnen utomhus där de kan använda alla sina sinnen praktiskt. Deras förkunskaper blir dessutom bekräftade med hjälp av utomhuspedagogik. Enligt Engdahls (2014) avhandling har utomhuspedagogiken stor betydelse för barns lärande, de kan där använda sin kreativitet, fantasi och skapa egna lekar som leder till samspel, lärande och utveckling.

    Syfte: Studiens syfte är att undersöka pedagogers förhållningssätt till och uppfattning om utomhuspedagogik.

    Metod: Studien bygger på en kvalitativ metod där vi har valt att intervjua nio stycken pedagoger i tre olika förskoleverksamheter.

    Resultat: Pedagogerna upplever bland annat att utomhuspedagogik är betydelsefullt för barns lärande och de önskar mer tid och kunskap för detta. Utomhusmiljön är språkligt och motoriskt utvecklande samt främjar användandet av olika sorters material. Pedagogerna uttrycker även att samspel och kommunikation ökar medan konflikterna minskar utomhus. Något som framkom specifikt var betydelsen av att kombinera inomhusmiljön med utomhusmiljön för att kunna skapa de bästa förutsättningarna för barns lärande. De hinder som framkommer är brist på kunskap, säkerhet, resurser och pedagogers tid vad gäller planering av utomhusvistelsen.

  • 36.
    Asatiani, Aleksandre
    et al.
    University of Gothenburg (SWE).
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Information systems for sustainable remote workplaces2023In: Journal of strategic information systems, ISSN 0963-8687, E-ISSN 1873-1198, Vol. 32, no 3, article id 101789Article in journal (Refereed)
    Abstract [en]

    This review discusses the challenges associated with the sustainability of remote workplaces, which have become more prevalent due to the growing trend of work digitalization and the pandemic-induced push to remote work. These challenges are highlighted in literature across various disciplines, including information systems, but these discourses have remained isolated from each other. In this review, we consolidated and synthesized research on remote work from the perspective of individual workers by reviewing 187 articles published between 1999 and 2020 in recognized academic journals from fields including information systems, organizational studies, economics, human resources, sociology, and psychology. We identified five key themes that concern opportunities and challenges to sustainable remote workplaces: (1) key characteristics, (2) work-life boundaries; (3) health and well-being; (4) social interaction, and (5) leadership. Building on our findings we created a framework that recognizes two interrelated categories of factors influencing remote workplace sustainability – rigid base characteristics and contextual remote workplace variables – that together shape the trajectory of remote workplace sustainability in the long term. The framework also identifies the potential role of information systems in modulating the impact of the base characteristics to build continuities that encourage more sustainable remote workplaces. The paper concludes by offering a research agenda for information systems for sustainable remote workplaces based on the three IS theoretical frames: inclusion, dignity, and boundary objects.

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  • 37.
    Assarsson, Julia
    University West, Department of Social and Behavioural Studies.
    Multimodalt textskapande: En multimodal läromedelsanalys av läromedels erbjudna textskapande2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Den text vi möter i samhället har förändrats, då vuxna och barn dagligen möter texter som består av olika modaliteter så som filmer, skrift, musik och illustrationer. Att skapa texter där olika modaliteter samspelar är inte helt okomplicerat och det krävs övning för att utveckla elevernas multimodala textskapande. Läroplanen för grundskolan framhåller att eleverna ska ges möjlighet till att uttrycka sig med olika modaliteter samt skapa texter där bild och skrift samspelar. Trots detta så finns det en tradition inom skolan där skriften är högt värderad och kopplas ihop med kunskap. Läromedlen påverkas av de lärandemålen som förekommer i läroplanen samt den sociala praktik vi omges av.

    Syfte:

    Syftet med studien är att synliggöra om och i sådana fall hur läroböckerna i årskurs 3 för ämnet svenska inbjuder till ett multimodalt textskapande. Detta kommer att göras genom en analys av fem läroböcker. För att konkretisera syftet har jag brutit ned det i två frågeställningar.

    - På vilka sätt och i vilken utsträckning stöttar läromedel i svenska elevers multimodalatextskapande?

    - Vilken funktion ges bilden i förhållande till elevers förväntade interaktion medläromedlet?

    Metod:

    Studien utgår ifrån en kvalitativ metod. Genom en multimodalanalys, Modellen förtextanalys, baserad på Danielsson och Selander (2014) analyserades fem läromedel.

    Resultat: Studien visar att beroende på vilka modaliteter som läromedlen erbjuder samt hur de interagerar med varandra har betydelse för det textskapande som eleverna erbjuds. Förutom skriften som är dominerande i läromedlen innehåller alla läromedlen bilder. Bilderna fungerar alltid ihop med andra modaliteter. Bildernas funktion är antingen informativa och ger då ett stöd i elevernas textskapande eller fyller en dekorativ funktion och finns då till för att uppmärksamma skriften. Förutom skrift och bild så förekommer i samtliga läromedel även den muntliga modaliteten där eleverna uppmuntras att interagera med varandra. I vissa av läromedlen uppmuntras även eleverna att gå utanför läromedlet och söka information i andra medier samt arbeta praktiskt med instruerande texter. Interaktionsformerna i läromedlen förekommer i olika utsträckning vilket påverkar det textskapandet som eleverna får möta.

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  • 38.
    Assmo, Per
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Development of international collaborations in WIL for post-graduate and PhD programmes2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 5-5Conference paper (Other academic)
    Abstract [en]

    This presentation discuss the development a long term collaboration between University West and universities in South Africa. With a focus on developing the field of WIL in research and higher education, University West is developing two main components.Together with University of the Western Cape (UWC) we develop an International Master Programme in Work Integrated Political Studies. The programme will provide a Master degree in work Integrated Learning, and the programme will be implemented through jointly organised teaching and supervision, conducted in a combined campus/on-line mode, and working closely with the civil society in both countries.Furthermore, together with Central University of technology (CUT) we embark on a collaboration on a third party agreement for PhD students from CUT to study and receive a PhD degree in WIL from University West.

  • 39.
    Assmo, Per
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    International collaboration in the new WIL PhD programme at University West2020In: VILÄR: 3–4 December 2020 University West,Trollhättan. Abstracts / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2020, p. 7-8Conference paper (Other academic)
    Abstract [en]

    Work Integrated Learning (WIL) is a profile of University West, both in education and in research. Since 2020, the University has initiated a new and unique PhD programme in WIL. University West is given the task and responsibility by the Swedish government to develop WIL into a new research subject. Hence, University West is the only University that provide this PhD programme in WIL, nationally and internationally. The presentation initially provide a presentation of the PhD programme, discussing the field of research and the organisational structure. Being a unique PhD programme, University West aim to make it attractive in the international landscape of higher education and research. In so doing, the presentation discuss the development of international collaboration of WIL research, illustrated by a new agreement and collaboration of PhD education in WIL with Central University of Technology (CUT) in South Africa. In this respect, the presentation also highlight the opportunities of international long-term research cooperation in WIL, as a research field/subject, and there to connected collaborations with the surrounding society at local, national and international levels.

  • 40.
    Augustsson, Dennis
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Collaborative Media in Educational Settings: Teaching as a Design Profession2018In: The International Journal of Design Education, ISSN 2325-128X, Vol. 13, no 2, p. 1-19Article in journal (Refereed)
    Abstract [en]

    This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.

  • 41.
    Augustsson, Dennis
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Expansive learning in a change laboratory intervention for teachers2021In: Journal of educational change, ISSN 1389-2843, E-ISSN 1573-1812, Vol. 22, no 4, p. 475-499Article in journal (Refereed)
    Abstract [en]

    The theory of Expansive learning and the change laboratory (CL) methodology has been developed and applied in many studies on workplace learning and educational change. There are fewer studies made on small-scale interventions, exploring the longitudinal development of expansive learning in an educational change effort. This article examines a CL intervention performed in an upper secondary school in Sweden, with a small group of teachers engaged in a participatory design project. By identifying and analysing the relationship of the seven learning actions posited by the theory of expansive learning, the aim was to contribute to the discussion of the CL methodology and the empirical usability of the theory. The results showed that the seven expansive learning actions functioned as analytical tools to map the teachers learning and development, but the analysis also showed many deviations, disruptions and occurrence of practical actions of design in the process. This challenge the notions of cyclicity and ascension in the theory of expansive learning. Cyclicity might be desirable but not necessary for expansive learning which questions the need to first grasp the problem at a conceptual level before generating concrete solutions. The Findings in this study suggests the opposite; that the entanglement and parallel movement between the abstract and the concrete was a driving force for the teachers expansive learning and the design of new curricular units.

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  • 42.
    Baeza, Peter
    et al.
    Strömstad Akademi.
    Johansson, Bengt
    Strömstad Akademi.
    Ott, Aadu
    Strömstad Akademi.
    Lärande ur ett neurovetenskapligt perspektiv2012In: World Wide Workshop in Science Education / [ed] Aadu Ott, Strömstad: Strömstad Akademi , 2012, p. 109-129Chapter in book (Other academic)
    Abstract [sv]

    Erfarenheter från två forskarutbildningskurser i neurovetenskap med inriktning mot undervisning och lärande har genomförts och påvisat det fruktbara i att utveckla de tablerade pedagogiska och didaktiska teorierna om lärande till att även omfatta en neurovetenskaplig aspekt. De diskussioner och tankar som utbytts under kursens gång har på ett påtagligt sätt berikat insikten om hur hjärnan bearbetar information och om hur lärande går till på den neurala nivån. En sådan ansats kan leda till praktiska tillämpningar i undervisningen och förtjänar därför att uppmärksammas inom lärarutbildningen i Sverige. Det genombrott som, genom studier av hjärnans funktion med modern scanningteknik, har skett på det neurovetenskapliga forskningsfältet kan skapa nya och potentiellt fruktbara möjligheter för forskning om hur lärandeprocessen skulle kunna förbättras.

  • 43.
    Bauer, Simon
    et al.
    University of Gothenburg, Gothenburg (SWE).
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Milani, Tommaso M.
    University of Gothenburg, Gothenburg (SWE).
    Spehar, Andrea
    University of Gothenburg, Gothenburg (SWE).
    Locating Sweden in Time and Space: National Chronotopes in Civic Orientation for Adult Migrants2023In: Nordic Journal of Migration Research, E-ISSN 1799-649X, Vol. 13, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to use courses in civic orientation for newly arrivedadult migrants in Sweden as the empirical entry point from which toinvestigate whether, and if so, how, civic values are tied to the Swedish nationthrough specific discourses and narratives. With the help of a frameworkthat brings together theorisations of the discursive construction of thenation with the notions of the chronotope and ‘social narratives’, the articledemonstrates how narratives within civic orientation are characterised byspecific spatio-temporal moves that discursively construct Sweden as anation-state. Such national chronotopes are not innocuous but are part of arhetoric of nationalism that constructs a linear and comprehensive story ofprosperity and superiority, not least vis-à-vis some other geographical areasin the world. As such, the analysis seeks to contribute to the burgeoningscholarship on civic orientation programmes by offering further empiricalevidence of the shapes such programmes take, and how civic values becomenationalised. With the help of the notion of the chronotope, the article alsoseeks to add some fresh perspectives to scholarship on nationalism andothering by showing mundane spatio-temporal moves in the production of a‘national imaginary’ (Calhoun 2017).

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  • 44.
    Bengtler, Camilla
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Söftling Bergstedt, Therese
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hur upplevs återkoppling på stavning av elever?: en kvalitativ studie om motivation till berättelseskrivning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Till grund för vår studie ligger diskussioner mellan forskare om huruvida lärare stärker eller minskar elevers motivation till skrivning om de rättar deras texter. Då många studier utgår från lärares perspektiv och hur de ser på rättstavning valde vi i vår studie att utgå från barns perspektiv för att låta eleverna själva uttrycka vad de känner angående stavning, återkoppling och motivation att skriva.

    Syfte: Syftet med studien är att få inblick i några elevers känsla för motivation till berättelseskrivning utifrån återkoppling på stavning med utgångspunkt i enskilt skrivna berättelser. Syftet är också att söka svar på hur lärare kan tillämpa elevernas uttalanden i undervisningssituationer.

    Metod: Vi har utfört en kvalitativ studie med en fenomenologisk ansats. Först skapade vi två berättelseskrivtillfällen för eleverna. Under första tillfället gav vi skriftlig återkoppling på elevernas stavfel och under andra tillfället gav vi muntlig direktåterkoppling samt observerade hur lång tid det tog för eleverna att återgå till sitt skrivande. Vi utförde sedan semistrukturerade fokusgruppsintervjuer i två omgångar med sammanlagt sju elever och samtalade om deras upplevelse av vår återkoppling och vad de anser om motivationen att skriva berättelser eller andra texter.

    Resultat: I resultatet av vår studie framkom det att eleverna delvis föredrog att få direktåterkoppling framför att få återkoppling skriftligt på sina stavfel. Det framkom också att de upplever stavning och att stava rätt som viktigt, men att det framförallt är viktigt i de vuxnas livsvärld. Deras motivation att skriva minskades inte av någon av återkopplingsformerna. Beroende på vilken skrivuppgift eleverna fick kunde vi se en liten skillnad i motivation hos dem, där de föredrog att skriva på det sätt de är vana vid och att dessa texter blev längre, vilket eleverna själva bekräftade under intervjuerna. De framförde också att båda skrivtillfällena var roliga och att de upplevde motivation till att skriva båda typerna av berättande texter. Det är svårt att säga om detta resultat har med elevernas inre motivation att göra eller om det är den yttre motivationen, att eleverna vill vara oss och/eller sin lärare till lags, som gör att de beskriver båda skrivtillfällena som roliga. Elevernas beskrivningar indikerar dock en inre motivation att skriva hos de flesta av de sju eleverna.

  • 45.
    Berggren, Ida
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hur lärare bemöter flickor och pojkar i klassrummet: En observationsundersökning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bakgrund:

    Tidigare forskning (Wernersson, 1997; Samuelsson, 2008) har visat att lärare tenderar att ägna mer uppmärksamhet åt pojkar, som därmed dominerar klassrummen. Flickor å andra sidan tenderar att prestera bättre resultat (Wahlgren, 2011) och det feminina uppförandet är det som föredras inom skolans värld. Det ingår i läraruppdraget att främja alla elevers lika rättigheter, oavsett kön så att alla har samma möjligheter att utvecklas (Lgr11). Denna uppsats sätter därför lärarna i fokus eftersom att de spelar en viktig roll för elevernas utbildning men även identitetskapande.

    Syfte:

    Denna undersökning syftar till att synliggöra hur lärare bemöter flickor och pojkar i klassrummet för att därigenom komma ett steg närmare en jämställd utbildning där alla elever får samma möjlighet till utveckling.

    Metod:

    Jag har därmed använt mig av en kvalitativ metod där jag har observerat fyra lärare, varav två manliga och två kvinnliga som alla undervisar i olika ämnen. Det resulterade i sammanlagt 12 observationer, alla genomförda i samma två årskurs 8 klasser.

    Resultat:

    Studiens resultat visade att lärarna tenderade att missa de elever, oftast flickor, som följde skolans regler t.ex. vid handuppräckning. Det framgick även att pojkar och flickor inte ställs inför samma krav i undervisningen, utan förväntas att uppträda olika. De kvinnliga lärarna använde sig mer av de härskartekniker (Ås, 1992) som observationerna dels fokuserade på. Det visade sig då att lärarna själva behandlade eleverna könsstereotypt och hjälpte därmed till reproducera traditionella könsmönster istället för att motverka dem.

  • 46.
    Bergqvist, Lovisa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lugner, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lek I ur och skur: Barns tankar om sin lek i en "I ur och skur verksamhet"2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Utomhusvistelse och utomhuspedagogik spelar viktiga roller i förskolans vardag. Utevistelsen och utomhuspedagogiken är ett alternativ och ett komplement till de traditionella inomhusmiljöerna på förskolan. Pedagogiska aktiviteter och fri lek kan med fördel växlas mellan inomhus- och utomhusmiljöer för att ge olika sinnliga upplevelser. Utomhusmiljöer och naturmiljöer kan erbjuda autentiska lärmiljöer och inspirera till lek. "I ur och skur" är ett koncept från Friluftsfrämjandet där förskole-, skol- och fritidshemsverksamhet bedrivs utomhus och med betoning på friluftsliv. Hur påverkar utomhusvistelsen barns lek och hur pratar barn om sin lek i en verksamhet med daglig vistelse i en rik naturmiljö? Skiljer det sig mellan barnens lek inomhus och utomhus?

    Syfte:

    Syftet med studien är att undersöka hur barn på en "I Ur och Skur verksamhet" upplever och skildrar sin lek. Särskilt fokus riktar vi mot hur utevistelsen och utomhuspedagogiken, som präglar en "I ur och skur verksamhet", kan ha inverkan på barnens lek. Studien ämnar att ge en närmare förståelse för barnens perspektiv på sin lek utomhus/inomhus på en "I Ur och Skur verksamhet".

    Metod:

    Vi har valt att använda oss av en kvalitativ forskningsmetod. Inledningsvis observerade vi en barngrupp på sammanlagt 30 barn under en dag i verksamheten. Vi skapade två intervjugrupper bestående av sex barn vardera. Vi genomförde intervjuerna med dessa två grupper.

    Resultat:

    Vår studie har visat att barnens lek skiljer sig mer beroende på barnens ålder och utveckling än om leken sker inomhus eller utomhus. Utomhusmiljön och inomhusmiljön ger olika förutsättningar för leken. Vi upplever under studien att de äldre barnen i högre utsträckning leker roll- och fantasilek som i sin tur gynnas mer av utomhusmiljön därför att den kan erbjuda utrymme och stimulera eller inspirera till kreativitet. De yngre barnen i verksamheten leker i större utsträckning ensamlek eller parallellek/bredvidlek och tycks även fokusera mer på lekmaterial för att inspireras till lek. De yngre barnens lek blir därför påverkar av att det finns olika lekmaterial utomhus än inomhus

  • 47.
    Berlin, Johan
    University West, Department of Social and Behavioural Studies.
    Book Review | Alvesson, Mats., Sveningsson, Stefan (2008). Changing organizational culture: cultural change work in progress. London: Routledge2011In: Management Learning, ISSN 1350-5076, E-ISSN 1461-7307, Vol. 42, no 2, p. 224-226Article, book review (Refereed)
  • 48.
    Berndtsson, Ina
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Stoma therapist education on internet2008In: Proceedings with congress programme, 2008Conference paper (Refereed)
    Abstract [en]

    Internet is a good help and save time in the daily work for most of us registrar nurses. In the stoma therapist (ET) education where students often live in different places, is internet education a good alternative. In a digital classroom as community on internet the student collect tasks, send answers, have contact with the teacher and other students in the course. It is like a classroom and with a webb camera or video a lesson can be hold. The lessons can also be prerecorded so the students can look on it any time. The big different and advantage from a real classroom this community is opened 24 hours a day. Advantage and another positive effect is that student and teacher can communicate and answer the task when it suites them best.

    To participants an internet course does not mean less work, all communications must be written and read. This will take more time then verbally communication. One important thing, all communication is written, so it hade to be clear to avoid misunderstanding. To learn and understand each other the student and teacher have to have a two way communication.

    The practical educations can the students carry through on the hospital in the home city with support from the local ET- nurse and the practical examination can be done with instruction from the ET- course. When the students report the examination paper to other students they have to comment and discuss the result in the community. All students most give written comments and ask questions to the other students. The student can not “be seated” quiet, all comments and answers has to be documented. All students become attend.

    The stoma therapist education in a community on internet has great opportunities and is a good alternative.

  • 49.
    Bernhard, Irene
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    One foot in academia and one in work-life: the case of Swedish industrial PhD students2023In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 35, no 6, p. 506-523Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this study is to explore the benefits and barriers for learning in industrial PhD education through the perspectives of industrial PhD students. A work-integrated learning (WIL) approach is applied to highlight key issues that university and industry need to consider promoting mutual learning.

    Design/methodology/approach – The empirical context is a Swedish university profiling WIL offering PhD programs in three disciplines for industrial PhD students from both the private and public sectors. Data was gathered using qualitative methods; 19 semistructured interviews with industrial PhD students.

    Findings – Findings show that industrial PhD students are developing practical and transferable skills, hence, contributing to research of interest for academia and work–life. Identified benefits for learning include proximity and access to data, project and networks and contextual understanding and tacit knowledge. Barriers for learning are the perceived limited understanding of employers, the dilemma of balancing and switching between different roles, lack of belonging and identity, deficient collaboration agreements and ethical dilemmas.

    Research limitations/implications – Contributes insights into an industrial PhD education transforming along with societal needs promoting a future workforce of researchers with skills, new work practices and learning capabilities applicable in the work–life of contemporary society.

    Originality/value – This study contributes to the emerging field of studies of alternative doctoral educations by identifying benefits and barriers for learning and providing recommendations for how university and industry may promote learning in a resilient industrial PhD education collaboration.

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  • 50.
    Bernhard, Iréne
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Samverkansmodell för Arbetsintegrerat Lärande i Forskarutbildning: En ökad samhällsrelevans genom interaktiva flöden2020Report (Other academic)
    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 (third-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.

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