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  • 201.
    Sandström, Kristina
    et al.
    University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    Sjögren, Karin
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Students Sense of belonging and social media2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 8-8Conference paper (Other academic)
    Abstract [en]

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

  • 202.
    Schüler, Martin
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Vega Matuszczyk, Josefa
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Propper Planning and Preparation Prevents Piss Poor Performance (7P) -Training for the fictive scenario or learning to deal with reality?2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 17-17Conference paper (Other academic)
    Abstract [en]

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

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

  • 203.
    Seitl, Camilla
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Lärandets villkor i målformuleringsarbete: en praktiknära förståelse för meningsskapande i diskussioner kring samverkansmål2017In: VILÄR: 7-8 december 2017 / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2017, p. 1-2Conference paper (Other academic)
    Abstract [sv]

    Denna studie handlar om hur tjänstemän och politiker i en kommunalorganisation utvecklar nya verksamhetsmål. Att utforma tydliga mål fören organisation med många anställda kan vara en utmaning då det kräver kunskap som möjliggör utveckling och förändring. Variationen av yrkesroller och arbetsuppgifter, professionella inriktningar osv, ikombination med olika samhällskrav ger prägel åt den kunskap som används i målutvecklingsarbete. Det som har studerats är lärandets villkor i detta sammanhang. Syftet har varit att förstå hur lärandevillkoras med hjälp av kommunikation rörande betydelsen av olikamålformuleringar för att uppnå en gemensam förståelse.

    Underlaget bygger på videodokumenterade observationer av formella arbetsmöten mellan tjänstemän och politiker. Fokus har varit påkommunikation kring verksamhetens målområden. Analysarbetet hargenomförts stegvis med fördjupning i hur aktörerna gör för att kommafram till gemensam mening och förståelse kring innebörden av olika målformuleringar samt hur kunskap kommer till uttryck. De väsentligaste resultatdelarna visar att aktörernas målarbete påverkas av krav som också fungerar som stöd för verksamhetens arbete. Kunskap, relationer och förvaltningstillhörigheter formar villkoren inom de sammanhang där aktörerna arbetar med målen. Villkoren visar sig ha effekter för kommunikationen mellan aktörerna och för det lärande som skapas runt de målformuleringar och begrepp som diskuteras. Vidare visar resultatet de kompetenser som framträtt i målarbetet. I presentationen sammanfattas några av studiens resultat. Detta innebär en redogörelse för de krav som driver utvecklingen av arbetet samt för de komponenter som bildar bakomliggande villkor för aktörernas kommunikation och meningsskapande i samband med målarbete.

  • 204.
    Silvervarg, Annika
    et al.
    Linköping University Cognitive Sciences.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media Production.
    Haake, Magnus
    Lund University Design Sciences.
    Strandberg, Thomas
    Gulz, Agneta
    Lund University Cognitive Sciences.
    An Educational Math Game with a Teachable Agent and a Social Chat2011In: Artificial Intelligence in Education, Springer, 2011, p. 626-Conference paper (Refereed)
    Abstract [en]

    We present an educational math game, including a teachable agent and a social chat, that trains basic arithmetic skills with a focus on grounding base-ten concepts in spatial representations. It employs a board-game design with a variety of different sub-games, game modes and levels of difficulty. When a student has learnt to play one of the sub-games, she may teach it to her Teachable Agent (TA). In the observation mode the TA “watches” the student play and picks up on game rules and on the student’s responses to multiple-choice questions, such as “Why did you choose this card?” Proper (or improper) choices of cards and answers promote corresponding skills in the TA throughout the game. In the try-and-be-guided mode, the agent is allowed to propose cards. The student either accepts the agent’s suggestion or rejects it and exchanges the agent’s card for another one. Again the agent asks for the reasons for the student’s behaviour, using the multiple-choice format. In other words, the basic game with the TA contains a form of on-task conversation between agent and student. But the game architecture also has been extended with a chat where the student can engage in conversation with the TA, writing freely by means of the keyboard and bring up basically any topic in a chat-like manner. We refer to this as off-task conversation and distinguish within it between on-domain conversation and off-domain conversation, the former referring to chat conversation related to school, math, the math game, etc., and the latter to any other topic. One reason to include off-task conversation is to enrich the game and its motivational qualities for the age group in question (12-14 year olds). Another is to be able to explore whether such a conversational module can enable pedagogical interventions, such as supporting pupils math self efficacy and change negative attitudes toward math in general. Notably the on-task and off-task conversations have very different formats, but are still designed as two interrelated and complementary activities. A recent study [1] indicates that the added off-task conversation module can i) improve students’ game experience, ii) improve learning outcomes, and iii) engage learners in voluntary on-domain chat.

  • 205.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The construction of mathematical knowledge and learning in and through individual education plans2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-29Article in journal (Refereed)
    Abstract [en]

    This study, which is grounded in Bernstein's theories of symbolic power and control in the context of pedagogy, explores how pupils' learning in mathematicsis constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematic sand how mathematics should be taught.

  • 206.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    To become a primary education teacher: pedagogic discourses in the assessment practice of the teacher training2016In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016Conference paper (Other academic)
    Abstract [en]

    The Swedish teacher training has since the end of the 20th century been affected by several extensive political reforms. The last reform, which was implemented in 2011,completly changed the teacher training. One of several implications of the reform was a return to a diversification of different teacher categories. The intentions of this diversification were, among others, to give each category of teachers specialized knowledge concerning their teaching subjects as well as the ages of their future pupils (based on a developmental psychology rationality), but also to attain stronger professional identities. The study is based on the Primary education teaching program with focus on the grades F-3 and 4-6. The empirical material consists of the assessment assignments given to the students in both programs. The aim of the study is to investigate what knowledge, knowledge forms and abilities that are assessed during the teacher training and consequently constructed as the teachers’ professional knowledge base. Bernsteinian theories on how power relations are produced and reproduced in and through the educational system is the main theoretical framework for the study. Pedagogic discourses, i.e. how the choice of content operates in the teacher training is also an important theoretical perspective. Another perspective in the analysis is how the knowledge and knowledge forms are represented in relation to horizontal and vertical discourses. The study finally tries to answer the question on how national policies are transformed into educational practice.

  • 207.
    Sjödén, Björn
    et al.
    Lund University Cognitive Sciences.
    Tärning, Betty
    Lund University Cognitive Sciences.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media Production.
    Gulz, Agneta
    Lund University Cognitive Sciences.
    Transferring Teaching to Testing: An Unexplored Aspect of Teachable Agents2011In: Artificial Intelligence in Education / [ed] Gautam Biswas, Susan Bull, Judy Kay and Antonija Mitrovic, Springer, 2011, p. 337-344Conference paper (Refereed)
    Abstract [en]

    The present study examined whether socio-motivational effects from working with a Teachable Agent (TA) might transfer from the formative learning phase to a summative test situation. Forty-nine students (9-10 years old) performed a digital pretest of math skills, then played a TA-based educational math game in school over a period of eight weeks. Thereafter, the students were divided into two groups, matched according to their pretest scores, and randomly assigned one of two posttest conditions: either with the TA present, or without the TA. Results showed that low-performers on the pretest improved significantly more on the posttest than did high-performers, but only when tested with the TA. We reason that low-performers might be more susceptible to a supportive social context – as provided by their TA – for performing well in a test situation.

  • 208. Sjögren, Karin
    et al.
    Sandström, Kristina
    University West, Department of Engineering Science, Division of Industrial Engineering and Management, Electrical- and Mechanical Engineering.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    What gender barriers do students face in WIL placements?: A comparative study between WIL and Non- WIL Students in an international empirical study.2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 6-6Conference paper (Other academic)
    Abstract [en]

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

  • 209.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Nilsson, Kerstin
    University West, Department of Nursing, Health and Culture. University of Gothenburg, Institute of Health and Care Sciences.
    Pilhammar, Ewa
    University of Gothenburg, Institute of Health and Care Sciences.
    Wenestam, Claes-Göran
    Kristianstad University College, School of Teacher Education.
    Clinical Course Content as a Dynamic Variable in Supervision of Medical Students.2009In: The Internet Journal of Medical Education, ISSN 2155-6725, E-ISSN 2155-6725, The Internet Journal of Medical Education, ISSN 2155-6725, Vol. 1, no 2Article in journal (Refereed)
    Abstract [en]

    Background During clinical supervision, medical students are expected to gain experience through clinical work, with the support of their clinical supervisor. What each supervisor chooses to emphasize and considers important will have a decisive impact on students’ understanding of what is content necessary to master in order to gain clinical skills. Therefore, in this study, the focus of attention is on what supervisors choose to emphasise during clinical supervision of fourth year medical students during a surgical course.

    Method An ethnographic approach was used, including a selective intermittent time mode, where observation and informal interviews were conducted. Twelve supervisors and nine medical students at a teaching hospital in Sweden participated. Field notes were made during observation; these were transcribed and analysed qualitatively.

    Results The analysis resulted in six topic areas describing what was emphasized during supervision. The topic areas were: 1) Identifying, collecting and combining information, 2) Problem-solving and decision-making, 3) Handling treatment of disease, 4) Practical skills and illustration of technical equipment, 5) Communicating with patients, and 6) Handling organisational demands.

    Conclusions The findings of this study show the existence of several areas that are focused on in supervision. In authentic clinical situations, these topic areas were intertwined and overlapped and often appeared simultaneously. The clinical situations were adjusted neither to the students’ clinical experience nor to the needs of the students. Consequently, the students may find it difficult to determine what to learn and what to achieve during supervision. They may also find it difficult to understand the situations in the same way as their supervisors, because students focus on handling situations with a more theoretical and declarative approach to a larger extent than do their supervisors. The students therefore need supervisor support to develop and integrate theoretical knowledge. One conclusion that can be made is that supervisor awareness of students’ understanding is of crucial significance for the effective supervision. Regarding the nature of the content chosen in supervised situations, research in other settings and specialities would be required to map and to determine a more general theory of what is focused during medical supervision

  • 210.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skrivpraktiker, språkbruk och kommunikativa strategier i och utanför skolan2011In: Språk för framtiden - Language for the Future: Rapport från ASLA:s höstsymposium Falun, 12-13 november 2010 / [ed] Ylikiiskilä, Antti & Westman, Maria, Uppsala: ASLA Svenska föreningen för tillämpad språkvetenskap , 2011, Vol. 23, p. 29-43Conference paper (Refereed)
    Abstract [sv]

    Vi blir fler och allt yngre som deltar i den kommunikativa arenan på Internet. Här produceras dagligen innehåll online i form av statusuppdateringar, inlägg i diskussioner, bilder, foton och videos. Det handlar om aktiviteter i multimodala miljöer som involverar kommunikation, visualisering och aktivt deltagande. Eleverna kommunicerar på ett samtalsliknade skriftspråk i ny media, som oftast inte följer de krav på språkriktighet som skolan ställer, utan handlar mer om autentiskt skrivande med talspråksnära inslag och andra skrivstrategier präglat av de förutsättningar mediet ställer. Elevernas skriftspråkliga erfarenheter på fritiden tycker många har inverkan på skolarbetet, medan andra menar att dessa skrivfenomen har funnits tidigare i skoluppsatser och att eleverna utvecklas mer språkligt än de vuxna gör. I denna artikel går jag närmare in på denna debatt och knyter dagens skrivpraktiker och de kommunikativa och publiceringsförutsättningar nya medier erbjuder till resultat från tidigare analyser av elevers texter och språkbruk i skolan och ny media och jag diskuterar även betydelsen av autentiskt författarskap för elevens reflekterande och språkutvecklande arbete i skolan.

  • 211.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg, Sweden.
    Cederlund, Katarina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Making room for the transformation of literacy instruction in the digital classroom2016In: Journal of Early Childhood Literacy, ISSN 1468-7984, E-ISSN 1741-2919, Vol. 17, no 2, p. 221-253Article in journal (Refereed)
    Abstract [en]

    Education is in the process of transforming traditional print-based instruction intodigital formats. This multi-case study sheds light on the challenge of coping with theold and new in literacy teaching in the context of technology-mediated instruction inthe early years of schooling (7–8 years old children). By investigating the relationbetween literacy and digital technology in diverse pedagogical contexts we capturethe complexity in the educational transformation that needs to be acknowledged.Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible ininstruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support childrenfrom various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation betweentechnology and literacy with an understanding that the epistemological focus and contextof practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide room for action for the teachers and address issues of purpose, pedagogy and organisation around technology.

  • 212.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Samarbetsbaserad undervisning i historia och samhällskunskap: utmaningar och möjligheter. IKT didaktik och lärande om människors villkor. Boundary object som stöd för IKT-didaktisk planering2015In: NGL2015. Next Generation Learning Conference. Högskolan Dalarna 18-19 November, 2015, Falun: Book of Abstract, 2015, p. C2-32Conference paper (Other academic)
    Abstract [sv]

    Med bas i ett EU-finansierat projekt Gränsöverskridande Nordisk undervisning (GNU, http://projektgnu.eu) mellan skolor i Sverige, Norge och Danmark har vi genom praktiknära och aktionsinriktade ansatser studerat och tillsammans med lärare bedrivit ett tre-årigt skolutvecklingsarbete med fokus på samarbete i och med digitala verktyg som grund för lärande i samhällsorienterade ämnen.

     

    Vikten av det praktiknära perspektivet poängteras i en omfattande översikt av 132 svenska forskningsstudier av samhällsorienterade (SO) ämnen. Johansson Harrie (2011) visade att det fortfarande finns ett stort behov av studier av vad som faktiskt sker i klassrummen i syfte att få en större förståelse för hur klassrumsaktiviteter och undervisningsresultat hänger samman. Att studera det som sker i klassrummet är viktigt då samhällsorienterade ämneskunskaper möjliggörs eller hindras i mötet mellan lärare och elever menar Schüllerqvist och Osbeck (2009) då intentionerna i läroplaner konkretiseras just i mötet. 

     

    Utöver behovet av fler studier kopplade till vad som sker i skolmiljön i SO-undervisningen finns också ett behov av att lyfta in bruk av digitala verktyg i den didaktiska situationen. Lärare likväl som elever förväntas att utveckla sin förmåga att använda sig av digitala verktyg i skolan för att lära. Lärarens utmaning i det didaktiska upplägget handlar om det aktiva valet av när vad fungerar som stöd för önskat undervisningsresultat vid bruk av digitala verktyg (Grönlund et al 2013). I relation till samhällsvetenskapliga ämnen lyfter Lund och Hauge (2011) fram hur viktigt det är att man som lärare behöver ‘designa in sig själv’ i de olika aktiviteter som eleverna skall göra samt skapa förståelse för både sig själv och sina elever att de digitala verktygen i sig också spelar roll i lärandet.

     

    Givet de identifierade utmaningar från tidigare forskning som poängterar vikten av att belysa det som konkret sker både gällande hur man interagerar, vilka verktyg som tas i bruk och på vilket sätt det innehållsliga stoffet sätts i relation till och utvecklas av bruk av digital teknik i samarbete med andra, illustreras dessa möjligheter och utmaningar i två konkreta undervisningsförlopp. De två skilda didaktiska uppläggen sätts i relation till Boundary object teorin, vilken lyfter fram hur människors sätt att förhålla sig till varandra och samarbeta underlättas genom att samlas kring något som upplevs tydligt och förståeligt för de inblandade människorna. 

  • 213.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in History among Nordic students: a case study about creating innovative ICT-didactic models2013In: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013, Naka Ward, Nagoya, Aichi Japan: The International Academic Forum (IAFOR) , 2013, p. 137-149Conference paper (Refereed)
    Abstract [en]

    The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.

  • 214.
    Spante, Maria
    et al.
    University West, Department of Economics and Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-Mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in history among Nordic students: a case study about creating innovative ICT-didactic models2014In: IAFOR Journal of Education, ISSN 2187-0594, Vol. 2, no 2, p. 55-86Article in journal (Refereed)
    Abstract [en]

    Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain.The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging. 

  • 215.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessional learning as work integrated learning: when conversations regarding databases and information literacy create a common base for professional learning2018In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper (Other academic)
    Abstract [en]

    How librarians and teachers in higher education collaborate in their workplace and how inter-professional learning is arranged for and experienced are understudied. This study will present a case where a librarian and a teacher held continuous meetings. The purpose of the case study is to demonstrate and emphasize the value of interprofessional learning as work integrated learning and suggest models for competence development and educational development for students regarding information seeking in higher education. The case includes three three-hour meetings between a librarian and a teacher where conversations and hands-on activities initially focused on databases, search tools and techniques for improved search quality. Individual experiences were documented as separate texts of reflections from a unique professional point of view. Every reflection brought on new questions and ideas that were discussed during the following meeting. The comprehensive documentation were analyzed and used for modelling courses for students' progression in information literacy. The courses were then implemented and evaluated on basic and advanced levels. Furthermore, experiences were used for modelling competence development in a University setting. Interprofessional learning arose while combining role specific practice and knowledge between a librarian and a teacher during their conversations. The emergent learning drove model creation that benefitted students, teachers, researchers and librarians. This study recommends the university management to support interprofessional encounters at work. Continuous meetings at Universities between librarians and teachers are rare and, thus, not often reflected upon or systematically documented and analyzed. Value is found in course development for students and professional development for librarians, teachers and researchers.

  • 216.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande2015Conference paper (Other academic)
    Abstract [sv]

    Biblioteket på Högskolan Väst har en särskilt stödfunktion som kallas Forskarstöd. Det handlar om en grupp bibliotekarier som bland annat bistår forskarna i fråga om publiceringsstrategier, bibliometri, informationssökning och tillgängliggörande av forskningspublikationer i DiVA (Digitalt Vetenskapligt Arkiv). Tjänsten används frekvent och på olika sätt av olika forskare utifrån deras behov. Vårt case bygger på tre möten mellan bibliotekarie och forskare samt efterföljande individuella reflektionstexter. I denna presentation vill vi berätta om vinsterna med att betrakta samtalen mellan forskare och bibliotekarie genom perspektiven interprofessionellt lärande och arbetsintegrerat lärande. Vi belyser dessa vinster genom våra erfarenheter att ha kontinuerliga träffar på tu man hand med fokus på informationssökning och databaser.

    Mötet mellan bibliotekarie och forskare präglas av att var och en bär med sig sin specifika professionella praktik in i mötet. I mötet och i det samtal som då sker kan båda bli varandras lärare likväl som varandras studenter. Den dubbla situationen av att vara bärare av båda roller samtidigt behöver hanteras av de aktörer som interagerar med varandra i situationen. Hur det mötet går till, drivs och fylls med ett innehåll samskapas av de som ingår i mötet. I vårt fall belyser vi och problematiserar denna situation utifrån våra egna erfarenheter i vårt eget arbete på vår arbetsplats. Avslutningsvis rekommenderar vi att skapa fortsatta villkor för dessa typer av interprofessionella möten på arbetsplatsen för att stödja arbetsintegrerat lärande i verksamheten för verksamheten.

  • 217.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, Department of Economics and IT, Divison of Informatics.
    Developing teachers’ interactive competence with the support of video recalled interviews: a training method in the making – Some initial results and lessons learned2012In: Society for Information Technology and Teacher Education - Mar 5-9, 2012 - Austin, TX, Texas, 2012, p. 1-8Conference paper (Refereed)
    Abstract [en]

    This pilot study puts special emphasis on teachers' interactive competence. Interactive competence is defined as the teacher's ability to handle interaction with the students while incorporating interactive technology in the teaching situation. The focus of the study lies on the teacher's ability to manage an interactive digital artifact with built-in interactive features, and the interactions that exist between teacher and student, as well as on the teacher's way of dealing with student-to-student interactions during teaching sessions, on repeated occasions. The paper reports how two K-12 Swedish teachers themselves identify and manage their own competence development with the support of the method of video recalled interviews (VRI). Initial results suggest that the teachers in the study were mainly concerned about the social atmosphere in the classroom and how the teachers relate to students and less focused on how the interactive technology supports learning of the subject matter during the different sessions.

  • 218.
    Speziale, Maria
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kustric, Meliha
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Unga elevers uppfattningar om sin identitet, inkludering och rasism utifrån ett etnicitetsperspektiv2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna fallstudie var att få en insikt i hur elever i yngre åldrar identifierar sig själva, särskiljer och kategoriserar, samt uppfattar etnicitet och rasism. I studien utgick vi ifrån barns perspektiv där elevernas svar var i fokus och grund för resultatet som kom att tolkas och analyseras av oss utifrån tidigare forskning.

    För att få svar på de ställda frågorna till denna studie använde vi oss av intervjuer som metod. Intervjuerna utfördes i två mångkulturella skolor i en mellanstor stad, med elever från årskurs tre. Vi använde oss av fokusgrupper med 2-4 elever i varje grupp, en intervju kom dock att bestå av endast en elev på grund av tidsbrist i skolan. Resultatet från den valda metoden analyserades, resultatet tolkades utifrån ett socialkonstruktionistiskt och ett poststrukturalistiskt perspektiv och ställdes mot tidigare forskning och litteratur inom området för att jämföras med vår studie. Få studier hittades med yngre elever i fokus men vi kunde dock se likheter med studier som utförts med elever i högre årskurser. Det studien visade var att intressen, personlighetsdrag och rötter spelade roll för elevernas beskrivning av sig själva. Elevernas uppfattningar av vad som är annorlunda är oftast sådant som de själva inte kan identifiera sig med och de kategoriserade främst människor som snälla eller elaka. Rasism var ett begrepp som var okänt för samtliga elever, medan ordet rasist var däremot något de kände till och kände en negativ laddning till. Förståelse för begreppet fanns och eleverna ansåg inte när de tillfrågades att etnisk tillhörighet spelade roll för en människas värde, dock fanns oreflekterade negativa uppfattningar och föreställningar kring andra länder än Sverige.

  • 219.
    Strandberg, Erika
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Dom väljer ju asdåliga filmer och sen när man frågar säger dom att det är en bra lärfilm": En studie av elevers uppfattningar om populärkultur i engelskundervisningen i årskurs nio.2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Populärkultur har länge haft en plats i samhället, om än den ansetts vara något kontroversiell. I och med den tekniska utvecklingen har populärkulturen blivit allt mer tillgänglig för människor och har blivit allt mer accepterad, både som forskningsobjekt men också som en del av undervisningen. Det forskas allt mer om populärkultur och dess plats i undervisningen och resultaten visar att populärkultur ökar elevers motivation. Populärkulturen har också visat sig förbättra elevers språkliga förmåga. En förutsättning för en ökad motivation och en förbättrad språklig förmåga har dock visat sig vara att populärkulturen utgår från elevers intressen. Därför förefaller en studie av elevers uppfattning som relevant.

    Syfte:

    Syftet med denna studie är att undersöka vilken typ av populärkultur elever möter i engelskundervisningen samt elevers uppfattningar av engelsklärares motiv och användning av populärkultur.

    Metod:

    För att studera ovanstående syfte har intervjuer med tre fokusgrupper genomförts, detta för att öka eleverna känsla av trygghet vilket kan ge utförligare svar. Fokusgrupperna bestod av elever i årskurs nio och varje grupp bestod av 3-4 elever. Fokusgruppernas svar transkriberades därefter och det är denna transkribering som utgör grunden för resultatet. Då forskningen på området är mycket begränsad har en induktiv metod använts vilket innebär att datan har gjorts en öppen tolkning på.

    Resultat:

    Studien visar att populärkultur är ett relativt sällsynt inslag i engelskundervisning men att film förekommer i störst utsträckning. Informanterna har svårt att identifiera engelsklärarnas motiv med att använda film i undervisningen men beskriver att de används enbart ur ett språkligt perspektiv där fokus ligger på hörförståelse. Vidare beskriver informanterna att populärkultur i undervisningen skulle göra lektionerna roligare men att de inte har något särskilt stort intresse av mer populärkultur än vad de har i nuläget. De beskriver dock att engelsklärares val av medier behöver förändras.

  • 220.
    Ståhlberg Pettersen, Jessica
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jansson, Maria
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Varför får inte Kim vara med?: En kvalitativ studie om hur barn skapar kontakt med varandra under den fria leken.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Utifrån ett sociokulturellt perspektiv har studien beskrivit att barn sedan urminnes tider lekt och använt leken för att utforska och utmana sig själva och sin omgivning. Leken är så mycket mer än bara lek, genom leken kan barnen integrera med varandra och således utveckla sina sociala relationer för att få tillträde till gruppen och dess gemenskap. Förskollärarna har ett viktigt uppdrag att sträva efter och förskollärarnas förhållningssätt till barnen och den fria leken påverkar hur leken ter sig.

    Syfte: Syftet med studien är att ta reda på hur barn får tillträde eller blir uteslutna i leken. Vi vill också ta reda på förskollärarens förhållningssätt till lek.

    Metod: En kvalitativ studie där observationer och intervjuer användes för att samla in material till studien. Resultatet av studien delades in i fem kategorier utifrån vad observationerna visade samt ett antal underkategorier.

    Resultat: Studien visar att anledningarna till att barn inkluderar och exkluderar skiljer sig åt beroende på ålder och utifrån barnens intresse. Förskollärarnas förhållningssätt och syn på barns lek påverkar hur barn leker och hur de sociala kompetenserna utvecklas.

    Begrepp så som delaktighet, socialt samspel, kommunikation, tillträde, inkludering samt exkludering är begrepp som kommer att återkomma i texten och genomsyrar hela studien

  • 221.
    Sunnemark, Fredrik
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Knowledge and Negotiation: Theoretical Observations in Relation to the Development of a Master Program in Work Integrated Political Studies and Beyond.2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 20-21Conference paper (Other academic)
    Abstract [en]

    The term Work Integrated Learning (WIL) is connected to knowledge production. It is as central in organizing ways of combining academic studies with working life as in abstract reasonings on how knowledge in itself should be understood. Any facilitation of WIL-based education carries an idea of knowledge production and its relation to what knowledge is, while any theory of knowledge and knowledge production include, implicitly or explicitly, understandings of what processes knowledge and knowledge production are related to. Even though it may not always make it to the surface, the negotiation between these different strands is unavoidable in any WIL endeavor.

    This presentation is concerned with such a negotiation over time. It concerns the development and construction of a master program in work integrated political studies. The program is a collaboration between University West in Sweden and the University of the Western Cape in South Africa. After several years of work, both collaborative and independently, the program is set to be launched in the fall of 2020. In this sense we now have a result of the first part of the negotiation (it will naturally continue in the actual realization of the program). But how did we get to where we are? Why did we get to where we are? What was involved in the construction of WIL in the field of political studies?

    From the theoretical perspective of the social construction and character of science, I analyze – through participatory observations and close readings of documents – both how definitions and understandings came to be and what these definitions came to include. The analysis shows that a multilayered collective process, not even always made conscious or manifest, is involved and that it is set in everyday surroundings. This discussion is then taken a step further. WIL has now been installed as a discipline in which you can receive a doctoral degree at University West. I argue that the process behind the establishment of this degree and WIL's disciplinary status as well as content constitute a relevant and fruitful case from the perspective of theory of science. Big questions often loom large in small proceedings.

  • 222.
    Svartz, Sandra
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Oscarsson, Madeleine
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Engelska som ett världsspråk i klassrummet: Fem lärare om hur det engelska språkets utveckling påverkar deras förhållningsätt och undervisningsmetodik i årskurserna 4-6.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Det engelska språket har utvecklats till ett världsspråk de senaste femtio åren vilket har lett till en förändrad syn på engelska som skolämne i den nya läroplanen. Denna utveckling borde således också påverka undervisningen i svenska skolor. Vi har i vår studie tittat på vilket förhållningssätt och vilken metodik lärare använder sig av i den muntliga engelskundervisningen. Läroplanen i engelska fastslår att undervisningen ska syfta till att göra eleverna till goda kommunikatörer av engelska. Vi har utgått ifrån olika forskares syn på engelska som världsspråk, med tyngdpunkt på den muntliga engelskan och hur olika förhållningssätt kan implementeras i undervisningen.

    Syfte:

    Syftet med denna studie är att ta reda på hur engelsklärarna arbetar med engelska i klassrummet utifrån att engelska är ett världsspråk. Det underliggande syftet, utifrån detta perspektiv, är att ta reda på hur lärarna arbetar i klassrummet för att göra eleverna till muntliga kommunikatörer av engelska.

    Med dessa frågeställningar specificerar vi studiens syfte:

    Vilket förhållningssätt har lärare till engelska som världsspråk?

    Hur anpassar lärare sin undervisning utifrån perspektivet att engelska är ett världsspråk?

    Hur tillåtande är läraren med att eleverna gör muntliga misstag i engelska?

    Metod:

    Vi använde oss av kompletterande kvalitativa forskningsmetoder i vår undersökning. Vi observerade och intervjuade fem engelsklärare för att se vilket förhållningssätt de har till det engelska språket och hur det styr deras metodik. Utifrån lärarnas svar presenterar vi resultatet i tre olika kategorier som sedan analyseras och problematiseras.

    Resultat:

    Vårt resultat är baserat på lärarnas svar vid intervjuerna, vad vi har sett på observationerna och kopplat till tidigare forskning. Sammanfattat visar studien att alla lärare i teorin ser engelska som ett världsspråk men att flertalet har svårigheter att applicera dessa teoretiska tankar i undervisningen. Detta visades tydligt genom våra observationer av lärarnas lektioner och vi kunde då se att undervisningen är baserad på textböcker och övningsböcker utifrån en traditionell syn på det engelska språket. Många av lärarna i vår studie menar att fortbildning är det som saknas för att kunna förändra sin metodik.

    Vi kan även se att flertalet av lärarna väljer att inte rätta muntliga misstag men de flesta kan tänka sig att göra det enskilt med eleven vilket visar att de har en tydlig tanke om vad som är "rätt" och vad som är "fel" i det engelska språket.

  • 223.
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Utveckling av samverkansarenor för arbetsintegrerat lärande2018In: VILÄR abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 1-1Conference paper (Other academic)
    Abstract [sv]

    Strategiska samverkansarenor utvecklas vid lärosäten i syftet att bedriva en strukturerad och strategisk samverkan med externa parter. Omvärldens, dvs de externa parternas, perspektiv och roller är centrala i utvecklingen av samverkansarenor. Hur externa parters perspektiv blir tydliggjorda och omhändertagna vid utveckling av samverkansarenor behöver vi mer kunskap om. Det finns därför ett behov av att utveckla kunskap om omvärldens roll för arenor och för utvecklingen av arenor, samt för hur lärosäten ska kunna utveckla samverkansförmågan. Att utveckla strategier för hur samverkan kan påverka lärosätet, ända ner till den enskilda läraren och forskaren samt studenterna, är viktigt för att öka nyttan av och genomslagskraften av en samverkansarena. Det är viktigt att synliggöra nyttan för varje enskild part vid en samverkan.En samverkansarena omfattar samverkan både inom utbildning och forskning, samt integrationen där emellan. Framgångsrika styr- och organisationsformer samtarbete med strategier för samverkansarenor behöver utvecklas. Parternas möjlighetatt påverka samverkansarenans strategier är värdefull, så att dessa strategier kan harmoniera med parternas egna strategier, vilket är en förutsättning för alla parter att engagera sig i en samverkansarena. Att varje part upplever en nytta med samverkansarena är en förutsättning för en fungerande arena. Arbetet med styrformer och implementering av strategier i samverkansarenor pågår vid olika lärosäten. En verktygslåda behöver utvecklas för hur strategier, styrformer, organisering och struktur kan utformas, som sedan kan tillämpas på det sätt som passar den enskilda samverkansarenan bäst. Ansvar och resurser behöver tydliggöras för att den operativa samverkan ska kunna genomföras, och för att mötesplatser och andra tvärgående kanaler inom lärosätet ska kunna öppnas upp och användas. Syftet med detta abstract är att diskutera aspekter för hur en samverkansarena kan utformas för att lärosätet ska uppnå 1) ökad kvalitet i utbildningar ur ett AIL-perspektiv genom bl a ett ökat antal projektarbeten och examensarbeten som genomförs i samverkan, 2) ökad attraktionskraft som lärosäte och arbetsplats som rekryterar både studenter och personal, 3) ökad externfinansiering för lärosätet, 4) ökad konkurrenskraft hos de deltagande externa parterna, 5) ökad möjlighet för SME att delta i branschöverskridande samverkansprojekt kopplat till samhällsutmaningar, samt 6) höjd kunskapsnivå, ökad kunskapsspridning och ökad kompetens i det omgivande samhället.

  • 224.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Designing large scale work-integrated e-learning2005In: WSEAS Transactions on Information Science and Applications, ISSN 1790-0832, E-ISSN 1790-0832, Vol. 2, no 12, p. 2281-2287Article in journal (Refereed)
    Abstract [en]

    Large-scale e-learning initiatives are increasingly becoming an important strategy for organization-wide competence development projects. Such ventures are often primarily motivated by an ambition to cut costs and reduce the time between the identification of an organizational need and the launch of the educational initiative that addresses that need. However, there is a growing body of research that identifies several problems and obstaclesattacted to work-integrated e-learning. This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices.

  • 225.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Heterogeneity and situatedness: challenges for work-integrated e-learning2005In: Proceedings of the 5th WSEAS International Conference on Applied Informatics and Communications / [ed] A. Y. Al-Zoubi, Ioannis O. Vardiambasis, World Scientific and Engineering Academy and Society (WSEAS) , 2005, p. 132-137Conference paper (Refereed)
    Abstract [en]

    This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and thesituated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogicaldesign approach where technological and pedagogical aspects are closely integrated with the existing and the futurework practices

  • 226.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Techno-pedagogical design for work-integrated elearning: Challenges for large-scale projects.2004In: Proceedings of the Third IASTED International Conference on Communications, Internet, and Information Technology / [ed] Hamza M.H, 2004, p. 239-244, article id 433-219Conference paper (Refereed)
    Abstract [en]

    This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with an techno pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices

  • 227.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundin, Johan
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Vad gör dom duktiga duktiga?: Att artikulera kompetens i informationssystem och samtal2009In: Samhälle, teknik och lärande / [ed] Thomas Karlsohn, Stockholm: Carlsson , 2009, p. 104-121Chapter in book (Other academic)
  • 228.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Utriainen, Callisto
    Göteborgs Universitet, Göteborg, Sverige.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-quality in infrastructures for learning in higher education2017In: ICERI2017 Proceedings, Sevilla, 2017, p. 408-413Conference paper (Refereed)
    Abstract [en]

    Higher Education has through the last decades been increasingly dependent on digital infrastructures (e.g. Svensson, 2002a; Guribye, 2005). The first generations of learning management systems (LMS) was originally designed to support distance education but quickly became the de-facto standard for supporting and developing also the practices of campus-based higher education. In this development we have noticed a tension between the desire to design closed LMS's that aims at providing "all-inclusive-support" for university education and more open and flexible solutions that support open infrastructures for personal learning. Consequently, it is time to re-visit the questions on what constitute the central values of a contemporary LMS seamlessly integrated with open digital infrastructures for learning. In an exploratory study in a Scandinavian University, a series of workshops and focus-group interviews with central informants from faculty as well as representatives from administrative support has addressed the issue of "E-Quality" in higher education. The result indicate that a set of inter-related core values should be stressed. These are briefly outlined below as principles for a framework of e-quality in higher education. (i) The principle of open participationAn LMS should support flexible integration of Open Educational resources (OERs) provided by an open community. Furthermore, the system should invite open access for participants from the surrounding society (i.e. practitioners, students from other universities, and relevant special interest groups) (Berhardsson et al., 2017)(ii) The principle of collaborative creation An LMS should embrace the notion of students as co-producers of instruction, content and learning outcomes. In particular, it should support collaborative authoring and peer-to-peer sharing.(iii) The principle of data-driven developmentA central aspect is the ability to personalize the support for each individual participant, which could be addresses quantitatively through learning analytics (Vallo Hult et al., 2017) and qualitatively through the use of e-portfolios and study diaries.(iv) The principle of work-integrated learningFinally, all priciples should be aligned to support an overarching goal of reducing the borders between studies in higher education, the introduction to a professional career, and the lifelong learning required to develop professionally (Svensson 2004).Further research will shed further light on the validity and the reliability of these principles, and set the path towards a nascent design theory for E-Quality in Digital Infrastructures for learning in Higher Education.

  • 229.
    Svensson, Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Matematik i Ur- och Skur.: En minietnografisk studie om barns matematikanvändning utomhus.2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Forskning har visat att barn i mycket ung ålder har ett matematiskt tänkande och de är även intresserade av att få kunskap om matematik. Utomhus finns en stor mängd naturmaterial som kan vara till hjälp för barnen att utforska matematik. På en I Ur och Skur-förskola befinner sig barnen för det mesta utomhus och jag vill undersöka i vilka situationer de får kunskaper om matematiken och vilka material de kan använda sig av för att utforska matematiken.

    Syfte:

    Syftet med denna undersökning är att studera i vilka sammanhang och med vilka medel barn på en I Ur och Skur-förskola använder sig av matematik och hur deras matematik kan komma till användning i en utomhusmiljö.

    Undersökningens frågeställningar är:

    - I vilka situationer använder sig barnen av de matematiska aktiviteterna konstruera, räkna och lokalisera?

    - Vilka material använder barnen?

    - På vilket sätt använder de sig av de matematiska aktiviteterna konstruera, räkna och lokalisera i utomhusleken?

    Metod:

    Jag har valt att genomföra en minietnografisk studie i syfte att förstå hur barnen använder sig av matematik i vardagen. Jag har observerat barnen men även då och då varit en deltagande observatör då jag varit delaktig i deras lekar. Under två veckors tid, har jag varit på förskolan vilket har gett en mängd insamlat data.

    Resultat:

    I mitt resultat har jag kunnat konstatera att barnen använder sig av matematiken som ett hjälpmedel för problemlösning. De äldre barnen samarbetade och utforskade matematiken tillsammans, och de yngre barnen utforskade matematiken ensamma. I Ur och Skur-förskolan hade en stor gård där det fanns en skogsdunge, motorikbana, sandlådor och dylikt vilket inbjöd barnen till motoriska aktiviteter. Barnen använde sig oftast av sand och vatten vid utforskande av matematiken

  • 230.
    Tano, Ingrid
    et al.
    University West, Department of Engineering Science, Division of Mathematics, Computer and Surveying Engineering.
    Lycke, Liselott
    A Guide to Develop Quality Assurance System within HEIs2019Conference paper (Other academic)
    Abstract [en]

    Purpose: Describe and develop a guide to help HEIs(Higher Education Institutions) to develop a Quality Assurance System, which engages both managers, teachers and other coworkers involved in the education process.

    Design/methodology/approach: Case study, action research

    Findings: We highlight the problem to get involvement from teachers and other co-workers working with a Quality Assurance System. Therefore we suggest a guide, which will increase the understanding, engagement and involvement for quality assurance in HEIs.

    Originality/Value: The guide creates opportunities for successful quality assurance and quality control in HEIs, with its complexity. The guide follows the education process and has a process-oriented approach.

    Keywords: Higher Education, Quality Assurance System, Quality Management, Learning Meeting, Work Integrated Learning

    In September 2016 the Swedish Higher Education Authority presented a new system for quality assurance in higher education (HE) that includes both monitoring and enhancement of quality work. The new national system demands HEIs to develop their own Quality Assurance Systems and adopt the new national system to its own context. This paper describes an internal guide created to support the departments work to expand their Quality Assurance System from just monitoring to include enhancement of quality work in an applied context. The aim of the Guide is to support departments to identify which activities that need to be systematized and what needs to be documented and communicated in order to achieve both monitoring and enhancement of quality work. The Guide follows a common education process in order to assure quality in the most vital activities in the process. This paper will describe the Guide and the connection to the education process and show that the Guide is generalizable to education processes in other HEIs. The paper also suggests that when working with the Guide during so-called Learning Meetings, the organization will adapt Work Integrated Learning when developing new knowledge and hereby building a chain of trust in the organization.

  • 231.
    Tengroth, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Särbegåvade elever?: En studie om lärares uppfattningar kring särbegåvade elever i skolan.2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    I skolan fokuseras det mycket på måluppfyllelse och det läggs resurser på de elever som riskerar att inte nå målen. Men de elever som istället har en särbegåvning, vilken stöttning får de i sitt lärande och utveckling. Varje elev har idag rätt att utvecklas utifrån sin egen förmåga och utgångspunkt, men gäller det även de särbegåvade eleverna som redan befinner sig långt före sina kamrater? Jag vill i denna studie undersöka lärares uppfattningar kring särbegåvade elevers behov och hur lärarna uppfattar sin förmåga att tillgodose dessa behov.

    Syfte:

    Syftet är att studera hur lärare uppfattar begreppet särbegåvade elever samt sin egen förmåga att stödja särbegåvade elever i skolan.

    Frågeställningar:

    1.

    Hur uppfattar lärare begreppet särbegåvade elever?

    2.

    Vilka erfarenheter och inställningar har lärare till särbegåvade elever i skolan?

    3.

    Hur ser lärarna på sin egen förmåga att stimulera särbegåvade elever i skolan?

    Metod:

    För att undersöka ovan så valde jag att genomföra en kvalitativ studie med intervjuer. De förberedda frågorna för intervjuerna fick deltagande lärarna inte i förväg studera. Avsikten var att fånga lärarnas egna tankar och inställningar till särbegåvade elever utan att de på förhand skulle ha kunnat studera ämnet. Öppna frågor valdes för att lärarna själva skulle kunna ge uttryck för sina tankar samt att de kompletterades med följdfrågor när så behövdes. Urvalet var att intervjua lärare som arbetar inom förskoleklass till och med skolår tre samt att lärarna skulle arbetat minst tio år inom skolan.

    Resultat

    Lärarna visade på en svårighet att identifiera särbegåvade elever. Lärarna trodde sig ha en större förmåga att kunna identifiera särbegåvningar inom teoretiska skolämnen och framförallt inom kärnämnen som svenska, matematik och engelska. De trodde sig också kunna stötta särbegåvade elever i deras utveckling inom dessa ämnen. En brist i kompetens eller egna kunskaper inom ett ämne ansåg lärarna kunde påverka deras möjlighet att ge särbegåvade elever den stöttning och utmaning de behövde inom ämnet

    Syftet är att studera hur lärare uppfattar begreppet särbegåvade elever samt sin egen förmåga att stödja särbegåvade elever i skolan.

  • 232.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dimensionality and Predictive validity of school grades: the relative influence of cognitive and social-behavioral aspects2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the importance of the different dimensions for the predictive validity of grades. Data is retrieved from the Gothenburg Educational Longitudinal Database (GOLD) and the Evaluation Through Follow-up (ETF) database. The sample in Study I consisted of three cohorts each of about 100 000 students in Grade 9, in Study II of about 4000 students in Grade 9, and in Study III of about 9000 students who were followed-up through compulsory school. All analyses were conducted using structural equation modelling (SEM). Both criterion-referenced and norm-referenced compulsory school grades were found to be multidimensional, reflecting both subject-specific dimensions and a common-grade dimension, cutting across grades and teachers. The common-grade dimension, which in previous research has been found to be related to social-behavioral aspects, contributed to predict study success in upper secondary school, indicating that social-behavioral aspects partly contribute to explain the predictive power of school grades. The influence of cognitive aspects was substantial. Fluid abilities had a continuous direct influence on the development of knowledge and skills throughout compulsory school, which is in line with the predictions from Cattell's (1987) Investment theory. Substantial indirect effects of fluid abilities on school grades were found, although no direct effects. In sum the results in the present thesis show that both cognitive and social-behavioral aspects contribute to explain the predictive validity of school grades.

  • 233.
    Thorvall, Linda
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Studenters Facebookanvändande: Handlar det om personlighet?2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate whether there was any connection between personality dimensions according to the Big Five and college students Facebook use. The study also examines what the relationship looks like between the various personality dimensions. This study was a quantitative study in questionnaire form Students at University West participated in the study. The conclusion of the study was that there was a significant positive correlation between one personality dimension and Facebook usage, and that this was between Extraversion and number of friends. Most people showed high Agreeableness and the personality dimensions that correlated most strongly were Extraversion and Neuroticism, where individuals with higher values on one of the dimensions tend to score lower on the other dimension.

  • 234.
    Toresson, Linda
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bäckström, Kristin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hur arbetar lärare i årskurs 4-6 med engelsk skönlitteratur?: En kvalitativ studie genomförd i åtta olika skolor2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund:

    Vi har inriktat oss på hur engelsk skönlitteratur behandlas på mellanstadiet då tidigare forskning klargör att användningen är fullt möjlig. Forskningen säger dessutom att användning av engelsk skönlitteratur ger eleverna positiva resultat i sin utveckling av det engelska språket. Utifrån dessa funderingar har vi utfört intervjuer tillsammans med lärare på mellanstadiet.

    Syfte:

    Syftet med detta arbete var att ta reda på hur det såg ut i skolorna gällande engelsk skönlitteratur. Vi har använt följande frågor för att specificera denna studies syfte:

    Hur arbetar lärarna vi intervjuat med engelskspråkig skönlitteratur i undervisningen?

    Hur väljs litteraturen ut och vilken litteratur används?

    Hur tolkar lärarna i årskurs 4-6 läroplanen Lgr 11 om användandet av engelskspråkig skönlitteratur i undervisningen?

    Metod:

    I vår forskning har vi använt oss av formella intervjuer för att få lärarnas syn på skönlitteraturen samt insyn i hur de använder sig av den. Att utföra intervjuer är den metod som bäst lämpade sig för att komma åt de frågor som intresserade oss för studien.

    Resultat:

    Det arbete som vi genomfört har lett till en slutsats där vi kan konstatera att användning av engelsk skönlitteratur på mellanstadiet ej förekommer i den grad som den skulle kunna. Lärarna som deltagit i vår forskning delger oss att användning av skönlitteratur i engelskundervisningen är fullt möjlig, men kräver mycket arbete från lärarens sida. Tid, intresse och resurser står i vägen för införandet av engelskspråkig skönlitteratur i undervisningen och är enligt de lärare vi pratat med, orsaken till att det inte används.

  • 235.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Holmgren, Daniel
    Skaraborg’s Hospital, Skövde. University of Gothenburg, Sweden..
    Wekell, Per
    NU Hospital Group, Sweden. University of Gothenburg, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Co-designing a Digital Platform: Towards e-Health and Continuous Learning in General Paediatrics2017In: International Forum on Quality & Safety in Healthcare: 26-28 April 2017 ExCel London Conference Proceedings Igniting Collective Excellence, 2017Conference paper (Other academic)
    Abstract [en]

    Background

    The study is part of a paediatric CPD program in Western Sweden, involving researchers and practitioners with expertise in medicine, informatics, and pedagogy. Based on previous experiences, the program provides a strong learning environment with extensive collaboration and networking among participants, while it is hard to maintain the collegial network and continue to share knowledge and experiences. Research has shown that new information technologies have potential to create learning opportunities and support reflection, collaboration and workplace learning. However, due to a history of IT-related problems in healthcare, where (despite documented benefits) many eHealth initiatives have failed in practice, health professionals are often less supportive towards such technologies. The research question is: How can IT be used for continuous learning and what are the implications of participatory design for the introduction of eHealth for workplace learning and use in clinical context?

    Method

    Inspired by participatory action research (PAR), the program is designed to offer a learning environment in which participants develop their paediatric and educational practices, as well as improve IT skills and digital competence needed as per today and in the future. In this new program a digital learning platform is introduced with the intention to contribute to formal course objectives but also to function as support for informal learning, networking and knowledge sharing during and after the CPD program, thus promoting long-term continuity of the educational outcomes. During the two-year course, the participants will develop a digital platform together with a Ph.D. student, for paediatric practice, present, and future learning as well as a web-based learning environment.

    Outcome

    The benefits of this project, where the focus is on eHealth as support for continuous learning, is for healthcare providers and physicians to be able to meet the demands and challenges for the future medical profession. The originality is that the digital platform in use is developed by the participants, integrated into the course and daily work and that the primary focus of the platform is to support continuous learning. This research is still in an initial stage (2016-2018), and findings are tentative. The project is linked to patient benefit, health professionals’ workplace learning, and continuous training. Children, carers or family members are not directly involved in this project, but the CPD program is built up around patient cases and focus on patient outcomes, in terms of improved safety and quality of care of the child.

    Conclusion

    There are potential difficulties recruiting paediatric educators to the program. This is addressed by supporting the participants in their role as educators and experts in outpatient paediatrics as well as regarding how IT could support not only learning a new subject or training skills but also learning how to learn. In summary, this project highlights the importance of interdisciplinary and practice-based research for continuous improvement and quality in healthcare, especially due to new demands following the patient-centric care and new role of patients, and sheds light on both benefits and challenges of integrating IT and learning in daily clinical work

  • 236.
    Vesterlind, Marie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Knowing in practice: the use of dialogue as a pedagogical method in integration work2015In: Nordic Journal of Migration Research, ISSN 1799-649X, E-ISSN 1799-649X, Vol. 5, no 4, p. 168-176Article in journal (Refereed)
    Abstract [en]

    This study analyses dialogue as an aspect of professional knowledge when integration workers are orienting newly arrived immigrants about Swedish society and everyday life in an integration activity called civic orientation. The data consists of interviews with integration workers and observations of classes in Sweden. The results show that using dialogue involves knowing how to mobilise a contextual foundation for mediating between different experience-based meanings and how to re-contextualise information, which requires skilful handling of various knowledge sources. To bridge between standardised information and contextually relevant meanings is central in integration processes and here, dialogue could support future integration work.

  • 237.
    Vesterlind, Marie
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Kvalitet och verksamhetsutveckling2014Conference paper (Other academic)
  • 238.
    Vesterlund, Ann
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    A study in what motivates students in terms of project work in English2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Project work in L2 Learning is often designed to enable practice of various types of skills. These skills may be related to language learning as well as to other aspects such as social skills and critical thinking. Assignments related to project work usually meet the requirements of the Swedish Upper Secondary School Curriculum, which could be a reason why project work keeps gaining popularity in Swedish schools. Extremely scarce research has been made on the importance of project work and what influencing factors it has on students' motivation.

    Hence, the aim of this study is to identify what factors in project work motivated a selected group of students during project-based learning. Four focus group interviews were conducted with eleven female students attending the natural science programme at two different schools in Västra Götaland, Sweden. Although all students were female, the study is not gender-based. The interview data was analyzed through a thematic analysis.

    As a result, I have selected five themes: language, group work, critical thinking, topic and obtaining good grades. It was discovered that these themes are considered by the students to provide knowledge which is useful in real life and for the future. Thus, they strongly contribute to their motivation, given that the students hold high ambitions in terms of future studies and careers. It is apparent that the students are able to see the connection between project work in English and achieving their own personal goals. My suggestion is thus that L2 teachers should design project work in a way that allows students to work with elements in which they find authentic value.

  • 239.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?2018Conference paper (Refereed)
    Abstract [en]

    General description

    This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

    Objectives

    The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

    Theoretical framework

    Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

    Methods/methodology

    The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

    Expected outcomes/result

    The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

  • 240.
    Wessberg, Anna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Attityder till svenska som andraspråk och konsekvenser av ämnets låga status i skolan: En kvalitativ undersökning om lärares och elevers uppfattningar2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar att det i svensk skola idag eftersträvas en enspråkig majoritetskultur där minoriteter i samhället värderas lägre. Läroplanen får kritik av Cummins för sin utformning som grundar sig i den "vita" eleven med medelklassbakgrund där inte kulturellt mångfald är inkluderat.

    Svenska som andraspråk är ett kärnämne utformat för att ge elever med annat modersmål än svenska samma förutsättningar till språkutveckling som de elever med svenska som modersmål. I svenska skolor rapporteras dock stora brister i implementeringen av ämnet. Skolledningar tycks ha lite kunskap om ämnet och ett stort ansvar läggs på svenskläraren och den berörda eleven själv vid bedömning av behov av svenska som andraspråksundervisning. Trots ämnets lika meritvärde som "vanlig" svenska väljs ämnet bort av elever och föräldrar. Det finns en oro för att ämnet försvårar antagning vid högskolor eller annan eftergymnasial utbildning och en rädsla för att arbetsgivare ser annorlunda på ett betyg i svenska som andraspråk i förhållande till ett betyg i svenska.

    Av elever ses ämnet som simpelt i förhållande till den "vanliga" svenskundervisningen och man har en uppfattning om att det krävs ytterst lite av eleven för att uppnå betyget godkänt i kursen. Bland lärarna florerar attityder kring ämnet som något eleven ska ta sig förbi för att så småningom läsa "riktig" svenska. Det är då inte alltför uppseendeväckande att ämnet erhållit den låga status som framkommer av undersökningen i uppsatsen. Intressant är dock hur ämnet efter så pass lång tid fortfarande inte implementeras som kärnämne på skolan utan anses mer som ett stödämne till svenskan. Med det och många fler resonemang kan man få en uppfattning om vart det har gått snett med ämnet och varför elever och föräldrar till berörda elever i stor omfattning väljer att läsa mot kursplanen i svenska i stället för svenska som andraspråk. Det ska dock visa sig att elever som läst svenska som andraspråk i skolan, i efterhand, är relativt nöjda med ämnet. Det är just problemet med bortfallet av elever i denna undervisning som blir ett problem tillsammans med många andra faktorer. Förutom att det brister i implementeringen av ämnet brister det bland annat även i kunskaper om ämnet där det i stor grad är obehöriga lärare som undervisar vilket är bidragande till den bristande spårkutveckling som man ser i skolan bland andraspråkselever

  • 241.
    Wiedel, Daniel Olof
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Professional learning by user involvement2019Conference paper (Other academic)
    Abstract [en]

    It is usually said that professional knowledge consists of a knowledge base consisting of different resources. It can be knowledge acquired through education, following the rules, and laws that the practice consists of, through best practices and results from research, but also using user-related and situational knowledge. Social government (Socialstyrelsen) says that professional knowledge consists of a combination of evidence-based knowledge and local conditions and the wishes and beliefs of the user. My intention is to understand the practices that are shaped, how it affects the professional knowledge base and possibly also the organization of welfare work in relation to the user/user's wishes, experiences and needs. It is a case study where a municipal labor market policy measure for young people and young adults between 16-29 years who neither study nor work is at the center. The organization is located in a smaller city. About 10 professionals (social workers and pedagogies) work there and approximately 200 young people are involved every year. The young people involved in the organization are a heterogeneous group and they have contact with the activities in different ways. The organization has a one-way-in idea and has a "life-first" approach point of departure (unlike work-first approach) (Jacobsson, Hollertz & Garsten, 2017). The activities consist of both individual and group discussions, collaboration with other actors, partly, outreach work.The data material gadering for the study (which is ongoing) is both interviews and ethnographic methods to participate in everyday practice, both backstage (work-meetings) and frontstage (with the youth) work. Preliminary results are that the way of organizing work, the practices it creates affects how the professionals develop and use their knowledge. Through the organization as "one way in" and that several external actors are invited to weekly meetings, there is an increased understanding of each other's skills and organizations. It creates an internship where young people can navigate in the expectations and demands that actors, they come into contact with have young unemployed. But the various actors also get other information and opportunities for decision-making. The staff develops the purpose of the activity (to be a one way in, collaborate around young people, get young ones to come to and remain in activities) by developing forms of collaboration and relational work that can be said to create Educational Trust (Görlich and Katznelsons, 2015) in the relationship with young people. Questions that remain, are to more closely study what type of practices (Gherardi, 2012) are shaped when professionals (and the organization) use young people's experience and what knowledge professional develop

  • 242.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [sv]

    I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

  • 243.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Challenges of Achieving ICT Competent Teachers through Continuing Professional Development: Teachers' perspectives2013In: Proceedings IRIS36: August 11-14 2013 at Gran, Norway, University of Oslo, department of informatics / [ed] Tone Bratteteig, Margunn Aanestad & Espen Skorve, Oslo: Akademika forlag, 2013, no 4, p. 103-117Conference paper (Refereed)
    Abstract [en]

    This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school.  Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences. 

  • 244.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sørensen, Carsten
    University West, School of Business, Economics and IT, Divison of Informatics. The London School of Economics and Political Science.
    Expansive Learning in Transforming Teaching PracticesIn: Article in journal (Refereed)
  • 245.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Artifacts at work: Internship, learning and technology2013Conference paper (Other academic)
  • 246.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Lärande i teori och praktik2014In: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 4, no 2, p. 1-16Article in journal (Refereed)
    Abstract [sv]

    Utbildningar med inslag av verksamhetsförlagda utbildningsmoment har funnits under lång tid och de förväntas ge kunskaper och färdigheter och brygga mellan olika kunskapsformer och därmed bidra till en syntetisering av kunskap. Syftet med studien är att bidra till kunskap om hur lärandemål i verksamhetsförlagda kurser kommer till uttryck i studenters examinationsuppgifter. Resultatet bygger på analyser av styrdokument och kursplaner samt 26 studenters examinationsarbeten från deras verksamhetsförlagda kurser, från två olika utbildningsprogram. Resultaten visar att utbildningsanordnare har delvis olika föreställningar om vetenskaplig kunskap, praxiskunskap samt relationen dem emellan. Medan vissa dokument utgår från teoretiska perspektiv i sina definitioner så utgår andra från mer praktiska perspektiv på vad kunskap är och var den finns. Verksamhetsförlagd utbildning ses i ett program som ett medel för att utveckla yrkesspecifika kunskaper och i det andra programmet fokuseras teoretiska analyser av praxis. Dessa olikheter får konsekvenser för både utformning av uppgifter och för hur studenterna förstår och skapar mening men också för vilka kunskaper som utvecklas.

  • 247.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work Integrated learning through an R&D project: a Case Study of Student´s participation in a Health Promoting Integration Project at University West2017Conference paper (Other academic)
  • 248.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Assmo, Per
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Work Integrated Learning through an R&D Project: A Case Study of Participant´s learning processes in an Integration Project between Uddevalla municipality and University West, Sweden2017Conference paper (Refereed)
  • 249.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Johansson, Ingemar
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Ledarskap i offentlig förvaltning.: Gymnasierektorers förutsättningar att vara utvecklings -och kvalitetsdrivande i ett internationellt new public managements-perspektiv2014Conference paper (Other academic)
  • 250.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Ingemar
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Rektorer, lärande och digitalisering2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 21-22Conference paper (Other academic)
    Abstract [sv]

    För att utveckla kunskap om relationen mellan rektorers vardagliga arbete och lärande utvecklades en studie med syftet att studera och utveckla kunskap om hur rektorer i gymnasieskolor arbetar med ledning och utveckling. Två centrala frågeställningar var i fokus;- vilka förutsättningar och hinder upplever rektorer i det dagliga arbetet med fokus på hur det pedagogiska ledarskapet gestaltas i vardagen?- Hur leds förändringsarbete och utvecklingsprocesser i det dagliga arbetet utifrån ett kontextuellt perspektiv?

    Totalt har tio gymnasierektorer observerats fyra dagar vardera och intervjuas individuellt samt i två fokusgrupper. Studien utgick från ett sociokulturellt och aktivitetsteoretiskt perspektiv där antagandet är att lärande utvecklas och formas tillsammans med andra. Resultatet visar hur rektorer på olika sätt arbetar för att bereda möjligheter för lärare att fullfölja den pedagogiska uppgiften. Detta görs individuellt med lärare och kollektivt i lärarlag, men även genom att återkommande kommunicera det pedagogiska uppdraget uppåt i organisationen, exempelvis till lokala kommunpolitiker och i relation till budgetarbeten och tolkningar av skolverkets olika direktiv. I arbetet med skolverkets direktiv kring t.ex. åtgärdsplaner visas hur utvecklingsarbete kring IG-varningar processas och leder till förändrade strukturer och nya pedagogiska insatser. Till skillnad mot tidigare forskningresultat där rektorer uttrycker ett ensamarbete, var rektorerna i den här studien samstämmiga i uppfattningen kring vikten av det kollegiala stödet som möjliggjordes genom fysisk närhet och öppna dörrar till rektorskollegor.En ytterligare dimension i det pedagogiska ledarskapet och utvecklingsarbetet är att hantera den ökade digitaliseringen som innebär förändrade villkor för kommunikation, informationshantering och organisering av läraktiviteter. Digital kompetens och digital infrastruktur framstår som en förutsättning i dagens utbildning och skola och rektorerna behöver då hantera frågor av karaktären:

    hur och i vilken utsträckning användande av digital teknik förändrar de sätt som lärare och elever uppfattar, förstår och tolkar kunskap- vilka nya sätt att organisera lärares kompetensutveckling som möjliggörs och kommer att vara produktiva- hur och varför olika aktiviteter öppnar upp för nya typer av lärarinterventioner när man ska stödja professionellas lärandeFrågorna får både pedagogiska och didaktiska konsekvenser och visar på områdets komplexitet, där aggregerade analyser av kunskapsläget är viktiga för både den fortsatta forskningen i området och för fortsatt verksamhetsutveckling.

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