Change search
Refine search result
11121314 651 - 700 of 700
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 651.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Kvalitativ analys i NVivo: Kurskompendium2019Report (Other academic)
    Abstract [sv]

    Detta kompendium beskriver grunderna i NVivo och är tänkt att fungera som introduktion och instuderingsmaterial för självständigt arbete med kvalitativ innehållsanalys. Upplägget bygger på egen erfarenhet av att använda NVivo för avhandlingsarbetet, och tar upp de vanligaste funktionerna och praktiska tips. Syftet är att ge en överblick över de olika modulerna i NVivo och presentera vilka möjligheter och användningsområden som finns.

  • 652.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Seeds of Workplace Learning in Information Systems: A Literature Review2017In: IRIS40, Information Systems Research Seminar in Scandinavia, Halden, Norway, August 6-10, 2017, 2017, p. 1-19Conference paper (Other academic)
  • 653.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Towards Learning with Digital Artifacts2017In: Diffusion and Adoption of Information Technology: Proceedings of the IFIP WG 8.6 working conference on the diffusion and adoption of information technology, Guimares, Portugal, June 2017, IFIP , 2017, article id 10Conference paper (Refereed)
    Abstract [en]

    The digitalization of the workplace and society at large brings new challenges for the field of Information Systems. A better understanding of how we learn with digital artifacts in our daily routines is needed. This paper is a literature review of how workplace learning has been addressed within the field, bringing together workplace learning and IS. The aim is to provide an alternative perspective to further IFIP 8.6 as a working group, where the suggestion is to re-image the group towards learning with digital artifacts. IS should be the leading field addressing digitalization of society. However, so far learning theorists has not been fully utilized within IS in fostering our understanding of how digitalization affects society. We argue that there is a need to explicitly talk about learning in IS and suggest IFIP 8.6 to be that place, which could contribute to advancements in our IS field in general.

  • 654.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Islind, Anna Sigridur
    Reykjavik University, (ISL).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Holmgren, Daniel
    Skaraborg Hospital and University of Gothenburg (SWE).
    Wekell, Per
    NU Hospital Group and University of Gothenburg (SWE).
    Sociotechnical Co-design with General Pediatricians: Ripple Effects through Collaboration in Action2020In: AMCIS 2020 PROCEEDINGS, Association for Information Systems, 2020, p. 1-10Conference paper (Refereed)
    Abstract [en]

    The embedding of digital platforms into professional practice has changed how people collaborate, learn and share knowledge at work. The healthcare sector provides an illustrative case for developments in this area. Through the introduction of a virtual collaboration platform in a continuing professional development program for pediatricians, this interdisciplinary research aims to promote continuity of the educational outcomes along with a better understanding of the usefulness of virtual collaboration and knowledge sharing at work. The research question is: How do pediatricians co-design and use a virtual collaboration platform for knowledge sharing and learning in action? The method is participatory action research, in which participants were co-designers of the content that was developed. The paper outlines some of the benefits and challenges currently emerging from the integration and use of virtual collaborations in clinical practice and provides design considerations on how to co-design content to use in virtual collaboration.

  • 655.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    Reykjavik University (ISL).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians2021Conference paper (Other academic)
    Abstract [en]

    Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and knowledge sharing) when shifting to digital learning as part of a CPD course; ii) to identify features that enable and constrain interaction and networking; and; iii) to evaluate the effects of digital learning on the overall learning objectives and outcomes. This project was carried out in three steps, and the outcome is in a set of recommendations that can be used to capture and inform the design of future CPD programs, implemented in higher education, to better support informal learning in digital learning settings.

    Download full text (pdf)
    Presentationen pdf
  • 656.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wekell, Per
    Holmgren, Daniel
    Digital Learning: Continuous Professional Development of Physicians Bluenotes2021Conference paper (Other academic)
    Download full text (pdf)
    fulltext
  • 657.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, S-461 85 Trollhättan, Sweden.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Norström, Livia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Tuning professionalism in the public sector2018In: AIS SIGPRAG Pre-ICIS Workshop 2018: "Practice-based Design and Innovation of Digital Artifacts", 2018, p. -3Conference paper (Other academic)
    Abstract [en]

    The digitalization in the public sector poses challenges for the professionals that have previously not been using digital tools as a part of their everyday practice. Building on three qualitative research projects this study shed light on contradictions and tussles, as well as possibilities re-lated to professionalism in the public sector. The three cases involve different professionals: cancer rehabilitation nurses, municipality communicators, and resident physicians. The paper aims to gain a better understanding of the impact of digitalization efforts on everyday work practices, and the emerging opportunities and challenges of using digital artifacts as a part of professional work. Our findings show how the transition toward digital work practices is pushing the professional boundaries of rooted professionalism in the public sector. The meaning of work and what it means to be a professional profoundly changes. The process of tuning professionalism in the public sector is not straight forward.

  • 658.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group.
    Islind, Anna Sigridur
    Reykjavik University, (ISL).
    Rydenman, Karin
    NU Hospital Group, (SWE); University of Gothenburg (SWE).
    Hällsjö Wekell, Per
    NU Hospital Group (SWE); University of Gothenburg /SWE).
    Decreased Memory Bias via a Mobile Application: A Symptom Tracker to Monitor Children's Periodic Fever.2022In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 294, p. 915-919Article in journal (Refereed)
    Abstract [en]

    Memory bias, the tendency to rely on certain events over others, can become an issue in chronic illnesses, especially when symptoms are reported retrospectively. This paper examines a case where continuous symptom registration can be facilitated, memory supported, and memory bias reduced by introducing a mobile application. The aim of the paper is to report on the design of an app for collecting subjective data over an extended period to continuously follow children with periodic fever. The research approach is qualitative, building on interview data. The design method is co-design, a collaborative and participatory approach involving researchers, physicians and other key stakeholders, with focus on the views of the parents. We argue that collecting data continuously through an app moves the discussion from memory to the specific data points, which is illustrated through trends shown in the visualizations of the data. Moreover, we highlight the importance of systematically collecting data over an extended period through a data-driven approach to both forward clinical practice and research on complex, often chronic topics such as periodic fever, which is genuinely under-researched to date.

    Download full text (pdf)
    fulltext
  • 659.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    University West, School of Business, Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    Reykjavik University, School of Computer Science (ISL).
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    The Intersection Between Information Systems and Workplace Learning: A Systematic Review and Research Agenda2022In: Proceedings of the 55th Hawaii International Conference on System Sciences / [ed] Tung X. Bui, IEEE Computer Society , 2022, p. 5396-5405Conference paper (Refereed)
    Abstract [en]

    Information Systems (IS) research has extensively studied change in relation to digitalization. However, less attention has been paid to both individual and organizational change from a learning perspective. There is a need for a deeper understanding of how changes are fostered and how and why learning in the circumstances of digital practices occurs. This interdisciplinary systematic review shows how workplace learning has been addressed within IS, bringing together workplace learning theories and the field of IS. The results show that research on the role of knowledge in IS tends to rely on established and conventional theories without explicitly articulating the learning aspects. We call for more IS research that explicitly addresses digital change as learning. This paper provides a research agenda via three research directions for IS researchers interested in work and learning, aiming for a theoretical discussion to advance our field. © 2022 IEEE Computer Society. All rights reserved.

    Download full text (pdf)
    fulltext
  • 660.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhattan (SWE).
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    NU Hospital Group (SWE); University of Gothenburg (SWE).
    Why and When Physicians Google: Resident Physicians' Information-Seeking Strategies During Patient Consultations2023In: Studies in Health Technology and Informatics, ISSN 0926-9630, E-ISSN 1879-8365, Vol. 305, p. 580-583Article in journal (Refereed)
    Abstract [en]

    Physicians depend on access to accurate, up-to-date information and knowledge to make decisions and carry out their work. Today, access to online medical information has become easier than ever before. There is a stream of research interested in understanding how online health information intervenes and influences the patient-physician relationship. While many studies have focused on patients' online health information seeking, fewer studies have addressed how physicians seek and use online medical information. In this qualitative study, focus groups using clinical scenarios were conducted to examine why and when resident physicians turn to search engines like Google for medical information seeking at the point of care. The paper provides insights in physicians' perceptions and experiences of using digital tools for information seeking during patient consultations. Specifically, we identify and discuss information-seeking strategies of physicians during the patient consultation, contributing crucial knowledge for improving the quality of healthcare and patient outcomes.

    Download full text (pdf)
    fulltext
  • 661.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pålsson, Paul
    Department of Medical Education, NU Hospital Group, Trollhättan (SWE); Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE).
    Jood, Katarina
    Department of Clinical Neuroscience, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg (SWE); Department of Neurology, Sahlgrenska University Hospital, Gothenburg (SWE).
    Designing for digital transformation of residency education: a post-pandemic pedagogical response2023In: BMC Medical Education, E-ISSN 1472-6920, Vol. 23, no 1, p. 1-10, article id 421Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: The forced transition to emergency remote teaching (ERT) during the COVID-19 pandemic has significantly impacted health professions education worldwide. In Sweden, the need for alternative solutions for the training of junior doctors became urgent, as many of the mandatory onsite courses required for residents to qualify as specialists were canceled. The purpose of this study was to understand course leaders' perceptions and experiences of using digital technologies, such as video conferencing, to teach medical residents (ST) during the pandemic and beyond.

    METHODS: A qualitative study using semi-structured interviews was conducted with seven course leaders responsible for residency courses during the first year of the pandemic to capture their perceptions and experiences. The interviews were transcribed verbatim and analyzed using thematic analysis, drawing on the technology affordances and constraints theory (TACT) as a framework to explore pedagogical strategies and new teaching practices emerging from the forced use of digital technologies for remote teaching.

    RESULTS: The data analysis revealed affordances of, as well as constraints to, teaching specialist medical training during the pandemic. The findings show that the use of digital conference technologies for ERT can both enable and inhibit social interactions, the interactive learning environment and the utilization of technological features, depending on the individual course leaders' goals of using the technology and the situated context of the teaching.

    CONCLUSIONS: The study reflects the course leaders' pedagogical response to the pandemic, as remote teaching became the only way to provide residency education. Initially, the sudden shift was perceived as constraining, but over time they found new affordances through the enforced use of digital technology that helped them not only to cope with the transition but also to innovate their pedagogical methods. After a rapid, forced shift from on-site to digital courses, it is crucial to utilize experiences to create better preconditions for digital technology to facilitate learning in the future.

    Download full text (pdf)
    fulltext
  • 662.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Conceptualizing Workplace Learning in Healthcare Digital Transformation2022Conference paper (Other academic)
  • 663.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Workplace Learning and Digital Transformation in Healthcare: Literature Review and Tentative Findings2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 128-129Conference paper (Other academic)
    Abstract [en]

    IntroductionDigitalization of society and the workplace brings new challenges and changes in how we work and learn. Like in other domains, healthcare has seen rapid growth in new digital technologies, extending beyond an initial focus on electronic patient record systems (Fitzpatrick and Ellingsen 2013; LeRouge et al. 2007). The digital transformation of healthcare entails changes in the IT environment and affects the health professionals’ daily clinical work. It includes changes that require learning and the development of new working methods. The rise of data -driven healthcare, patient-centric technologies and advances in automatized systems, artificial intelligence (AI) and robotics altogether poses new challenges and opportunities for the medical profession (Lebovitz et al. 2019; Vallo Hult et al. 2019). Conventional health IS research and models have focused on isolated systems, individual usersand clinical outcomes (Greenhalgh et al. 2019), focusing more on design and implementation than on how clinical end users react to already implemented IT (Abouzahra et al. 2015; Holden and Karsh 2010). Prior research highlight that learning in everyday work needs to be better integrated with digital transformation to achieve the full potential of digitalization. (Sittig and Singh 2010; Vallo Hult et al. 2020). The challenges, thus, are complex and sociotechnical, which calls for a better understanding of existing practices and new competencies required in response to current changes associated with digitalization (Davidson et al. 2018; Wynn and Vallo Hult 2020).

    While researchers and practitioners have shown a longstanding interest in understanding the relationship between digitalization and learning at work, much of this work has been conducted in separate streams of literature. There is still a lack of understanding key terminology and concepts, as different terms are used in the literature to describe similar phenomena (Vallo Hult 2021). Experiences from our studies in practice, where the development, implementation, and use of digital technologies involve key activities associated with learning (Svensson and Vallo Hult, 2022), furthermore point to a need for an overview and more insights into this area. This extended abstract presents the first step in an ongoing project in which we plan to conduct an integrative literature review on workplace learning and digital transformation in healthcare, responding to calls for more research that explicitly addresses digital change as learning (Vallo Hult et al. 2022). The research question is twofold: i) how has workplace learning in healthcare digital transformation been addressed in the literature and ii) what key topics and themes, and central ideas and authors that have influenced and shaped the development can be identified?

    Method

    The literature review will focus on research relevant to workplace learning and digital transformation in healthcare. A targeted search will be conducted in the multidisciplinary research databases Scopus and Web of Science, as primary databases for multidisciplinary coverage of international academic journals. Additionally, we will conduct a systematic literature search in PubMed, to include relevant articles in the medical field. We plan on using a concept-centric approach to literature reviews, aiming to identify and follow key concepts in the literature (Webster and Watson 2002). We will also use snowballing and citation analysis techniques (forward and backward tracking of references) to allow for refinement of the initial searches based on new ideas, search terms and literature (cf. Boell and Cecez-Kecmanovic 2014).

    Table 1 is not included here

    For further analysis, relevant references will be exported to EndNote (reference management system). Inclusion and exclusion criteria will be applied to narrow the results (peer-reviewed articles, conference papers or book chapters in English). Articles will be categorized based on author(s) and year of publication, publication outlet, document type and domain, main findings and call for future research. Workplace learning in healthcare digital transformation: Tentative findings, discussion and expected co ntributionAs the research has developed in separate streams of research, we expect the literature review to reveal how key concepts have been applied and defined in prior literature, over time and across disciplines. The result section will present synthesized topics and themes and identified central ideas and authors that have influenced and shaped the development of digital transformation in relation to workplace learning in healthcare. The result section will be structured in three themes: i) a summary of definitions and concepts, ii) key findings focusing on workplace learning in digital healthcare in specific and iii) the knowledge gap on workplace learning in digital healthcare. Our empirical research indicate that this literature review has potential to contribute with a better understanding and more in-depth insights into learning in healthcare digital transformation.

  • 664.
    Vallo Hult, Helena
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trollhättan (SWE).
    Walter, Lars
    University West, School of Business, Economics and IT, Division of Business Administration.
    Gustavsson, Linn
    Turning Fear Into Trust: Experiences From Digitalization Of Work In Industry And Healthcare2022In: Proceedings of the 16th International Technology, Education and Development Conference (INTED2022) Online Conference. 7-8 March, 2022. / [ed] Luis Gomez Chova, Agustin Lopez & Ignacio Candel Torres, IATED , 2022Conference paper (Other academic)
    Abstract [en]

    Since the beginning of time, humans have been fascinated and intrigued by new technology, but also frightened of its implications. In the 1980s, Chao and Kozlowski [1] studied the introduction of fully automated lines in mass-production industry, and identified different fear factors influencing the workers willingness to change their work process. This study is more than 30 years old, however their insights are still relevant and tends to become even more important with the introduction of complex technology like ubiquitous and embedded systems, AI, big-data, and collaborative technology [2]. This rapid and ongoing digital transformation will have fundamental implications for the way we organize work and for how we design work processes and production system, not only in the manufacturing industry but in all parts of the working life, including the healthcare sector, schools, service, logistics and society ingeneral. It is also likely to influence and challenge roles and relationships and require new constellations of expertise and professional domains [3, 4]. In this paper, we compare experiences from practice in the manufacturing industry and health  care domains and try to identify how fear of technology-induced change can be turned into trust, through knowledge exchange, competence development, and inclusive project management. In line with [1] we have identified four main fear factors related to digital transformation, in both the industrial context and the healthcare organization:

    • Fear of losing one's job
    • Fear of new, unfamiliar tasks and expectations
    • Fear of change in general but in group relations and roles in specific
    • Fear of the actual technology

    The number of manual jobs is decreasing; contrasting feelings of responsibility and loss of control are common when adapting to new conditions in a new work environment; new workplace technology maychange traditional practice and there by lower the autonomy and power of the professions; and new machines could cause physical injury or, with a digital system, lead to security threats, loss of data, orthe sense of intrusiveness [2, 3]. Our studies found, some what contra intuitive, that workers with no or limited knowledge about the technology in use experience less fear. While workers with experience of the technology they interact with, tend to have more fear, and require a larger sense of control to be able to trust the system. We suggest that each of these fears can be addressed and linked to work integrated learning strategies to turn the fear of technology into digital trust by giving the worker tools for better control. Through collaborative competence development and inclusive workplace learning, different solutions can be explored to create conditions for trust. 

    REFERENCES

    [1] G. T. Chao, and S. W. Kozlowski, “Employee perceptions on the implementation of roboticmanufacturing technology,” Journal of Applied Psychology, vol. 71, no. 1, pp. 70, 1986.

    [2] S. Zuboff, The age of surveillance capitalism : the fight for the future at the new frontier of power,London: Profile Books, 2019.

    [3] R. E. Susskind, and D. Susskind, The future of the professions : how technology will transform thework of human experts, USA.: Oxford University Press, 2015.

    [4] H. Vallo Hult, Digital Work : Coping with Contradictions in Changing Healthcare, Trollhättan:University West, 2021.

  • 665.
    Varga, Anita
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Expansive Learning And Transformative Agency For School Professionals2020In: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2020, p. 1419-1428Conference paper (Refereed)
    Abstract [en]

    The current study has been formulated in cooperation between researchers and school officers from a rural Swedish municipality, based on their concern that there is a large and growing gender gap in the results, and on a notion held by some principals and teachers that the motivation for school is low for many students, especially the low-achieving boys. The school officers as well as the teachers suggested that the problems are the result of an interplay between norms and conditions in the local society which foster negative attitudes to education generally, and unfavorable but amendable premises for learning that prevail in many schools and classrooms. To generate knowledge of have to change the situation researcher, principals, teachers and other professionals' such as school nurse and union representatives have worked together in finding tools to deal with the gender gap in grades. In this paper we present the result from the first, in a series of five (CL:1-CL:5), activity based formative interventions. The participants' in CL:1 have been school professionals' who works with students in 7-9 grade. The theoretical and methodological framework is Change Laboratory (CL), which is a specific form of activity based formative intervention where actionable knowledge is understood as a collaborative and generative possibility knowledge intertwined with transformative action (Sannino & Engeström 2017). Focus is on the participants expanding learning and the aim to generate and implement new models and instruments for activity. The core ideas of the CL is about professional empowerment and empowering in ways not experienced before and insert hope that change is possible also at the systematic level when working together. Based on the result from CL:1, the aim of this paper is to highlight challenges and opportunities connected to the use of Change Laboratory as a method for work integrated learning.

  • 666.
    Vogel-Rödin, Rasmus
    University West, Department of Economics and IT, Divison of Informatics.
    Blivande lärares perspektiv på nätmobbning: En studie baserad på transcendental fenomenologi2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The impact of digital communication due the ever-expanding Internet, has made cyberbullying a more frequent focused on topic. Smartphones and tablets are today standard communication tools used by students. However, there are few policies or guidelines describing how the consequences of this use, should be handled, or approached. This transcendental phenomenological study focus on prospective teachers, experience and experiences of cyberbullying in school, were they play a critical role in working proactive. The prospective teachers described various different experiences regarding social network sites, Internet behavior, cyberbullying in school, and proactive work related to cyberbullying. The study shows that cyberbullying is a multidimensional phenomenon, were emotional, social and technical dimensions are described with detailed experiences. Finally, the study reveals prospective teachers common unawareness and insecurities generally in schools, due to lack of knowledge and education, on how they should act when faced with the problems cyberbullying creates.

  • 667.
    Walladbegi, Java
    et al.
    University of Gothenburg, Department of Oral Medicine & Pathology, Institute of Odontology, The Sahlgrenska Academy, Box 450, 405 30, Gothenburg, Swede.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Anncarin
    Uppsala University, Department of Hematology, Institute for Medical Sciences, Faculty of Medicine, Uppsala University Hospital, U751 85, Uppsala, Sweden.
    Jontell, Mats
    University of Gothenburg,Department of Oral Medicine & Pathology, Institute of Odontology, The Sahlgrenska Academy, Box 450, 405 30, Gothenburg, Sweden.
    Correction to Innovative intraoral cooling device better tolerated and equally effective as ice cooling2018In: Cancer Chemotherapy and Pharmacology, ISSN 0344-5704, E-ISSN 1432-0843, Vol. 81, no 1, p. 225-225Article in journal (Refereed)
    Abstract [en]

    Unfortunately, the online published article has error in Table 1. The correct Table 1 is given in the following page.

  • 668.
    Walladbegi, Java
    et al.
    University of Gothenburg, Department of Oral Medicine & Pathology, Institute of Odontology, The Sahlgrenska Academy, Box 450, 405 30, Gothenburg, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Anncarin
    Uppsala University,Department of Hematology, Institute for Medical Sciences, Faculty of Medicine, Uppsala University Hospital, 751 85, Uppsala, Sweden.
    Jontell, Mats
    University of Gothenburg, Department of Oral Medicine & Pathology, Institute of Odontology, The Sahlgrenska Academy, Box 450, 405 30, Gothenburg, Sweden..
    Innovative intraoral cooling device better tolerated and equally effective as ice cooling.2017In: Cancer Chemotherapy and Pharmacology, ISSN 0344-5704, E-ISSN 1432-0843, Vol. 80, no 5, p. 965-972Article in journal (Refereed)
    Abstract [en]

    PURPOSE: Most of the patients who receive myeloablative therapy prior to stem cell transplantation develop oral mucositis (OM). This adverse reaction manifests as oral mucosal erythema and ulcerations and may require high doses of morphine for pain alleviation. OM may also interfere with food intake and result in weight loss, a need for parenteral nutrition, and impaired quality of life. To date, there have been very few studies of evidence-based interventions for the prevention of OM. Cryotherapy, using ice chips, has been shown to reduce in an efficient manner the severity and extent of OM, although clinical applications are still limited due to several shortcomings, such as adverse tooth sensations, problems with infectious organisms in the water, nausea, and uneven cooling of the oral mucosa. The present proof-of-concept study was conducted to compare the tolerability, temperature reduction, and cooling distribution profiles of an intra-oral cooling device and ice chips in healthy volunteers who did not receive myeloablative treatment, and therefore, did not experience the symptoms of OM.

    METHODS: Twenty healthy volunteers used the cooling device and ice chips for a maximum of 60 min each, using a cross-over design. The baseline and final temperatures were measured at eight intra-oral locations using an infra-red thermographic camera. The thermographic images were analysed using two digital software packages. A questionnaire was used to assess the tolerability levels of the two interventions.

    RESULTS: The intra-oral cooling device was significantly better tolerated than the ice-chips (p = 0.0118). The two interventions were equally effective regarding temperature reduction and cooling distribution.

    CONCLUSIONS: The intra-oral cooling device shows superior tolerability in healthy volunteers. Furthermore, this study shows that temperature reduction and cooling distribution are achieved equally well using either method.

  • 669.
    Walladbegi, Java
    et al.
    University of Gothenburg, Department of Oral Medicine and Pathology, Institute of Odontology, The Sahlgrenska Academy, Gothenburg, Sweden..
    Svanberg, Anncarin
    Uppsala University Hospital, Department of Hematology, Faculty of Medicine, Institute for Medical Sciences, Uppsala, Sweden.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Protocol for a randomised controlled trial to study cryoprevention of chemotherapy-induced oral mucositis after autologous stem cell transplantation.2018In: BMJ Open, E-ISSN 2044-6055, Vol. 8, no 10, article id e021993Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: A majority of patients who receive myeloablative therapy prior to hematopoetic stem cell transplantation develop oral mucositis (OM). This adverse cytotoxic effect manifests as oral mucosal erythema and ulcerations and frequently necessitates high doses of morphine for pain alleviation. OM may also interfere with food intake and result in parenteral nutrition, weight loss and impaired quality of life. To date, there have been a few studies of evidence-based interventions for prevention of OM. Cooling the oral mucosa using ice chips in conjunction with chemotherapy is known to reduce the severity of OM although clinical application is still limited due to several disadvantages. The primary endpoint of this study is therefore to evaluate the efficacy of an innovative intraoral cooling device (Cooral) compared with ice cooling in reducing the degree of OM, in patients with myeloma or lymphoma.

    METHOD AND ANALYSIS: A total of 180 patients from four different university hospitals in Sweden will be randomised to ice or Cooral in a proportion of 1:1. The degree of OM will be assessed at eight intraoral locations, in accordance with the Oral Mucositis Assessment Scale and WHO scale. Patients will be registered beginning at admission and will continue until discharge or until day +28. The primary variable is analysed in a multiple linear regression model. The significance level used is 5%.

    ETHICS AND DISSEMINATION: The study protocol, questionnaire, diaries and letter of invitation to participants have been reviewed by the local ethical board in Göteborg. The trial results will be published in a peer-reviewed journal and disseminated to participants.

    TRIAL REGISTRATION NUMBER: NCT03203733; Pre-results.

    PROTOCOL VERSION: Version 4, 2017-06-05.

  • 670.
    Walter, Lars
    et al.
    University West, School of Business, Economics and IT, Division of Business Administration.
    Svensson, Ann
    University West, School of Business, Economics and IT, Divison of Informatics.
    Andersén, Jim
    University West, School of Business, Economics and IT, Division of Business Administration.
    Johansson, Anette
    Vad kan industriellt arbetsintegrerat lärande vara (I-AIL)?2022Conference paper (Other academic)
  • 671.
    Wekell, Per
    et al.
    Department of Paediatrics, NU Hospital Group, Uddevalla (SWE) and Department of Paediatrics, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE).
    Kullberg-Lindh, Carola
    Department of Paediatrics, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE) and Paediatric Outpatient Clinic, Lerum (SWE).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. Department of Planning and Development, NU Hospital Group, Trollhättan (SWE).
    Velander, Helena
    Paediatric Outpatient Clinic, Mölndal (SWE).
    Holmgren, Daniel
    Department of Paediatrics, Institute of Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE) and Department of Paediatrics, Skaraborg Hospital, Skövde (SWE).
    Strengthening paediatric competencies and educational skills among general paediatricians.2021In: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 110, no 8, p. 2462-2471Article in journal (Refereed)
    Abstract [en]

    AIM: To develop a coherent programme that addresses the need for continuing professional development in general paediatrics and educational skills for senior paediatricians at outpatient clinics in Sweden today.

    METHODS: Educational needs in the target group were investigated using a questionnaire. Themes and sub-themes extracted from responses informed the curriculum formulation of the continuing professional development (CPD) programme, which was completed using a variety of learning, assessment and evaluation methods.

    RESULTS: Forty-six paediatricians identified 355 clinical situations. Competencies in general paediatrics and educational skills were incorporated in a CPD programme, implemented in western Sweden between 13 October 2016 and 23 May 2019, with 23 learning modules and 18 participants (male/female 3/15, median age 55 years). The participants' evaluation emphasised the importance of adult learning principles. Their responses to open reflective questions on 23 May 2109 suggested that the programme offered a learning environment in which they could develop their paediatric and educational practices and improve their mentorship, networks and work-based learning environment. They also described an enhanced feeling of joy at work.

    CONCLUSION: The involvement of experienced paediatricians in the programme formulation may be inspirational to clinicians and contribute to the definition, revitalisation and prioritisation of general paediatrics in Sweden in the future.

    Download full text (pdf)
    Wiley OpenAccess
  • 672.
    Wikström, Henrik
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Björk, Linus
    University West, School of Business, Economics and IT, Divison of Informatics.
    DevOps inom ett stort industriföretag: utmaningar inför DevOps-implementering: En kvalitativ studie om utmaningar i implementeringen av DevOps i industriell IT-miljö2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    DevOps was introduced in 2009 as a method for delivering software quickly through automated stable software releases. Important aspects within DevOps include automated testing and releases, as well as collaboration between different project teams. Despite the advantages of DevOps, the implementation is considered a challenging task because of a demanding transition from previously used systems to the new ones. The purpose of this study was to identify the challenges, with the aim of supporting a large industrial company that faces the DevOps implementation. For this study, six respondents were interviewed. The respondents consisted of developer- and project manager roles, all of which were involved in the software development. In the conclusion it is suggested that the biggest challenges are the lack of automated processes and the lack of DevOps knowledge and experience.

  • 673.
    Wiljen, A.
    et al.
    ‎Sodra Alvsborgs Sjukhus, Dept Pediat, Borås, Sweden.
    Chaplin, J.
    Univ Gothenburg, Inst Clin Sci, Dept Pediat, Gothenburg, Sweden.
    Jobe, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johnson, E.
    Univ Pretoria, Ctr Augmentat & Alternat Commun, Pretoria, South Africa (ZAF).
    Karlsson, K.
    Univ Boras, Fac Caring Sci Work Life & Social Welf, Boras, Sweden.
    Lindroth, Tomas
    Univ Gothenburg, Div Informat, Gothenburg, Sweden.
    Schwarz, A.
    Sodra Alvsborg Hosp, Dept Res Educ & Innovat, Reg Vastra Gotaland, Boras, Sweden.
    Stenmarker, M.
    Univ Gothenburg, Inst Clin Sci, Dept Pediat, Gothenburg, Sweden; Futurum Acad Hlth & Care, Reg Jonkoping Cty, Dept Pediat, Jonkoping, Sweden.
    Thunberg, G.
    Sahlgrens Univ Hosp, Dart Ctr Aac & At, Gothenburg, Sweden.
    Ohlen, J.
    Univ Gothenburg, Inst Hlth & Care Sci, Gothenburg, Sweden.
    Nilsson, S.
    Univ Gothenburg, Inst Hlth & Care Sci, Gothenburg, Sweden.
    The Development of a Person-Centred Communicative Support Tool for Symptom Relief in Children With Cancer2020In: Pediatric Blood & Cancer, ISSN 1545-5009, E-ISSN 1545-5017, Vol. 67, no 4, SI, p. S194-S195Article in journal (Refereed)
  • 674.
    Wiljen, Angelica
    et al.
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); Department of Paediatrics, Region Västra Götaland, Södra Älvsborg Hospital, Borås (SWE).
    Chaplin, John Eric
    Department of Paediatrics, Institute for Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE).
    Crine, Vanessa
    University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE).
    Jobe, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johnson, Ensa
    Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria (ZAF); Department of Inclusive Education, University of South Africa, Pretoria (ZAF).
    Karlsson, Katarina
    Department of Health Sciences, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås (SWE).
    Lindroth, Tomas
    Department of Applied Information Technology, University of Gothenburg, Gothenburg (SWE).
    Schwarz, Annelie
    Department of Research, Education and Innovation, Region Västra Götaland, Södra Älvsborg Hospital, Borås (SWE).
    Stenmarker, Margaretha
    Department of Paediatrics, Institute for Clinical Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); Department of Clinical and Experimental Medicine, Linköping University, Linköping (SWE); Department of Paediatrics, Region Jönköping County, Jönköping (SWE).
    Thunberg, Gunilla
    University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); Dart Centre for Augmentative and Alternative Communication and Assistive Technology, Sahlgrenska University Hospital, Gothenburg (SWE); Speech and Language Pathology Unit, Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE).
    Öhlén, Joakim
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); Palliative Centre, Sahlgrenska University Hospital Region Västra Götaland, Gothenburg (SWE).
    Nilsson, Stefan
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE); University of Gothenburg Centre for Person-Centred Care, Sahlgrenska Academy, University of Gothenburg, Gothenburg (SWE).
    The development of a mHealth tool for children with long-term illness to enable person-centred communication: a co-design approach2021In: Quality of Life Research, ISSN 0962-9343, E-ISSN 1573-2649, Vol. 30, no SUPPL 1, 1, SIArticle in journal (Refereed)
    Abstract [en]

    Background:Children with long-term illnesses frequently experience symptoms that could negatively affect their daily lives. These symptoms are often underreported in health care. Despite a large number of mobile health (mHealth) tools, few are based on a theoretical framework or supported by scientific knowledge. Incorporating universal design when developing a product can promote accessibility and facilitate person-centered communication.

    Objective: The aim of this study is to identify the symptom-reporting needs of children with cancer and congenital heart defects that could be satisfied by using a mobile app. Another aim is to evaluate how the child might interact with the app by considering universal design principles and to identify parents’ views and health care professionals’ expectations and requirements for an mHealth tool.

    Methods: User-centered design is an iterative process that focuses on an understanding of the users. The adapted user-centered design process includes 2 phases with 4 stages. Phase 1 involved interviews with 7 children with long-term illnesses, 8 parents, and 19 health care professionals to determine their needs and wishes for support; a workshop with 19 researchers to deepen our understanding of the needs; and a workshop with developers to establish a preliminary tool to further investigate needs and behaviors. Phase 2 involved interviews with 10 children with long-term illnesses, 9 parents, and 21 health care professionals to evaluate the mock-up (prototype) of the mHealth tool. Data were synthesized using the interpretive description technique.

    Results:A total of 4 aspects of needs emerged from the synthesis of the data, as follows: different perspectives on provided and perceived support; the need for an easy-to-use, non–clinic-based tool to self-report symptoms and to facilitate communication; the need for safety by being in control and reaching the child’s voice; and a way of mapping the illness journey to facilitate recall and improve diagnostics. The children with long-term illnesses expressed a need to not only communicate about pain but also communicate about anxiety, fatigue, fear, and nausea.

    Conclusions: The findings of this study indicated that the PicPecc (Pictorial Support in Person-Centered Care for Children) app is a potential solution for providing communicative support to children with long-term illnesses dealing with multiple symptoms and conditions. The interview data also highlighted symptoms that are at risk of being overlooked if they are not included in the mobile app. Further studies are needed to include usability testing and evaluation in hospitals and home care settings.

    Download full text (pdf)
    fulltext
  • 675.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Abrahamsson, M.
    Foxway (SWE).
    Adolfsson, L.
    Foxway (SWE).
    Frykman, M.
    Foxway (SWE).
    Gellerstedt, M.
    Foxway (SWE).
    Nilsson, P.
    Halmstad University (SWE).
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Where do we go from here?: Didactic and organizational questions after the pandemic2022In: ICERI2022 Proceedings, iated Digital Library , 2022, p. 1144-1151Conference paper (Refereed)
    Abstract [en]

    COVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what lessons have been made and which transformations ‘will stick’ and become the ‘new normal’ after the obvious threats of the pandemic subsided [1]. There is a stream of research that addresses experiences from the pandemic [2-4]. In this study, we focus on the experiences of upper secondary schools in Sweden. The purpose of this paper is to synthesize teachers' and school leaders' experiences from the pandemic and, based on that, address implications for practice for future schooling. We conduct a meta-analysis of four studies within a research project in Sweden [5-8] where the data consists of surveys and workshops with teachers and school leaders and explores their experiences of the pandemic. The results show that Sweden has worked well in an international context, at the same time there are distinct differences regarding teachers' and school leaders' perceptions of what work effort was required, the result of the teaching, and its consequences. Contribution includes synthesizing experiences from the pandemic and pointing out its implications for future education.

  • 676.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Gellerstedt, Martin
    University West, School of Business, Economics and IT, Divison of Informatics. University West, School of Business, Economics and IT, Division of Media and Design. he School of Health Sciences, University of Skövde, Skövde (SWE).
    Facing Radical Digitalization: Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences2022In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140Article in journal (Refereed)
    Abstract [en]

    In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization.

    Download full text (pdf)
    SAGE
  • 677.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Islind, Anna Sigridur
    University West, School of Business, Economics and IT, Divison of Informatics.
    Appelgren, Therese
    Eklund Taavo, Mia
    The Polite Pop-Up: An Experimental Study of Pop-Up Design Characteristics and User2020In: Proceedings of the 53rd Hawaii International Conference on System Sciences: Human-Computer Interaction in the Digital Economy, 2020Conference paper (Other academic)
    Abstract [en]

    Pop-up boxes have been widely used to catch users' attention and highlight specific information. Yet, according to previous research, there is a high degree of perceived irritation and dissatisfaction related to pop-ups. In this study, we explore the user experience of what is referred to as "polite pop-up," i.e., a modal pop-up, created based on click events. The intention was to eliminate negative perceptions that pop-ups usually generate. The research method involves a constructed user test of a prototype of a website where polite pop-ups were placed in the interface. Thirteen users participated, where most of the users noticed the polite pop-up and voluntarily chose to access the information within the pop-up. The contribution includes increased insight into the relation between polite pop-up and user satisfaction, as well as design implications for user-centered design.

  • 678.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Islind, Anna Sigridur
    Department of Computer Science, Reykjavik University (ISL).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. Department of Planning and Development, NU-Hospital Group, Trollhättan.
    Norström, Livia
    Department of Applied IT, University of Gothenburg.
    Getting the Job Done: Workarounds in Complex Digital Infrastructures2022In: Exploring Digital Resilience / [ed] Cuel, R., Ponte, D., Virili, F., Springer, 2022, Vol. 57, p. 118-132Conference paper (Refereed)
    Abstract [en]

    Work today consists of complex arrangements of loosely interrelated digital tools that shape work and form digital infrastructures. These digital infrastructures can either support or hinder the workers in their daily tasks. Working in an environment where some digital tools are designed for work purposes, and others without the proposed end-users in mind creates a need for improvisation. The consequence for workers may include finding various types of workarounds when shifting between digital tools. These workarounds become important for how work is performed. Through a multiple case study, this paper explores how workarounds are manifested in different work settings through four cases in the public sector. We conceptualize workarounds as practices of flexibility, efficiency, and responsibility, and show how workarounds result in new and innovative ways of working, which can be understood as a form of infrastructuring.

  • 679.
    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)
  • 680.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Standardization and Professional Knowledge in Integration Work2021In: International Journal of Social Work and Human Services Practice, ISSN 2332-6832, E-ISSN 2332-6840, Vol. 8, no 2, p. 17-26Article in journal (Refereed)
    Abstract [en]

    Since the 1970s, the government in Sweden has developed many activities aimed at facilitating immigrants’ integration processes and their sense of belonging; one such activity that emerged in the 2010s is civic orientation. This activity is characterized by a high degree of standardization of both processes and content. The intention is for local activities and participants to adjust to general levels and standards. But even though standards can be seen as a solution for a set of problems, one must consider that standards do not perform any tasks by themselves; their functions depend on organizational routines, resources available, and staff members’ use of the standards. Therefore, one must consider how integration workers handle standards and how they bridge standards of routines and procedures with participants, immigrants, responses, and needs. The interest in this study concerns how such a dilemma intervenes at the local level and what it means for professional knowledge and autonomy. This study takes place at an integration unit in Sweden where integration workers meet in workshops to interpret standards and find ways to adapt them to local needs. The results show how cultural and pedagogical awareness form the basis for professional knowledge and how this also creates a space for action but also how standards form a structure through which expectations and demands are understood and form arguments and interaction patterns.

    Download full text (pdf)
    fulltext
  • 681.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    The cultural brokering power of social pedagogy in education for Roma students2019In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, no 1, p. 5-17Article in journal (Refereed)
    Abstract [en]

    Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a €˜facilitator€™ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

  • 682.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    The Role of Social Pedagogy in a Digitalized Society2020In: The Educational Review, USA, ISSN 2575-7938, Vol. 4, no 3, p. 81-92Article in journal (Refereed)
    Abstract [en]

    This article highlights and problematizes the social pedagogical knowledge domain as a resource in inclusion work that aims to increase opportunities to become active citizens in a digitalized society. Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary digitalized society, a society characterized by growing social differentiation and increasing individualisation. One, maybe obvious, solution is to provide people the opportunity to participate in various social communities, creating conditions for a more inclusive society. An inclusive society provides all citizens equal opportunities to education, housing, work, and consumer participation. When people are not provided these equal opportunities, society becomes exclusionary. And if an individual is excluded from one of these basic needs (e.g., the labour market), the opportunities to participate in other areas are also reduced. Research, political discussions, and educational assessments are increasingly questioning society's role with respect to inclusion. As a result, this article specifically questions how well placed social pedagogy is in light of the increasing pressures and challenges placed upon our clients, work context and models of practice by various types changes that are brought through increasing digitalization. The article begins with a brief overview of how to understand the modern society. It then moves into an examination of influential theoretical frameworks and concepts inclusion, identity and acknowledgement. From this foundation I proceed to scrutinize the origin ideas of social pedagogy and finally, I reflect on theoretical pathways for change that might be employed to address the current intimidations and challenges that digitalization has posed for social pedagogy, both in research and in practice.

    Download full text (pdf)
    fulltext
  • 683.
    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)
  • 684.
    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)
  • 685.
    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.

  • 686.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, School of Business, Economics and IT, Divison of Informatics.
    Rystedt, Hans
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Från journaler till digitala informationssystem2009In: Omvårdnadens grunder: ansvar och utveckling / [ed] Ehrenberg, Anna, Wallin, Lars, Edberg, Anna-Karin, Lund: Studentlitteratur , 2009, 1. uppl, p. 403-433Chapter in book (Other academic)
  • 687.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology. University West, School of Business, Economics and IT, Divison of Informatics.
    Rystedt, Hans
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Från patientjournal till digitala informationssystem2010In: Omvårdnadens grunder: en specialutgåva för sjuksköterskor / [ed] Edberg, Anna-Karin, Lund: Studentlitteratur , 2010, 1, p. 313-342Chapter in book (Other academic)
  • 688.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digitaliseringen i skolan: möjligheter och utmaningar2018Book (Other academic)
  • 689.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Framtidens digitala klassrum2015Conference paper (Refereed)
  • 690.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Framtidens klassrum.: En experimentell ansats för verksamhetsutveckling och digital innovation i morgondagens skola2014Conference paper (Other academic)
  • 691.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    The development of mobilizing pedagogical strategies2016In: ICERI2016 Proceedings: 9th annual International Conference of Education, Research and InnovationSeville, Spain. 14-16 November, 2016. / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2016, p. 6923-6923Conference paper (Other academic)
    Abstract [en]

    In contemporary society, questions are often raised about the relation between education and integration of immigrants and people with a foreign background. In that context, pedagogical efforts have been made to combine educational and social interventions, emphasizing issues of inclusion, mobilization and learning processes. The overall aim in this study is to identify and explain how pedagogical strategies with respect to inclusion processes has evolved at a school for adult Roma students. Such pedagogical strategies are seen as crucial for improving immigrant conditions and opportunities and the data collection took place at a school with an outspoken Roma-profile in Sweden. In all, eight teachers and one principal were interviewed and the following research questions are addressed: What are the relevant aspects of social pedagogy in inclusion processes? How are these social pedagogical strategies distributed individually and jointly in a school context? The results show how the historical roots and theoretical foundations of pedagogical thinking and action take place as a "facilitator" and guides the teachers actions. To recognize the students cultural belonging and having a dialogical approach works as cultural bridging which actually to some extent transformed the teachers daily work from teaching to also embrace cultural broking-strategies to enforce learning processes.

  • 692.
    Yako, Aram
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Dahl, Isak
    University West, School of Business, Economics and IT, Divison of Informatics.
    Factors that affect usage intention towards mobile augmented reality in fashion e-commerce.: A quantitative study using UTAUT2 model2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today e-commerce is growing more and more popular. It might be because of the easy access directly from the home or workplace. It might also have to do with the continuous smartphone evolution allowing more people internet access than ever before. Augmented reality (AR) is a technology that can generate virtual objects and integrate them into the real world. When new technology such as AR enters the field of ecommerce, it is difficult to predict the consumers' response. This study will focus on the factors that are important for consumers' usage intentions towards mobile AR in fashion e-commerce. A few of these factors are how well technology provides benefits in performing certain activities, how easy it is to use technology and how enjoyable it is to use it. Based on past research, an acceptance model (UTAUT2) was adopted to examines what factors affect user's intention to use mobile AR in fashion e-commerce. PLS-SEM was used to estimate the relationship between factors in the UTAUT2 model. With the help of social media, a survey was distributed with the "snowball technique" to gather information. To limit the data, only those between the ages of 16 and 38 were allowed to participate in the survey. Towards the end of the timeframe of collecting data, there were 120 participants. Only two out of the six investigated factors had a positive impact on user's usage intentions: habit and performance expectancy.

  • 693.
    Yohannes, Betiel
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Wrede, Gabriel
    University West, School of Business, Economics and IT, Divison of Informatics.
    Effektivisera VR-träning med interaktion och realism: Virtual reality som utbildningsverktyg inom metallurgi och robotsvetsning2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Virtual Reality (VR) and Augmented Reality (AR) are techniques that can be used to perform simulated training in areas such as welding and metallurgy training. VR and AR technology is used to create as lifelike an experience as possible in the simulated environment and can be a good training tool. The problem is that there is not much research where VR and AR are used as educational tools in welding and metallurgy. Both VR and AR are within a spectrum called mixed reality (MR). The purpose of this study is to investigate how it is possible to improve welding and metallurgy education with the help of Mixed Reality (MR) to get the most realistic experience possible. To investigate the purpose, a qualitative study was conducted with semi-structured interviews to identify which materials and tools are used in the fields in welding and metallurgy areas. In the qualitative study, eight people in the field of welding and metallurgy were interviewed.

    This study shows that the respondents have a favorable view of using AR and VR technology and that there is a need to use VR and AR for educational purposes. MR is a complementary tool to the theoretical in the education and can complement existing training. Elements that can be considered very dangerous can be replaced to make education a safer environment. The study further discusses how the materials and tools that have been identified can be designed to have the most realistic experience possible with techniques such as Substitutional Reality (SR) and Smart Substitutional Reality (SSR) for AR. One conclusion is that SR and SSR can create an "Aha experience" and a transparent interface between the participant and the MR simulation to improve AR as a training tool.

  • 694.
    Zellaya, Ibrahim
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Brushwood, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    Examining the performance of AR technologies to provide instructions for operators: a study at Siemens2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Siemens Industrial Turbomachinery AB is interested in digitizing their current work processes. Therefore, the reason for this study is to examine if AR performs better than paper as an instruction method for operators at Siemens in Trollhättan. In order to answer the question "How well does Augmented Reality (AR) technology perform compared to physical papers as an instruction method for operators in a production environment?", two qualitative methods have been applied. Data was collected by using observations and semi-structured interviews for the analysis of this study.

    Our choice of theoretical framework was not only applied for evaluating the performance, but also the operators' willingness to adopt AR as a form of instruction method.

    The findings from the results show that AR performs better as an instruction method and that the operators had a positive attitude when using AR. However, it is still unclear how well this technology will be accepted. This is mainly due to the fact that future improvements still need to be made to the hardware and the lack of customized applications for the operators' needs.

    Download full text (pdf)
    fulltext
  • 695.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Similar products different processes: Exploring the orchestration of digital resources in a primary school project2014In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 81, p. 247-258Article in journal (Refereed)
    Abstract [en]

    Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups

  • 696.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1544-1551Conference paper (Refereed)
    Abstract [en]

    This paper contributes with a model for evaluating IT supported workplace training (e-training). Since the problem domain of e-training is in the intersection of work, learning and IT, evaluating e-training is complex with multiple stakeholders. Venable et al (2012) provide a framework for how to choose evaluation strategy and method in design science research. This framework is applied to a desing science research project aiming for a design framework for developing e-training systems. A model based on the framework by Venable et al. (2012) and the design science research case is then suggested.

  • 697.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    Design for e-training2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. The objective of this thesis is to inform how technology can be designed to support workplace training by acknowledging the context demands of every day work. The context for this thesis is the government authority in Sweden called the county administration. The research in this thesis follows the approach of design science research and design principles for e-training through web lectures emerged in collaboration with members of the county administration through four design cycles of problem awareness: conceptual suggestion, system development, and evaluation. The perspective on learning adopts that of socio-cultural learning since it acknowledges the importance of context by stressing the relationship between learning and the context in which the learning occurs. A framework called authentic e-learning with nine core design principles was chosen as a kernel theory. The first version of the web lecture application was based on the unchanged design principles of authentic e-learning. The design principles were then evaluated in the context of a work place and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of work place learning and new principles emerged from the evaluation process. The thesis concludes with eight design principles for e-training through web lectures.

  • 698.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-learning use patterns in the workplace: Web logs from interaction with a web based lecture2012In: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 5, no 4, p. 4-8Article in journal (Refereed)
    Abstract [en]

    When designing for e-learning the objective is todesign for learning i.e. the technology supporting thelearning activity should aid and support the learningprocess and be an arena where learning is likely to occur. Toobtain this when designing e-learning for the workplace theauthor argue that it is important to have knowledge on howusers actually access and use e-learning systems. In order togain this knowledge web logs from a web lecture developedfor a Scandinavian public body has been analyzed. During aperiod of two and a half months 15 learners visited the weblecture 74 times. The web lecture consisted of streamingvideo with exercises and additional links to resources on theWWW to provide an opportunity to investigate the topicfrom multiple perspectives. The web lecture tookapproximately one hour to finish. Using web usage miningfor the analysis seven groups or interaction patternsemerged: peaking, one go, partial order, partial unordered,single module, mixed modules, non-video modules.Furthermore the web logs paint a picture of the learningactivities being interrupted. This suggests that modulesneeds to be fine-grained (e.g. less than 8 minutes per videoclip) so learners’ do not need to waste time having to watchparts of a video clip while waiting for the part of interest toappear or having to fast forward. A clear and logicalstructure is also important to help the learner find their wayback accurately and fast.

  • 699.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Jobe, William
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-training through web lectures2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 397-402Conference paper (Refereed)
    Abstract [en]

    This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.

  • 700.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Design Guidelines Through Educational Mining2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1854-1857Conference paper (Refereed)
    Abstract [en]

    Great effort is put into improving online education, focusing on how students learn and how teachers' can help the students' to be effective in that process. Recently the interest in using web mining techniques in e-learning environments (educational mining) for this purpose has increased. The efforts can be oriented towards assisting the students' learning process, the teachers' scaffolding efforts or the administrators' to make the web site more efficient. It is argued in this paper that educational mining also have great potential in deriving design guidelines for the e-learning environment and not only support the processes taking place after the system is developed and implemented.

11121314 651 - 700 of 700
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf