1.
Pareto, Lena, 1962-, et al.
(författare)
Virtual TeleRehab : A case study
2011
Ingår i: Studies in Health Technology and Informatics. - 0926-9630 .- 1879-8365. - 9781607508052 ; 169, s. 676-80
Tidskriftsartikel (refereegranskat) abstract
We examined the efficacy of a remotely based occupational therapy intervention. A 40-year-old woman who suffered a stroke participated in a telerehabilitation program. The intervention method is based on virtual reality gaming to enhance the training experience and to facilitate the relearning processes. The results indicate that Virtual TeleRehab is an effective method for motivational, economical, and practical reasons by combining game-based rehabilitation in the home with weekly distance meetings. © 2011 European Federation for Medical Informatics. All rights reserved.
2.
Karlsson, MariAnne, 1956, et al.
(författare)
Use-centred design of medical and health care technology: a pilot study of field tests as a development tool
2011
Ingår i: International Journal of Biomedical Engineering and Technology. - : InderScience Publishers. - 1752-6426 .- 1752-6418. ; 5:1, s. 11-28
Tidskriftsartikel (refereegranskat) abstract
The purpose of the project described in the paper was to develop a process through which users, staff as well as patients, can be involved in field evaluations of medical and health-care technology. Interviews with different stakeholders and the experiences from four case studies have led to the following conclusions: Users have the potential to act as active evaluators rather than passive subjects or participants only. However, user involvement in field evaluations must be supported by a formation of facilitators or ‘door openers’ to the health-care organization, moderators enhancing the dialogue between developers and users, and mentors for the users acting as evaluators.
3.
Willermark, Sara, 1988-, et al.
(författare)
Challenges of Achieving ICT Competent Teachers through Continuing Professional Development : Teachers' perspectives
2013
Ingår i: Proceedings IRIS36. - Oslo : Akademika forlag. - 9788232104062 ; , s. 103-117
Konferensbidrag (refereegranskat) abstract
This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school. Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences.
4.
Broeren, Jurgen, et al.
(författare)
Stroke rehabilitation using m-Health Care and 3D virtual environments : work in progress
2010
Ingår i: Proceedings of the 8th International Conference on Disability, Virtual Reality and Associated Technologies. - 9780704915022 ; , s. 115-122
Konferensbidrag (refereegranskat) abstract
We have now started testing a telehealth system for stroke rehabilitation in a rural area in Sweden (NU- Hospital Group Area). For collection of assessments and audiovisual communication, the telehealth system has bidirectional contact with the home-based units. To date, three stroke subjects’ participated; they were instructed to play 3D computer games with the hemiplegic upper extremity. The intervention led to clinical changes for all subjects. The analysis of the audiovisual communication revealed that the both stroke subjects and therapists were not yet effective in regulating their turn taking process. The data suggests the feasibility of a distance based approach using 3D virtual environments for upper extremity rehabilitation after stroke.
5.
Pareto, Lena, 1962-, et al.
(författare)
Telehealth with 3D games for stroke rehabilitation
2011
Ingår i: International Journal on Disability and Human Development. - : De Gruyter. - 1565-012X. ; 10:4, s. 373-377
Tidskriftsartikel (refereegranskat) abstract
This study explores the feasibility of a novel telehealth system for stroke rehabilitation in a rural area in Sweden. It addresses two major problems of home-based rehabilitation: training motivation and frequent meetings. Three stroke subjects were equipped with 3D computer games workbenches, and were instructed to play with the hemiplegic upper extremity. On-line coaching meetings were performed using bidirectional audiovisual communication. The intervention led to clinical changes for all subjects. On-line coaching is promising, but not yet as effective as desired. However, a distance based approach using 3D games for upper extremity rehabilitation after stroke is feasible.
6.
Pareto, Lena, 1962-, et al.
(författare)
A Model for Instructional Design in Virtual Nordic Classrooms
2013
Ingår i: The Inaugural European Conference on Technology in the Classroom 2013. - Naka Ward, Nagoya, Aichi, Japan : The International Academic Forum. ; , s. 222-233
Konferensbidrag (refereegranskat) abstract
In this paper we will report from an on-going EU-financed project aiming at developing innovative cross-border, virtual classroom instructional designs; that is designs where classes from three Nordic countries collaborate by means of technology to enhance teaching and learning. School management, teachers, students, and educational researchers from Denmark, Norway and Sweden collaborate since 2011 in three-country teams on all levels to explore and evaluate novel cross-border instructional designs in four subjects. The research approach is user-driven innovation by means of Action Research and Design-based research. The cross- border instructional designs exhibit several challenges: designs need to be aligned with all national curriculums with respect to 1) subject content and 2) learning goals, and in order to advance learning, we need to address 3) learning benefits due to the collaboration. In Mathematics, such cross-border learning benefits were particular elusive to identify, so some kind of guidance were needed. The model, first proposed for Mathematics but generalizable to other subjects, is a three-dimensional cube that categorizes an instructional design with respect to 1) subject-content, 2) aimed-for competence, and 3) learning-benefit. The subject contents and required competencies were derived and synthesized from the national curricula, whereas the learning benefits were inspired from previous cross-border designs. The model has successfully been used as a classification system for virtual classroom tasks, and also as an innovation tool to generate novel instructional designs where the expected learning benefits became explicit from start, which facilitates design evaluation.
7.
Lundh Snis, Ulrika, 1970-, et al.
(författare)
Nordic Innovation Networks in Education : Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design
2012
Ingår i: Uddevalla Symposium 2012<em> </em>. - 9789197794343 ; , s. 553-571
Konferensbidrag (refereegranskat) abstract
This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.
8.
9.
Pareto, Lena, 1962-, et al.
(författare)
A teachable-agent-based game affording collaboration and competition : Evaluating math comprehension and motivation
2012
Ingår i: Educational technology research and development. - : Springer Science and Business Media LLC. - 1042-1629 .- 1556-6501. ; 60:5, s. 723-751
Tidskriftsartikel (refereegranskat) abstract
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. © 2012 Association for Educational Communications and Technology.
10.
Pareto, Lena, 1962-, et al.
(författare)
Can teachers’ fragmented work situation jeopardize professional development of future teaching practices?
2014
Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Cham : Springer International Publishing. - 9783319111995 ; , s. 464-469
Konferensbidrag (refereegranskat) abstract
Digitization of schools has been on the political agenda for decades, but despite all reforms, technology investments and professional development initiatives, the goals are not yet reached. We have examined how teachers? perceive their working situation in order to explore if the conditions are suitable for learning and novel teaching practices. 18 interviews with Swedish primary school teachers were conducted and transcribed, from which 330 excerpts were extracted and divided in two characterizing categories: fragmentation reflecting working rhythm and density reflecting working tempo. The working condition had char-acteristics known to cause stress and less wellbeing, which counteracts teachers? sensitiveness to adapt to novelties and a reflective practice. This may jeopardize future professional development and thus digitalization of schools.
