| 277091. |
- Sjölie, Daniel, 1977, et al.
(författare)
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PRACTICAL USE OF OFF-THE-SHELF VIRTUAL REALITY FOR DISTANCE EDUCATION - A LOOK AT THE FEASIBILITY OF NON-EXPERT USE
- 2020
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Ingår i: Learning and Teaching. - : IATED. - 1755-2273. ; 2020
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Konferensbidrag (refereegranskat)abstract
- As the potential value of online learning and distance education becomes increasingly clear (considering, e.g., global health and climate change) we are motivated to push for practical use of emerging technologies at an accelerated pace, to further facilitate rich and flexible distance education. In the current scenario, the changes forced into the classic educational system need to be executed quickly. While the pedagogical value of lectures has been often questioned, it remains a common method of instruction, making them relevant to investigate within digitalisation. Virtual Reality (VR) affords valuable embodied experiences and is currently at a point where it is within reach for non-experts, but the threshold may still be perceived as too high. By focusing on the use of off-the-shelf hardware and software to give virtual lectures, a larger number of educators can start experimenting within their comfort zone. The purpose of the current paper is to contribute to the acceleration of this process by describing challenges encountered in such an attempt to quickly employ readily available VR technology to give a lecture in VR. Is it possible for educators without previous expertise in VR to start using this technology now? What factors can be considered to make the experience positive to both educators and students? The setup of the VR lecture in this case study had the lecturer entering a virtual environment remotely (from another city) using the free VR application Bigscreen VR with students and three observing co-teachers entering the same environment being co-located in one physical room. The lecturer used the Oculus Rift S headset and a VR-capable laptop while the students used the simpler Oculus Go headsets. A predetermined view of the lecturer in the VR-environment was also shown via a projector, as a general fallback. The study was performed as an action research intervention, and the results were documented with ethnographic observations and a focus group. Compared to established tools for distance education, such as video meetings, the preparation time was significantly longer but the VR setup with off-the-shelf VR hardware and software worked relatively well for the lecture itself. The primary problems encountered concerned the student headsets and the preparation of and interaction with the students in the physical room. In addition to practical issues with managing a larger number of headsets (there were 5 headsets for the students) there were significant problems in getting the audio to work well as well as technical problems with Internet access. During the lecture more behavioral and social issues came to the forefront, for example students being uncertain about how to behave in the unfamiliar environment. Out of five participating students, two experienced discomfort, but were uncertain about how to act and whether it was OK to take off their headsets or not. Some issues encountered here may be avoided or minimised by raising awareness beforehand and additional preparation. Based on the present study, technical and ethical recommendations are given for which issues should be prioritized and how they may be dealt with, regardless of the educators level of expertise, to be able to successfully conduct a VR lecture.
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| 277092. |
- Sjølie, Ela, et al.
(författare)
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Communicative learning spaces and learning to become a teacher
- 2018
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Ingår i: Pedagogy, Culture & Society. - : Taylor & Francis Group. - 1468-1366 .- 1747-5104.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores teacher learning. It focuses on access to ‘communicative learning spaces’ (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher learning. We draw on the findings from three studies conducted in three different countries - Norway, Australia and Sweden. The studies focused on different stages of teacher learning - initial teacher education, the induction phase of teacher learning in the workplace, and the continuing professional learning of in-service teachers. The paper considers the features that characterise communicative learning spaces and their development. Using the theory of practice architectures we examine what enabled and constrained the development of these communicative learning spaces in each of the three cases.
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| 277093. |
- Sjølie, Ela, et al.
(författare)
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Learning of academics in the time of the coronavirus
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås, Sweden : Högskolan i Borås, Petra Angervall. - 2003-3605. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.
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| 277094. |
- Sjölie, Ela, et al.
(författare)
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The screen as a practice architecture for academic work
- 2021
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Ingår i: AAERA, Australian Educational Research Association. - Australien.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During the COVID-19-pandemic, many academics have experienced profound changes to their daily work. This is especially due to sudden and wholescale shifts to online forms of communication for teaching and studying, researching, and community/industry engagement. Working and studying from home has become the new normal, in universities as in worklife in general. This presentation draws on an ongoing empirical project designed to investigate such changes, almost from the time a pandemic was declared. In the project, entitled Academics’ Learning in the Time of Coronavirus, we have interviewed 42 academics across four countries, Finland, Norway, Australia and Sweden, 31 of them at two points in time. Some of the interviewees (27) have also kept regular diaries of their experiences. Diaries and interview transcripts have been analysed using the theory of practice architectures. This has generated several insights into how academics’ practices (i.e., their sayings, doings and relatings) have changed during the pandemic and with what consequences. It has also given insight into how these changes have been enabled and constrained by existing and evolving practice architectures (i.e. cultural-discursive, material-economic and social-political arrangements in sites of practices). In the presentation, we focus on a practice architecture that emerged as salient to many of the changed practices identified in our analysis: the computer screen. As we shall show, the computer screen has played a key role in prefiguring academic practices, particularly in synchronous online meeting forums like Zoom and Teams. The screen mediates what is/not, and can/not be, said (including e.g. through emojis and ‘chat’ comments, and ‘live’ spoken exchanges). It also mediates what is, and can be, done (including through technical hardware and software features). Finally, it mediates how people (can) relate to each other and their virtual and physical environments (e.g. through on-screen arrangements of people’s images, ‘host’ versus ‘non host’ access to functions like mute buttons, or sound-image delays). This inevitably has implications for academics’ capacities to create and maintain personal ties with colleagues, students, and research partners/participants, and to engage in meaningful work. Through empirical examples, we aim to highlight how the screen has positively and negatively affected relational dimensions of academic work (especially those related to power). We also hope to provoke discussion about what our findings might mean for research, teaching and learning, and community engagement in the post-pandemic university.
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| 277095. |
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| 277096. |
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| 277097. |
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| 277098. |
- Sjölin, Helena, et al.
(författare)
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What an ambulance nurse needs to know : a content analysis of curricula in the specialist nursing programme in prehospital emergency care
- 2015
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Ingår i: International Emergency Nursing. - : Elsevier. - 1755-599X .- 1878-013X. ; 23:2, s. 127-132
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution.
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| 277099. |
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| 277100. |
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