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  • 1.
    Assmo, Per
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Winman, Thomas
    University West, School of Business, Economics and IT.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Hälsofrämjande integration och jämlik folkhälsa: Ett forsknings- och utvecklingsprojekt i samarbete mellan Högskolan Väst och Uddevalla kommun2020Report (Other academic)
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  • 2.
    Bernhardsson, Lennarth
    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.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning2017In: ICERI2017 Proceedings, 2017, p. 443-451Conference paper (Refereed)
    Abstract [en]

    The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

    Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

    At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

    Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

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  • 3. Eriksson, Lisbeth
    et al.
    Winman, ThomasUniversity West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Learning to Fly: social pedagogy in a contemporary society2010Collection (editor) (Other academic)
  • 4.
    Gellerstedt, Martin
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Work Integrated Learning: a Marriage Between Academia and Working Life2015In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4532, E-ISSN 1690-4524, Vol. 13, no 6, p. 38-46Article in journal (Refereed)
    Abstract [en]

    There is a demand for increased cooperation between higher education institutes and surrounding society, and different frameworks for such cooperation have been developed. University West in Sweden has a profile calledwork-integrated learning which could be regarded as a systematical approach for combining theory and practice.Actually work-integrated learning has become an ideologyfor the University which permeates all activities, i.e. education, research and cooperation with surrounding society. This article is a review, explaining and exemplifying our approach. We will also discuss strategies and challenges for bringing the relationship between theory and practice into a prospering marriage.

  • 5.
    Gustavsson, Linn
    et al.
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Informatics. NU Hospital Group, Trolhättan (SWE).
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ahlström, Petter
    University West, School of Business, Economics and IT, Division of Urban Planing and Development.
    From classroom education to work-integrated learning in the forest - students and teachers as knowledge co-creators in hybrid learning spaces2022Conference paper (Other academic)
  • 6.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Winman, Thomas
    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.
    Designing a Web-Based Education Platform for Swedish Civic Orientation2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, p. 1-13Conference paper (Refereed)
    Abstract [en]

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution.

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    Designing a Web-Based Platform for Swedish Civic Orientation
  • 7.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Meta-requirements for Immersive Collaborative Spaces in Industrial Workplace Learning: Towards a Design Theory2020In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 12388 LNCS, p. 339-346Article in journal (Refereed)
    Abstract [en]

    As the digital transformation of society accelerates, sophisticated Information Technologies (IT) emerge and are introduced into organizations and institutions of society. An example of such technologies is the Virtual Reality (VR) technology that has re-emerged and become a frequently used solution for supporting collaboration and workplace learning in immersive spaces. The deep sense of immersion in VR enables users to learn and develop working skills in an authentic virtual space, which facilitates an increased feeling of user presence and mapping with real world working scenarios. However, due to the emerging nature of using VR for collaboration and workplace learning, there are wide possibilities for Information Systems (IS) scholars to explore the prescriptive knowledge space of how to design and theorize VR technologies through Design Science Research (DSR). In this research in progress paper, we scrutinize the question of how to design immersive collaborative spaces for industrial workplace learning, and subsequently perform a preliminary round of literature review to address the question. Consequently, the findings of the review are reported as three meta-requirements, which we target as the contribution and input for further development of an information systems design theory. © 2020, Springer Nature Switzerland AG.

  • 8.
    Hansen Orwehag, Monica
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lindström, Ann-Charlott
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    The undergraduate thesis in academic professional education (teachers, nurses and social workers): A study of supervisors’ and examiners’ perspectives2009In: Literacy as Worldmaking, 2009Conference paper (Other academic)
  • 9.
    Hermansson, Hans-Erik
    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.
    En inspirationskälla för dagens svenska romaforskning2007In: i&m Invandrare & minoriteter, ISSN 1404-6857, no 2, p. 40-43Article in journal (Other academic)
  • 10.
    Johansson, Ingemar
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Being a Rector: A Study of Knowledge Needs and Knowledge Development in Secondary Schools2015In: Uddevalla Symposium 2015. Regional Development in an International Context. Regional, National, Cross Border and International Factors for Growth and Development: Revised papers presented at the 18th Uddevalla Symposium, 11-13 June, Sönderborg, Denmark / [ed] Iréne Bernhard, Trollhättan: University West , 2015, p. 357-368Conference paper (Refereed)
  • 11.
    Johansson, Ingemar
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Orchestrating of Learning in Higher Education Through Internships2020In: The Educational Review, ISSN 2575-7938, Vol. 4, no 5, p. 101-112Article in journal (Refereed)
    Abstract [en]

    Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and    knowledge domains. We examined the organization and implementation of  internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy   documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for   pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships  pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

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  • 12.
    Johansson, Ingemar
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Rektorers lärande: förutsättningar, hinder ochmöjligheter för lärande i dendagliga verksamheten2015Conference paper (Other academic)
  • 13.
    Johansson, Ingemar
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Theory, practice and synthesized knowledge: Students' learning  and reflections during internship-periods2014Conference paper (Other academic)
    Abstract [en]

    Courses with elements of internship are expected to bridge between different forms of knowledge domains and thereby contribute to synthesizing knowledge can easily be taken for granted. This requires a clear and systematic integration of theory and empirical knowledge, which can be seen as complementary opportunities. However, we still need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. We have scrutinized the organisations, aims and approaches to knowledge and learning on internship­‐periods at two programs at a university where they outspokenly says that they see workplace settlement as a point of departure to reflect and synthesise knowledge in science and theory. The data consists of policy documents, curricula, student assessment work and written reflections of internship periods. Our results show that there are somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between them. While some documents are based on theoretical perspectives other emanate from practical perspectives. In some texts internship is viewed as means to develop professional skills and other focuses theoretical analysis of practice, which have implications for pedagogical design. Ambiguous agendas are also reflected in students' assessments work where perspectives, focuses and reflections in and about situations differ depending on how students have perceived the aim with internship. Our conclusions are that ambiguity and different perspectives formulations may confuse students. To further develop internships pedagogically, an increased clarity and transparency is needed on both ontological and epistemological starting points and perspectives

  • 14.
    Nguyen, Cat Buu Ngoc
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    A Case Study of The Implementation Process of Canvas Learning Management System in Higher Education2020In: Inted 2020 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, International Association for Technology, Education and Development, 2020, p. 1399-1405Conference paper (Other academic)
    Abstract [en]

    The development of information technology has urged the enhancement of other fields. Education is not an exception, especially higher education. Accordingly, learning management systems (LMSs) emerged as collaborative and intelligent systems which support learners and educators. This study is performed at a university in Sweden. The university faced to the challenge which was the diverse flora of different IT systems combined with the old learning platform being perceived as outdated. For this reason, Canvas was chosen as the new LMS at the university. Thus, the study aims to discover how the university implemented Canvas in the organization to resolve the obstacle. With the Canvas implementation process, this research exposes the decision-changing process about LMS to draw a holistic picture for the implementation process with the detailed activities, the involved stakeholders, and the stages lasting from 2016 to 2018. The study is based on interviews with four people including decision makers and other stakeholders who have been in charge of the implementation and documents. The interviews are conducted after six months as of the implementation completion. To reveal the implementation process in an intelligible insight, we also demonstrate the expectations of the university on Canvas before the implementation to figure out how Canvas helps to deal with the previous difficulties. Additionally, we investigate on what basic assumptions the design of the implementation was based, list the involved stakeholders with their commissions in the process, and inspect the ways they implemented and accomplished Canvas within the organization. The outcomes of the study manifest what have been done so far and what are needed to be done in the future, so the decision makers have deeper insights of the entire process, whereby they are able to make superior decisions of the improvement. The co-workers, on the other hand, have invaluable knowledge of the organization in which the decisions are to be implemented, as a result, the co-workers ameliorate how a decision should be implemented to produce the best performance. The synthesis perspective addresses the possibility of merging the perspectives of top-down and bottom-up. The study is viewed as a bullet trajectory to exhort researchers within this field to generate more innovations of intelligent systems in general and LMS in specific. Additionally, the research fosters universities or academies which have not applied LMS to their organizations to implement LMS with the purpose of learning process and education quality enhancement.

  • 15.
    Rauhut, Daniel
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Torsein, Ellinor
    University West, School of Business, Economics and IT, Division of Business Administration.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Olsson, Anna Karin
    University West, School of Business, Economics and IT, Division of Business Administration.
    Integration, entreprenörskap och hållbar samhällsutveckling2014Report (Other (popular science, discussion, etc.))
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  • 16.
    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.

  • 17.
    Truong, Anh
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ekström-Bergström, Anette
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol2022Conference paper (Other academic)
  • 18.
    Truong, Anh
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Winman, Thomas
    University West, School of Business, Economics and IT.
    Ekström-Bergström, Anette
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Studying intraprofessional and interprofessional learning processes initiated by an educational intervention applying a qualitative design with multimethod approach: a study protocol.2022In: BMJ Open, E-ISSN 2044-6055, Vol. 12, no 4, article id e058779Article in journal (Refereed)
    Abstract [en]

    INTRODUCTION: Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals' performance and learning. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. The learning process is complex and is normally influenced by several factors. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study.

    METHODS AND ANALYSIS: An inductive qualitative study design with interpretivism as the epistemological stand will be applied. Professionals in healthcare services for people with intellectual disabilities in four residential settings in Sweden are included in the educational-intervention based on web-based training and structured group reflections. Intended data collections are videorecordings of group reflections and individual interviews. An ethnomethodological approach will be applied for studying the details of conversation and interaction in group reflections. The interviews will be analysed using qualitative content analysis to gain participants' viewpoints of the intervention.

    ETHICS AND DISSEMINATION: Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517. In Addition, a supplemental application to the extended part of the intervention in the forthcoming study has been submitted and approval was received on 21 September 2021. Ethical principles following the Declaration of Helsinki will be strictly followed.

    TRIAL REGISTRATION NUMBER: NCT03390868; Post-results.

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  • 19.
    Truong, Anh
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Winman, Thomas
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ekström-Bergström, Anette
    University West, Department of Health Sciences, Section for nursing - graduate level.
    Johansson, Catrin
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    A Work-Integrated intervention in health and social care: Professionals´ experiences of joint education2022In: International Conference on Work Integrated Learning: Abstract Book, Trollhättan: University West , 2022, p. 97-98Conference paper (Other academic)
    Abstract [en]

    Introduction:

    Worldwide, educational interventions are carried out continuously as an ongoing activity linked to competence provision and development of the organization. In follow-up and evaluation of the interventions, the result, i.e., the effect of the intervention, has usually been the main concern whereas the mechanism behind the operation of the intervention is often obscured. The aim of this evaluation study is to contribute knowledge to the field of intervention research regarding aspects that should be considered in designing a learning-supportive educational intervention. Such knowledge would increase the likelihood that experiences generated from the intervention are implemented in the daily undertaking.

    Accordingly, knowledge within intervention research increased significantly since the field expanded rapidly in the past decade. However, critical voices have been raised regarding aspects that are often overlooked in the field and highlighted the tendency that intervention studies frequently focus on the meth ods used to test the intervention whereas the rigor of intervention development and design has not received the attention it deserves. When it comes to educational intervention, concerning the aforementioned viewpoint, the process of learning cannot be lef t out. Studying learning processes and studies in designing education to support learners´ learning process is one of the main areas of interests in Work-Integrated Learning (WIL), particularly in the matter of learning in relation to working life, where the goal is to help the learners to integrate knowledge from education into practice. From the perspective of WIL, the social dimension has a certain influential effect on learning, which should be taken into account. A key word in this dimension is interaction. 

    Nationally and internationally, within health care, recurring training, intraprofessional and/or interprofessional is given aiming to improve professionals' knowledge, attitudes, confidence levels and practices in care, in addition, to enhancing the collaboration to safeguard the patient safety and the quality-of-care. In Sweden, one area that has been debated and discussed regarding competence and knowledge scarcity among professionals and urged for measures to support competence provision, is health and social care for people with intellectual disabilities. In this context, the knowledge that can be applied in development and design of effective educational intervention appears to be almost zero. We are in the opinion that this knowledge gap should be a matter of concern and an area that needs to be explored.

    Methods:

    Data was gathered by way of semi structured interviews. Qualitative inductive analysis was applied using qualitative content analysis of Graneheim and Lundman.Totally, 24 individual interviews were conducted with the participating professionals. With guidance of the checklist COREQ, our ambition is to make the research process in this study as transparent as possible which further increases the replicability.

    Results:

    By exploring pa rticipants' experiences of the different components in an intervention with regard to their learning and knowledge development, both individual and of the group, in relation to their profession, finding answers to “what works” and “how it works”. Thereby gaining understanding and knowledge that can be applied in the design of future interventions and consequently, fill the existing knowledge gap.

    Ethics:

    Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517 for the project as whole. In addition, a supplemental application to phase two has made and is approved, on September 21, 2021, Dnr 2021-0460.

  • 20.
    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.
    Dimensions and perspectives of quality in integration work2016Article in journal (Refereed)
    Abstract [en]

    Social work organizations are faced with rapid changes that increase demands on quality and quality assessment. Before deciding how to assess quality, it is necessary to define what quality means with regard to a specific activity.Defining what is meant by quality is especially important before assessing the quality of integration activities developed for new immigrants. To address these issues, this study focuses on the concept of quality with respect to the efforts made to support immigrant integration in Sweden, through an activity called civic orientation. The data consist of interviews, observations, and video recordings of personnel working in an integration office. The results show how quality is manifested: firstly, in organizational structures for supporting and developing practitioners' knowledge; secondly, in standardized methods and material, and thirdly, in recognizing and attending to individual differences andthe sense of cultural belonging in daily interactions. One conclusion is that the knowledge of the integration workers – seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries – isvital to the quality of civic orientation. That knowledge is central to the future organization of integration work, but could become invisible with a one-sided emphasis on standardization in quality work.

  • 21.
    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, 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.

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  • 22.
    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)
  • 23.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Artifacts at Work: Internship, Learning and Technology2014In: International Journal of Sociotechnology and Knowledge Development (IJSKD), ISSN 1941-6253, E-ISSN 1941-6261, Vol. 6, no 2, p. 53-66Article in journal (Refereed)
    Abstract [en]

    This study focuses on nursing students' internships and how the students are handling the tension created by expectations and dilemmas when using medical records (MRs) in practice. The overall aim of this study is to develop knowledge about what is required by nursing students in order to coordinate and sustain knowledge through the use of MRs. The theoretical approach to learning that has been adopted implies that learning takes place in social activities, and empirically this means that the study of learning and professional knowledge is a matter of studying activities where, for example, technologies are put into practical use, where experience and knowledge are brought to life. The data consists of observations of five nursing students during their second year in nursing school, interviews and ten video-recordings from shift reports. The result shows that nursing students regularly use MRs as a source of information and that they are struggling with transforming that information into action-oriented knowledge. The conclusion is that information systems such as MRs need to be understood and defined by teachers as materials and devices created or adapted to solving practical problems, and should be treated thereafter. Providers of education need to take into account the different types of intellectual or practical knowledge that professionals like nurses are expected to have, where the use of technology cannot be separated from, but need to be integrated into other aspects of knowledge.

  • 24.
    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)
  • 25.
    Winman, Thomas
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Framtidens lärmiljö2016In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2016, p. 2-2Conference paper (Other academic)
    Abstract [sv]

    Dagens samhälle kännetecknas av social differentiering och globalisering och digitalisering, vilket på olika sätt utmanar traditionella sätt att organisera högre utbildning. För att möta dessa utmaningar arbeta vi i ett projekt att utveckla en såväl fysisk som kulturell miljö som är inkluderande, stödjande samt stimulerar lärande och delaktighet. Det involverar den fysiska miljön såsom möbler, ljud och ljus, teknisk infrastruktur men också social miljö, pedagogik och organisering av högre studier. Men vad innebär det att studera på högskola eller universitet? Studenters lärarledda studietid varierar självklart men enligt Högskoleverket (2010:20) har var tionde student som studerar på heltid högst fyra timmar lärarledd undervisning i veckan och knappt 40 procent av samtliga heltidsstudenter anger att de har nio timmar eller mindre lärarledd undervisning. Det innebär att studenternas vardag domineras av själv-­‐ eller gruppstudier. Detta ställer krav på hela studiemiljöns utformning och vi behöver t.ex. fundera över de gemensamma ytornas utformning så att de stöder både lärande och social samvaro för en differentierad studentgrupps olika behov. Vi menar att medan flera projekt och satsningar i Europa har haft studenten eller tekniken i fokus så är lärande utgångspunkten i vårt projekt, där teknik, infrastruktur och fysisk och virtuell miljö, relaterar till pedagogiska processer och aktiviteter som involverar flera olika aktörer. Lärandet omfattar olika aktörer såsom lärare, studenter, forskare och administrativ personal. I projektet utvecklar en inkluderande lärmiljö som stöder ett flexibelt lärande där olika deltagare möts och utvecklas och där mötena och lärandemålen avgör vilka resurser som behövs. Resurserna kan vara materiella såsom t.ex. digitala redskap eller fysisk miljö samt intellektuella såsom kunskaper eller relationer. Men vi tror att det är viktigt att flytta fokus till lärandet och den lärande, och att studera hur och i vilka sammanhang t.ex. de digitala möjligheterna kommer bäst till nytta. Vi ser teknik, ljussättning, möblering i lärosalar och gemensamhetsutrymmen som viktiga delar i utvecklingen av en inkluderande lärmiljö som utgår från ett emancipatoriskt förhållande där uppgiften är att stödja studenternas förflyttning till ett mer centralt och aktivt deltagande i samhällslivet. Frågorna får både pedagogiska och didaktiska konsekvenser och visar på områdets komplexitet, där vi kan utvecklas tillsammans och lärmiljön blir utifrån det perspektivet någonting mer än bara undervisningens innehåll. Vi tar därför avstamp i skolans vardag och de pedagogisk utmaningar och möjligheter som finns.

  • 26.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Från personlig anteckning till elektronisk patientjournal2009In: Organisation, teknik och lärande / [ed] Larsson, Göran, Stockholm: Carlsson , 2009, p. 187-204Chapter in book (Other academic)
  • 27.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Inkludering och delaktighet: Samhällsorientering för en utvidgad målgrupp2014In: Erfarenhet av integration: röster från Integrationsfondsprojekt / [ed] Helene Elvstrand & Magnus Jansson, Norrköping: Linköpings universitet , 2014Chapter in book (Other academic)
  • 28.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Inkludering och lärande: Erfarenheter ochbetraktelser utifrån uppbyggnaden och utvecklingen av ett socialpedagogiskt arbetssätt på Agnesbergs folkhögskola i Göteborg2014Book (Other academic)
  • 29.
    Winman, Thomas
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Learning integration-work through transnational digitalized courses2017In: INTED2017 Proceedings, 2017, p. 8018-8018Conference paper (Refereed)
    Abstract [en]

    In both political discussions and integration assessments questions are often raised about social services role in inclusion for people of foreign descent. Such questions are highly relevant in a contemporary society that is characterized by growing social and cultural differentiation. The overall aim of this presentation is to contribute to our understanding of how knowledge about integration work is developed by students who takes part in a webbased, transnational course where they use digital learning platforms for communication, coordination and organisation of learning activities. Analytically, such a focus is pursued employing a socio-cultural perspective on learning where practical actions and the design of the course have been scrutinized. The motive for introducing a webbased transnational course in the area of integration was that there were an increasing amount of refugees migrating to Europe. Integration became a part of everyday work for a lot of professions, teachers, nurses and more. However, working with integration was not something that their professional education supported but they all expressed a need for more knowledge. But integration workers are assumed to have specific knowledge that is necessary to realize their work tasks. In the work with creating an integration-course one conclusion was that all welfare work is generic, which means we cannot only look at the content of the work, instead one must put it into more multifaceted perspective that includes several professionals knowledge domains, service-organization assignment, legislations and cultures related. Simultaneously, another university had the same ideas, which resulted in a transnational webbased course with students from different professional fields. All students, as well as the teachers, where interviewed in the beginning and in the end of the course about their expectations about the content and the form. The results demonstrate that using learning platforms to make sense in transnational education settings presupposes extensive knowledge of the indexicality of categories and concepts, something that could be assumed if the participants' had a shared professional history. Instead, as the students have different backgrounds the teachers have to account for the local hermeneutics needed, and for the knowledge embedded in information and categories. It is in the process of reliving, creating and exposing the meaning of information, that students and teachers actually bring information in education to life. In further development of transnational webbased courses it is important to not see this development as solely technical or organizational questions. To develop courses that increase the possibilities for students in different faculties with different routines etc. to make sense of information may be a much more demanding task than it seems to be. Such boundary-crossing teaching are nevertheless of great importance for the development of integration work as well as pedagogical competence in higher education.

  • 30.
    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, 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.

  • 31.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Lärande och alternativa arbetsformer i civilsamhälle och arbetsliv2009In: ViLär Conference, 2009Conference paper (Other academic)
  • 32.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Social inclusion and institutional integration2009In: SOCIAL ACTION IN EUROPE: DIFFERENT LEGACES & COMMON CHALLENGES, 2009Conference paper (Other academic)
  • 33.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Social pedagogy and experiences from research projects following social and pedagogical intervention in various groups of ‘at-risk’ youth2009In: Literacy as Worldmaking, 2009Conference paper (Other academic)
  • 34.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Social Pedagogy in Swedish Primary Schools: a Resource, a Subjectand a Perspective for working with Issues of Socialization and Marginalization?2009In: Journal européen d'éducation sociale : revue semestrielle de la FESET = European Journal of Social Education : a bi-annual periodical of FESET, ISSN 1810-4789, no 16/17Article in journal (Refereed)
  • 35.
    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.

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  • 36.
    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.

  • 37.
    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.

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  • 38.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Transforming information into practical actions: A study of professional knowledge in the use of electronic patient records2012Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Today, technologies are being introduced into historically established settings, which change the conditions for work as well as for work-integrated learning. In health care, electronic patient records (EPRs) has been implemented during the last decades to serve as a tool for planning, decision making and evaluation of care work. The overall aim of the research presented in this thesis is to analyse the complex actions and interactions that occur when EPRs are used in health care practice. Analytically, such an interest is pursued employing a socio-cultural perspective on workplace studies, where the use of technology is studied in action. Through three separate studies, practical actions and practical use of EPRs have been examined and the empirical data draws on observations, video-recordings, audio-recordings and documents from a hospital ward in Sweden. The result shows that technologies such as EPRs both offer and presuppose standardization of terminologies and information structures. This, however, does not mean that EPRs completely format and structure information, or that it is driven by its own logic. When staffs comply with a set of standards, transformations of those standards will gradually occur. Those transformations are collective achievements and since each professional involved act in a conscious and active manner, this affects the use of standards as well as the development of collective proficiency. The results also demonstrate that meaning making in(through) the use of EPRs presupposes extensive knowledge of the indexicality of categories, something that originates in the participants‘ shared institutional history. It is in the process of reliving, creating and exposing the meaning of information, that health care professionals actually bring information in EPRs to life. In further development of EPRs that exceeds institutional and even national boundaries it is important to see this development not as solely technical or organizational questions. To develop systems that enhance the possibilities for professionals in different institutions with different professional domains to make sense of standardized information may be a much more  demanding task than it seems to be. Such boundary-crossing systems are nevertheless of great importance for the further development of health care practice.

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  • 39.
    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)
  • 40.
    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)
  • 41.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Hermansson, Hans-Erik
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Skola, social integration och pedagogik2008In: Meningsskapande och delaktighet: om vår tids socialpedagogik / [ed] Martin Molin, Anders Gustavsson & Hans-Erik Hermansson, Göteborg: Daidalos , 2008, p. 252-262Chapter in book (Other academic)
  • 42.
    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)
  • 43.
    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.

  • 44.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Palmroth, Keith
    Social pedagogy in Swedish folk high schools2010In: Learning to fly: social pedagogy in a contemporary society / [ed] Eriksson, Lisbeth, Winman, Thomas, Göteborg: Daidalos , 2010, p. 137-156Chapter in book (Other academic)
  • 45.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Rystedt, Hans
    University of Gothenburg.
    Electronic patient records in action: Transforming information into professionally relevant knowledge2011In: Health Informatics Journal, ISSN 1460-4582, Vol. 17, no 1, p. 51-62Article in journal (Refereed)
    Abstract [en]

    The implementation of generic models for organizing information in complex institutions like those in healthcare creates a gap between standardization and the need for locally relevant knowledge. The present study addresses how this gap can be bridged by focusing on the practical work of healthcare staff in transforming information in EPRs into knowledge that is useful for everyday work. Video recording of shift handovers on a rehabilitation ward serves as the empirical case. The results show how extensive selections and reorganizations of information in EPRs are carried out in order to transform information into professionally relevant accounts. We argue that knowledge about the institutional obligations and professional ways of construing information are fundamental for these transitions. The findings point to the need to consider the role of professional knowledge inherent in unpacking information in efforts to develop information systems intended to bridge between institutional and professional boundaries in healthcare.

  • 46.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Rystedt, Hans
    Department of Education, University of Gothenburg.
    Electronic patient records in interprofessional decision making: Standardized categories and local use2012In: Human Technology, E-ISSN 1795-6889, Vol. 8, no 1, p. 46-64Article in journal (Refereed)
    Abstract [en]

    Electronic patient records (EPRs) are a constitutive element of medical practice and are expected to improve interprofessional communication and support decision making. The aim of the current study is to explore the ways in which access to structured information from multiple professions within EPRs enters into the phases involved in arriving at final agreements about patients' future care. The results show that decision making in interprofessional team rounds involves a prestructuring of a pathological reality. Further, the results demonstrate how information in EPRs is deconstructed and recast into patterns that presuppose knowledge about the EPR's structural organization. This means that EPRs are highly flexible technologies and that their design does not determine their usefulness. A major conclusion is that the members' knowledge on how to bridge between standardized categories in EPRs and their local meanings is decisive for understanding the basic conditions necessary for how EPRs could support interprofessional collaboration.

  • 47.
    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)
  • 48.
    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)
  • 49.
    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)
  • 50.
    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)
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