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Att leda i en komplex organisation : Utmaningar och nya perspektiv för chefer i offentlig verksamhet
- 2018
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Editorial collection (other academic/artistic)abstract
- Några av Sveriges främsta ledarskapsforskare ger i denna bok ökad kunskap för att förstå, styra och hantera organisatorisk komplexitet. Chefer i komplexa organisationer behöver hantera osäkerhet och överraskande händelseförlopp för att organisationen ska fungera väl. Det kräver att cheferna har förståelse för de förutsättningar som gäller i sådana organisationer, till exempel att beslut samproduceras i och utanför ledningsgrupper, att professionsföreträdare har ett betydande inflytande och att konkurrerande normsystem är vanliga. Ett annat särdrag är hur emotionellt krävande chefsarbetet är, med tryck inte bara från medarbetare utan även från anhöriga, brukare, den breda allmänheten, granskningsaktörer och media. Samtidigt kännetecknas komplexa organisationer av flertalet system som syftar till att reducera osäkerhet och styrproblematik, men som också i sig ställer särskilda krav på chefsarbetet.Kapitlen i denna antologi är fristående och ger ett antal kompletterande bilder av komplexitet – dess problematiker och ibland förslag på lösningar. De många exemplen kommer nästan uteslutande från offentlig sektor, eftersom den vanligen kännetecknas av omfattande komplexitet, men innehållet är relevant för alla komplexa organisationer.Boken är skriven för utbildningar i ledarskap på högskolenivå, för organisationsledningar, verksamhetsnära chefer och specialister i chefsfunktioner.
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| 3. |
- Backlund, Åsa, et al.
(author)
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Skolsocialt arbete : en introduktion
- 2017
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In: Skolsocialt arbete. - Malmö : Gleerups Utbildning AB. - 9789140695789 ; , s. 15-20
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Book chapter (other academic/artistic)
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| 5. |
- Bergdahl, Nina, 1971-
(author)
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Adaptive Professional Development during the Pandemic
- 2022
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In: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 1-13
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Journal article (peer-reviewed)abstract
- I Sverige gjorde gymnasielärare en snabb övergång till nödundervisning på distans på grund av utbrottet av covid-19, 2020. Denna studie fokuserar på en designbaserad forskningsintervention där professionell utveckling utformades med hjälp av ramverket Adaptation of Blended Learning till uppfylla de nya kraven för undervisning online. 26 lärare deltog i fortbildningsinterventionen, som sträckte sig över sex månader. Data analyserades med hjälp av tematisk analys. Viktiga resultat visar att pandemin har blivit en drivkraft för förändring, men inte för alla. Framväxande metoder inkluderar pedagoger med specialbehov i parallella breakoutrooms, delning av elever lättare för samarbete, vilket sparar tid. Lärare rapporterar också utmaningar, till exempel brist på riktlinjer och konsensus om hantering av frånvaro, fusk och de etiska aspekterna av att få tillgång till elevernas privata hem via kameror. Slutligen kan lärares yrkesmässiga utveckling inspireras av nya erfarenheter nya metoder även efter pandemin. Professionell utveckling under osäkra tider och designprinciper som stöder överföring av interventionen diskuteras.
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- Bergdahl, Nina, 1971-, et al.
(author)
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Analysing Visual Representations of Adult Online Learning Across Formats
- 2022
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In: Universal Access in Human-Computer Interaction. User and Context Diversity. - Cham : Springer. - 9783031050398 - 9783031050381 ; , s. 3-14
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Conference paper (peer-reviewed)abstract
- The past years have triggered the established blended learning format to develop into other kinds of online teaching formats, with, for example, combinations of a/synchronous learning with more flexible (co-)location requirements for teachers and students. This has led to a renewed exploration of ways to ensure accessible and life-long learning through developed educational practices. Comparing online education formats can be challenging but is necessary. Building on case study methodology, the objective of this study was to explore online learning situations (n = 21): Asynchronous Distance Education (ADE) (n = 15) and (synchronous) Emergency Remote Teaching (ERT) (n = 6), to develop a method to systematically analyse and evaluate different formats of online education using engagement theory. To do so, a schema was developed through which visual representations of learning situations were analysed. Results show that visual representations of learning situations enable nuanced comparisons across different formats of online education. Analysis reveals that the format of education affects the conditions under which the teacher more readily facilitates student engagement and that asynchronous and synchronous formats support different nuances of engagement. © 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
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| 7. |
- Bergdahl, Nina, 1971-
(author)
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Engagement and disengagement in online learning
- 2022
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In: Computers and education. - Oxford : Elsevier BV. - 0360-1315 .- 1873-782X. ; 188
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Journal article (peer-reviewed)abstract
- It can be challenging for teachers to engage students online; to know whether students are engaged or not. Online engagement can be perceived differently than in-class engagement. Research has shown that teacher perceptions of student engagement affect how they interact with students as well as students' grades. It is critical to understand how teachers perceive engagement, not least in an online setting, to inform practices and research. This study explores Swedish teachers' understanding of student online engagement and disengagement. A Mixed Method Grounded Theory study was designed as an intervention with an interview-diary-interview format. Twenty interviews with teachers (n = 10) who regularly teach hybrid, remote or distance classes in K-12 education were analysed using descriptive statistics and content analysis. The results show that teachers express understanding at the macro and micro level of engagement and would report different combinations of engagement and disengagement at different levels of engagement. The results informed an engagement model with a complex construct without inherent boundaries; teachers rated student engagement both below and above the suggested scale. The contribution to theory with included models is discussed.
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| 8. |
- Bergdahl, Nina, 1971-
(author)
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Second language learning designs in online adult education
- 2022
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In: Computer Assisted Language Learning. - Abingdon : Routledge. - 0958-8221 .- 1744-3210. ; , s. 1-27
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Journal article (peer-reviewed)abstract
- Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers’ digital practices post Covid-19. © 2022 the Author(s)
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- Biurrun, Idoia, et al.
(author)
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Benchmarking plant diversity of Palaearctic grasslands and other open habitats
- 2021
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In: Journal of Vegetation Science. - Oxford : John Wiley & Sons. - 1100-9233 .- 1654-1103. ; 32:4
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Journal article (peer-reviewed)abstract
- Journal of Vegetation Science published by John Wiley & Sons Ltd on behalf of International Association for Vegetation Science.Aims: Understanding fine-grain diversity patterns across large spatial extents is fundamental for macroecological research and biodiversity conservation. Using the GrassPlot database, we provide benchmarks of fine-grain richness values of Palaearctic open habitats for vascular plants, bryophytes, lichens and complete vegetation (i.e., the sum of the former three groups). Location: Palaearctic biogeographic realm. Methods: We used 126,524 plots of eight standard grain sizes from the GrassPlot database: 0.0001, 0.001, 0.01, 0.1, 1, 10, 100 and 1,000 m2 and calculated the mean richness and standard deviations, as well as maximum, minimum, median, and first and third quartiles for each combination of grain size, taxonomic group, biome, region, vegetation type and phytosociological class. Results: Patterns of plant diversity in vegetation types and biomes differ across grain sizes and taxonomic groups. Overall, secondary (mostly semi-natural) grasslands and natural grasslands are the richest vegetation type. The open-access file ”GrassPlot Diversity Benchmarks” and the web tool “GrassPlot Diversity Explorer” are now available online (https://edgg.org/databases/GrasslandDiversityExplorer) and provide more insights into species richness patterns in the Palaearctic open habitats. Conclusions: The GrassPlot Diversity Benchmarks provide high-quality data on species richness in open habitat types across the Palaearctic. These benchmark data can be used in vegetation ecology, macroecology, biodiversity conservation and data quality checking. While the amount of data in the underlying GrassPlot database and their spatial coverage are smaller than in other extensive vegetation-plot databases, species recordings in GrassPlot are on average more complete, making it a valuable complementary data source in macroecology. © 2021 The Authors.
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- Bond, Melissa, et al.
(author)
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A Meta Systematic Review of Artificial Intelligence in Higher Education : A call for increased ethics, collaboration, and rigour
- 2024
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In: International Journal of Educational Technology in Higher Education. - Heidelberg : SpringerOpen. - 2365-9440. ; 21
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Journal article (peer-reviewed)abstract
- Although the field of Artificial Intelligence in Education (AIEd) has a substantial history as a research domain, never before has the rapid evolution of AI applications in education sparked such prominent public discourse. Given the growing AIEd literature base in higher education, it is important to ensure that the field has a solid research and conceptual grounding as AI adoption increases. This review of reviews is the first comprehensive meta review to explore the scope and nature of AIEd in higher education (AIHEd) research, by synthesising secondary research (e.g., systematic reviews), indexed in the Web of Science, Scopus, ERIC, EBSCOHost, IEEE Xplore, ScienceDirect and ACM Digital Library, or captured through snowballing in OpenAlex, ResearchGate and Google Scholar. Reviews were included if they synthesised applications of AI solely in formal higher or continuing education, were published in English between 2018 and July 2023, were journal articles or full conference papers, and if they had a method section. 66 publications were included for data extraction and synthesis in EPPI Reviewer, which were predominantly systematic reviews (66.7%), published by authors from North America (27.3%), conducted in teams (89.4%) in mostly domestic-only collaborations (71.2%). Findings show that these reviews mostly focused on AIHEd generally (47.0%) or Profiling and Prediction (28.8%) as thematic foci, however key findings indicated a predominance of the use of Adaptive Systems and Personalisation in higher education. Research gaps identified suggest a need for greater ethical, methodological, and contextual considerations within future research, alongside interdisciplinary approaches to AIHEd application. Suggestions are provided to guide future primary and secondary research. © 2024, The Author(s).
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