| 1. |
- Alehpour, Mania, et al.
(författare)
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Media literacy education through an online space : Co-designing of a participative website in media literacy for teachers
- 2022
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Ingår i: Media International Australia. - : Sage Publications. - 1329-878X .- 2200-467X.
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Tidskriftsartikel (refereegranskat)abstract
- This study applies a participatory design approach including the design, development, implementation, and evaluation of a participative website in media literacy for Iranian teachers. In the design cycle, we utilized collaboration with Iranian teachers formulating basic inceptive design in three workshops identifying needs and requirements in media literacy. The development process was through paper-based prototyping of design components of the website by participants embodying particular design guidelines and ideated design concepts for the website. In the implementation step, the website was launched based on guidelines and prototypes taken from participants in the workshops. The website was evaluated by teachers based on four factors including being educational, facilitating networking, being engaging, and user-friendly. The result of this research informs researchers about the benefit of a participatory design approach to design a platform in media literacy for teachers. We argue that the process of applying participatory design and the design components prototyped by teachers for designing a website in media literacy can be a guide for researchers and all other agents who are active in media literacy education.
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| 2. |
- Antoniou, A. C., et al.
(författare)
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Common breast cancer susceptibility alleles and the risk of breast cancer for BRCA1 and BRCA2 mutation carriers : Implications for risk prediction
- 2010
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Ingår i: Cancer Research. - : American Association for Cancer Research. - 0008-5472 .- 1538-7445. ; 70:23, s. 9742-9754
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Tidskriftsartikel (refereegranskat)abstract
- The known breast cancer susceptibility polymorphisms in FGFR2, TNRC9/TOX3, MAP3K1, LSP1, and 2q35 confer increased risks of breast cancer for BRCA1 or BRCA2 mutation carriers. We evaluated the associations of 3 additional single nucleotide polymorphisms (SNPs), rs4973768 in SLC4A7/NEK10, rs6504950 in STXBP4/COX11, and rs10941679 at 5p12, and reanalyzed the previous associations using additional carriers in a sample of 12,525 BRCA1 and 7,409 BRCA2 carriers. Additionally, we investigated potential interactions between SNPs and assessed the implications for risk prediction. The minor alleles of rs4973768 and rs10941679 were associated with increased breast cancer risk for BRCA2 carriers (per-allele HR = 1.10, 95% CI: 1.03-1.18, P = 0.006 and HR = 1.09, 95% CI: 1.01-1.19, P = 0.03, respectively). Neither SNP was associated with breast cancer risk for BRCA1 carriers, and rs6504950 was not associated with breast cancer for either BRCA1 or BRCA2 carriers. Of the 9 polymorphisms investigated, 7 were associated with breast cancer for BRCA2 carriers (FGFR2, TOX3, MAP3K1, LSP1, 2q35, SLC4A7, 5p12, P = 7 × 10-11 - 0.03), but only TOX3 and 2q35 were associated with the risk for BRCA1 carriers (P = 0.0049, 0.03, respectively). All risk-associated polymorphisms appear to interact multiplicatively on breast cancer risk for mutation carriers. Based on the joint genotype distribution of the 7 risk-associated SNPs in BRCA2 mutation carriers, the 5% of BRCA2 carriers at highest risk (i.e., between 95th and 100th percentiles) were predicted to have a probability between 80% and 96% of developing breast cancer by age 80, compared with 42% to 50% for the 5% of carriers at lowest risk. Our findings indicated that these risk differences might be sufficient to influence the clinical management of mutation carriers.
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| 3. |
- Augustsson, Dennis, et al.
(författare)
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Att kunskapa i mellanrum och genom överlappningar
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Vetenskap/konstnärsskap, lärande/lek, lärare/studenter är olika sidor av en dikotom verklighetsuppfattning bland många i den traditionella akademiska kulturen. Syftet med vår workshop är att reflektera över och utmana denna dikotomi genom att skapa ett kunskapens mellanrum där de olika sidorna av dikotomin överlappas. Vi workshopsledare kommer från olika ämnen med varierande bakgrunder och har olika akademiska positioner, men har gemensamt att vi har jobbat länge på högskolevärlden, arbetar både traditionellt akademiskt och konstnärligt och sedan 2,5 år arbetat med en forskningscirkel där vi tillsammans undersökt det gränsöverskridande mötet mellan teori och gestaltning (vetenskap och konstnärsskap). I varsitt mindre forskningsprojekt har vi undersökt hur man kan kunskapa genom reflekterande görande. Dessa forskningsprojekt har också blivit pedagogiska utvecklingsprojekt, då resultaten omsatts i kursutveckling. Teoretiskt ser vi den akademiska kulturen som en del av ett socialt konstruerat rum, både bildligt och bokstavligt, där även kunskapande är en socialt konstruerad aktivitet lärande i och med kroppen. Begreppen hexis, konstruerad kropp och performativitet (Bourdieu; Butler) har därför varit centrala begrepp för oss. Vårt övergripande pedagogiska perspektiv handlar om det reflekterande görandet (Dewey; Schön). Vi arbetar pedagogiskt med multimodalitet (Selander & Kress), sinnligt kunskapande (Polyani; Pink) och hämtar begreppen divicing (Kjølner, Oddey) och intra-aktiv pedagogik (Taguchi) från förskolepedagogik. Vi har även låtit oss inspireras av begreppet parallellek. Begreppet estetiska lärprocesser (Lindstrand & Selander) binder samman vår konstnärlig vetenskapliga och pedagogiska verksamhet. Vårt arbetssätt handlar emellertid framför allt om att omsätta teoretiska begrepp i praktiken. Och det vill vi göra genom workshopen. Vi riktar oss mot kollegor som är intresserade av att utmana traditionella akademiska kulturer och vill reflektera över det gränsöverskridande arbetet mellan teori och praktik. Vårt planerade upplägg är att tillsammans med workshopdeltagare skapa ett kunskapens mellanrum genom kollektiva överlappande vetenskapliga och gestaltande processer. Det tänkta upplägget är:1. En introduktion till projektet Kunskapens mellanrum.2. Övningen introduceras. Det handlar om att med olika enkla material gestalta kunskap genom devicingmetoden och parallellekmetoden.3. Vi genomför övningen genom att använda oss av varandra och rummet. Vetenskaplig kunskap, lärarroll, studentroll, akademisk kultur och akademiska maktrelationer är begrepp som leks med och problematiseras.4. Deltagarna arbetar i en växelverkan med leken, görandet och dokumentation. Vi använder oss av det framtagna gestaltade materialet och gör en analys av och reflektion över det som är dokumenterad kunskap.5. Ett presentations- och utställningsrum skapas, som förhoppningsvis kan vara kvar över konferensen, så att deltagarna och andra kan återkomma för reflektioner.
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| 6. |
- Christensen, Jonas, 1963-, et al.
(författare)
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The Beautiful Risk of Collaborative and Interdisciplinary Research. A Challenging Collaborative and Critical Approachtoward Sustainable Learning Processes in Academic Profession
- 2021
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Ingår i: Sustainability. - Basel : MDPI. - 2071-1050. ; 13, s. 1-20
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we aim to identify and explore possibilities and challenges of academicinterdisciplinary capacities and ethos. The objective is that this knowledge could be used both infuture interdisciplinary research projects and in educational settings. We achieve this through selfreflectivelearning processes among a group of interdisciplinary scholars from four distinctly differentsubjects. The method used is an autoethnographic and empirical self-reflective approach to datacollection, analysis and deconstruction of professional learning processes. This also serves to establishresearch methodological trustworthiness and authenticity. The results show that interdisciplinarityis undervalued by grant-giving institutions and the academic system, in general. It also entailstime-consuming and risky research practices. However, interdisciplinary and collaborative researchcreates a more innovative and stimulating learning environment and enforces new ways of thinkingand doing, in ascertaining each individual’s knowledge and competences. We argue that a long-terminterdisciplinary and collaborative research process could enhance and raise a critical thinking andcreative consciousness among scholars, contributing to a more holistic, sustainable and socially robustlearning in research and higher education. Finally, we conclude that this academic interdisciplinarycapacity and ethos could be framed and enhanced by the notion of Challenge-Based Learning.
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| 7. |
- Christersson, Cecilia E., et al.
(författare)
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Challenge-Based Learning in Higher Education : A Malmö University Position Paper
- 2022
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Ingår i: International Journal of Innovative Teaching and Learning in Higher Education. - : IGI Global. - 2644-1624 .- 2644-1640. ; 3:1, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) have a pivotal role in fulfilling the social dimension of sustainability and contributing to a complex changing society. To meet these challenges, Malmö University has in interdisciplinary groups researched the role of challenge-based learning (CBL) in relation to staff, students, disciplines, and stakeholders. This position paper is based on that work. Malmö University argues that with a CBL approach, HEIs will actively contribute to the building of a sustainable learning society through collaboration in education, research, and innovation. This paper theoretically explores the CBL approach as a collaborative learning exchange within HEIs and society at large. CBL is defined through eight key elements, clustered as entities of three domains: diversity and inclusion, co-creation and collaboration, and change agents and contextual challenges. These are discussed and empirically exemplified with the purpose to support designing, planning, and accomplishing CBL in teaching and learning in HE for a global learning society.
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| 9. |
- Gabrielsson, Åke, 1942-, et al.
(författare)
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Individ och agentskap i strategiska processer : En syntetisk och handlingslogisk ansats
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Even if strategy research often assumes that strategies are the result of intentional and purposeful behaviour the individual and human agency have tended to be neglected. Few empirical studies focus on how the individuals, their conceptions and actions interact with strategy formation. Based on ideas from process research and critical realism we made a review of the research and we maintain that the bulk of the research is based on simplified assumptions. We therefore propose a supplementary socio-cognitive approach based on more realistic assumptions, a synthesis and action logic approach, emphasising the individuals, the leading team and their embeddedness. In a process study with a comparative case study design we followed, in real time for about a decade, strategy formation processes in intermediate organisation in local economic development. Various methods of data collection and analysis were combined. By laying bare some of the mechanisms that explain the outcome in four processes we demonstrate the use of the proposed approach. A theoretical construction, the agent´s strategic concepts of action (SCA), aims at capturing the conceptions as an expression of the individual frame of reference providing reasons for action. The SCA carries explanatory power and is significant for both the process and content of the strategies. A typology of the SCAs is developed. The composition, the interaction and the structure of the team are other central aspects. We conclude that a strong group well suited to lead a formation process include a proactive strategist with a strategic idea and social capability; the role constellation is differentiated, and supplementary and other strategic actors relate to the strategy and the contextual roots in a way that will support the strategy. We also demonstrate in which circumstances some cognitive, social and political mechanisms discussed in earlier research are activated.
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| 10. |
- Han, Hongya, et al.
(författare)
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Human 15-lipoxygenase-1 is a regulator of dendritic-cell spreading and podosome formation
- 2017
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Ingår i: The FASEB Journal. - : FEDERATION AMER SOC EXP BIOL. - 0892-6638 .- 1530-6860. ; 31:2, s. 491-504
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Tidskriftsartikel (refereegranskat)abstract
- Dendritic cells (DCs) involved in proinflammatory immune responses derive mainly from peripheral monocytes, and the cells subsequently mature and migrate into the inflammatory micromilieu. Here we report that suppressing of 15-lipoxygenase-1 led to a substantial reduction in DC spreading and podosome formation in vitro. The surface expression of CD83 was significantly lower in both sh-15-lipoxygenase-1 (15-LOX-1)-transduced cells and DCs cultivated in the presence of a novel specific 15-LOX-1 inhibitor. The T-cell response against tetanus-pulsed DCs was only affected to a minor extent on inhibition of 15-LOX-1. In contrast, endocytosis and migration ability of DCs were significantly suppressed on 15-LOX-1 inhibition. The expression of 15-LOX-1 in DCs was also demonstrated in affected human skin in atopic and contact dermatitis, showing that the enzyme is indeed expressed in inflammatory diseases in vivo. This study demonstrated that inhibiting 15-LOX-1 led to an impaired podosome formation in DCs, and consequently suppressed antigen uptake and migration capacity. These results indicated that 15-LOX-1 is a potential target for inhibiting the trafficking of DCs to lymphoid organs and inflamed tissues and decreasing the inflammatory response attenuating symptoms of certain immunologic and inflammatory disorders such as dermatitis.-Han, H., Liang, X., Ekberg, M., Kritikou, J. S., Brunnstro " m, angstrom., Pelcman, B., Matl, M., Miao, X., Andersson, M., Yuan, X., Schain, F., Parvin, S., Melin, E., Sjoberg, J., Xu, D., Westerberg, L. S., Bjorkholm, M., Claesson, H.- E. Human 15-lipoxygenase- 1 is a regulator of dendritic-cell spreading and podosome formation.
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