| 1. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
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| 3. |
- Granström, Beate, 1995, et al.
(författare)
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Getting academic library staff up-to-speed on artificial intelligence
- 2024
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Ingår i: LIBER 2024: Slide and Poster Presentations.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- With the public release of generative artificial intelligence (AI) tools, most notably ChatGPT in 2022, interest in the technologies has swept across various organizations like wildfire. Higher education institutions and their libraries are no exception. Many academic library staff have found ways to develop their competence around AI and investigate what AI development will mean for academic libraries. Yet, if developing a better understanding for (generative) AI at academic libraries broadly is a goal for the organization, then the question arises of how a large proportion of a library’s staff can be reached, rather than a few engaged individuals, and what aspects of AI will then be relevant to address. These are questions that we have faced in a collaboration between three libraries at universities in western Sweden. In the presentation we will share experiences from this collaborative effort to further professional development among staff members concerning AI in libraries. The program runs during the academic year 2023/2024 and contains several online lectures and two active learning classroom (ALC) sessions. The lectures were streamed live to all staff and were also recorded and made available for the three institutions. The ALC sessions, which allow for active engagement with the technologies as well as other participants on campus, required registration and were attended by a subset of the staff. Although not all staff attended all or even parts of the program, it aimed to reach library staff beyond those who are particularly motivated to learn about AI. Apart from facilitating participation by making it less reliant on participation and time, the lectures and ALC sessions connected closely to issues of relevance in academic libraries, rather than at the university at large, and in different areas of responsibility to boot. They also linked to the local situation at the three universities, thus making them more immediately useful for the everyday work tasks. The fact that the sessions were planned and, for the most part, implemented internally has facilitated maintaining a local focus. Aspects of AI have been addressed from the perspective of their relevance to various library stakeholders (students, researchers, library staff), ongoing development projects have been presented, and issues around bias, privacy, security, and AI literacy have been discussed. In the presentation, we will discuss the challenges of designing content for professional development around AI at a time when so much is happening and happening fast, at the same time as much actual implementation in the library field is in its infancy. We will also share our approach to these challenges, with a particular focus on how to make the content relevant to academic library staff with varying professional backgrounds and working within different specialized areas of responsibility. The presentation aims to raise awareness of, but also problems involved with, how professional development can be conducted within an area such as AI which is at the same time ubiquitous and can be viewed as a very specialized area of expertise.
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| 4. |
- Hellberg, Christel, et al.
(författare)
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Evidence and evidence gaps in assessments and interventions in areas related to social work research and practice – an overview of four evidence maps : [Vetenskapligt kunskapsläge om utredning och insatser i socialt arbete och forskning –en sammanställning av fyra kartläggningar]
- 2023
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Ingår i: European Journal of Social Work. - : Informa UK Limited. - 1369-1457 .- 1468-2664. ; 26:5, s. 882-895
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Tidskriftsartikel (refereegranskat)abstract
- This overview of four evidence maps is based on systematic reviews of assessment and interventions in social work practice. The aim was to investigate the evidence and evidence gaps within four important areas for social work research and practice. Descriptive data on search strategies and domains were collected from four evidence maps, on Social Assistance, Substance Dependence, Care for older adults respectively for persons with disabilities. The scientific quality and scientific evidence were assessed. Key findings were summarised by analyzing and discussing common and specific elements in the evidence maps. The overview was undertaken in close collaboration between researchers with expertise in the field and a government agency. The overview identified both evidence and evidence gaps with respect to effects and experiences of interventions and assessment methods in four evidence maps. Evidence maps provide a comprehensive picture of the state of social services research and can thereby be of use to both researchers and practitioners, and in the production of evidence based social work.
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| 5. |
- Gisslevik, Emmalee, 1984, et al.
(författare)
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Food in Relation to Sustainable Development Expressed in Swedish Syllabuses of Home and Consumer Studies: At Present and Past
- 2016
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Ingår i: Journal of Education for Sustainable Development. - : SAGE Publications. - 0973-4082 .- 0973-4074. ; 10:1, s. 68-87
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Tidskriftsartikel (refereegranskat)abstract
- Little is known what the term sustainable development entails in relation to the school subject of home and consumer studies and the subject’s knowledge area of food. The aim is to illustrate how food is expressed in national syllabuses of home and consumer studies at present and in the past, and its operationalization into sustainable development. Using qualitative content analysis, the results show three themes: (a) maintenance of the family and household, (b) maintenance of the earth’s resources and (c) maintenance of the future generations. The first theme is characterized by concrete tangible judgements based on experiences of family members and is predominant in earlier syllabuses. The second and third themes are predominant in later syllabuses and show a movement into complex and abstract contemplations of global ecological, social and economic conditions for the purchase of food. The presentation of food in relation to sustainable development has changed over the years, consequently demonstrating the didactic challenge of home and consumer studies.
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| 7. |
- Svensson, Maria, 1969, et al.
(författare)
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Technology Content and Concepts in Preschool Teaching–A Practice-based Collaboration.
- 2021
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Ingår i: Techne series : Research in sloyd education and crafts science. A. - Oslo : Oslo Metropolitan University. - 1238-9501 .- 1893-1774.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose with the project is to develop a model for sustainable collaboration between preschool teachers and researchers with a focus on language for teaching technology in preschool. The aim is also to study how teaching can be planned and implemented such that children's opportunities to learn technology interact with the use of technical concepts. The importance of communicating a scientific language and technical words in varied situations has been shown to be important for developing the quality of technology teaching practice as well as the children’s language skills. Language research in preschool contexts is well established, however there are few studies where language and technology are combined. This study is emanating from preschool teachers' own questions about technology and language use in preschool. The project includes 12 preschool teachers, four teacher educators and researchers at a University as well as one researcher employed by a municipality. We present results from the first phase of the project which aims to explore technology content and related concepts that teachers express as relevant in preschool based on their experience. Data was collected by semi-structured qualitative, open interviews that were analyzed using a phenomenographic research approach. Focus is directed toward the technology that teachers associate with an everyday situation in preschool. We identify four qualitatively different ways of experiencing technology including exploring techniques, exploring techniques using artefacts, exploring artefacts as technology, and building and constructing with artefacts. The results also indicate that preschool teachers are aware of the importance of using subject specific concepts, however they express uncertainty about what relevant technology specific concepts are.
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| 8. |
- Demker, Marie, 1960, et al.
(författare)
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Förfinar arbetet mot rasism
- 2015
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Ingår i: Göteborgs-Posten. - 1103-9345. ; :17 juni 2015
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
- Lepp, Margret, 1954, et al.
(författare)
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Dramapedagogik i specialistsjuksköterskeprogrammet med inriktning mot hälso- och sjukvård för barn och ungdomar - studenters lärande om konflikthantering : Dramapedagogik i specialistsjuksköterskeprogrammet
- 2020
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Kunskap om konflikthantering är nödvändig då konflikter kan ha en negativ påverkan på såväl patienter, närstående, studenter och vårdpersonal som hälso- och sjukvårdsorganisation. Föreliggande rapport handlar om att med dramapedagogik stödja studenters lärande om konflikthantering i specialistsjuksköterskeprogrammet med inriktning mot hälso- och sjukvård för barn och ungdomar. Ämnena dramapedagogik, omvårdnad, vårdpedagogik och vårdvetenskap integreras i undervisningen för att stödja studenters lärande om konflikthantering. Rapporten belyser ett undervisningsmoment om konflikthantering med dramapedagogik i kursen Avancerad bedömning och vårdhandlingar vid ohälsa hos barn och ungdomar, (OM5510), 15 hp. Undervisningsmomentet bygger på styrdokument, forskningsresultat som berör dramaövningar, Forumspel och teorier om konflikthantering, från det internationella DRACON projekt (DRAma and CONflict resolution). DRACON har utvecklats och genomförts i Australien, Malaysia och Sverige. Kursen ges i specialistsjuksköterskeprogrammet, en gång per år, vid Göteborgs universitet, Sahlgrenska Akademin, Institutionen för vårdvetenskap och hälsa. Rapporten riktar sig till dramapedagoger och lärare som söker kunskap om hur dramapedagogik kan användas på avancerad utbildningsnivå, som exempelvis i specialistsjuksköterskeutbildning.
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| 10. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Enhancing Quality through Work Integrated Learning and Collaboration Partnership
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 90-91
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- For Sweden to be able to compete in the global economy, our students with a degree from higher education must be ready for a career in working life. Today's work life is facing a major ongoing transformation, characterized by increased complexity, higher specialization, and digitalization. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes (Barnett, 2000; Vallo Hult & Byström, 2021). Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work (Billett, 2014; Islind, Norström, Vallo Hult, & Ramadani Olsson, 2021). For University West, this means that our education programs must be developed in collaboration with industry partners from the surrounding society to provide arelevant and attractive education, which corresponds to the labour market's long-term competence needs. We want our students to develop abilities and skills that enable them to be part of and drive sustainable societal development in practice.Work Integrated Learning (WIL) is University West's overarching profile, based on the concept of advanced knowledge – characterized by complex problem solving – and the mutual acknowledgment of advanced knowledge within the academy and among its partners. What characterizes WIL at University West is that we have developed and refined a combination of different approaches over a long period, including research -based WIL, through fundamental learning concepts such as socio- cultural, critical and action-oriented learning theories. These influences have shaped WIL at University West into a dynamic and academic area of knowledge and subject. In order to achieve a strategic and qualitative development of work-integrated learning, the University West Board decided to WIL-certify all educational programs with a clear sustainability perspective. The quality processis called the WIL certification process. It has now been developed at the university fortwo years.Experience andrefinements are ready to mature into an overall quality framework worth conceptualizing and disseminating to more universities that systematically want to develop WIL as an explicit quality dimension in higher educa tion. The project is still ongoing but have generated some preliminary findings and outcomes from the initial phase. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). The focus of the workshops was placed on capturing the participants understanding and perspectives on WIL as a concept, and to map the conditions for and experiences of conducting WIL in teaching and learning at work. We aim for identifying good (or less good) examples of WIL, what they are, how they are understood and why they are (or are not) important.The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. The quality framework may function as a mediating “support object” between higher education institutions, industry partners, and actors in the surrounding society to promote WIL concepts and experiences in collaboration strategies.
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