| 1. |
- 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 Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first.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.
|
|
| 2. |
- Billett, Stephen, et al.
(författare)
-
Alternatives To Supervised Placements : Work Integrated Education In Action: editorial board
- 2023
-
Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- When work integrated education (WIE) is discussed, the archetypal examples of supervised placements for medical, nursing, physiotherapy, and teacher education students are usually referenced. They comprise students engaging in authentic work activities and interactions, closely supervised by qualified and more experienced practitioners. Ideally, those supervisors identify and select students’ work activities and support and guide their engagement and learning. These arrangements often arise from long-standing occupational traditions of care and responsibility towards patients and students and have legislated arrangements demanding such supervision.However, for many occupations such traditions do not exist and, where they exist, placements are less structured. Moreover, the ability to provide placements are restricted by the size of the enterprise, the work undertaken and/or the number of students seeking these experiences. One deputy vice chancellor quipped “how can I provide supervised placements for 1500 undergraduate business students each semester?”. A good question.So, in seeking to provide WIE experiences across all occupational fields, it is not possible for many of the courses in which our students are enrolled. The educational challenge is, therefore, to identify how these students can come to experience, engage, and develop occupational understandings, procedures and dispositions (i.e., to think and act like practitioners). Hence, we need to find alternatives to provide these experiences. In the response to the quip above, it was suggested, for instance, that most undergraduate students engage in paid part-time work that provide experiences to assist understand many aspects of business practices. That is, processes of recruitment, supervision, customer interaction, stock provisions and organisation, financial processes and supervision. Engaging students in sharing, comparing and critiquing these work experiences, can secure insights from peers’ experiences and provide access to students who do not work part-time.Such alternatives might include students being workplace visitors able to observe and engage in some tasks, or interviewing practitioners to understand what constitutes their work, and is central to its enactment. Law students might attend court proceedings to understand those processes, finance students engaging in auditing of not-for-profit organisations’ accounts, or projects required the kinds of thinking and acting of practitioners. This kind of approach has been long rehearsed within faculties of engineering, creative arts etc. So, we can identify and use these kinds of experiences. But what if the students are dispersed around the world? The web based “Webmaster” program at University West faced this problem. Moreover, these students are in different stages of life, often having to balance work, family and study commitments. We have found that providing these students with glimpses of work practices offers an alternative to workplace visits.Moreover, the field of “web” is marked by openness and sharing, and videos on, for example, YouTube providing insights into workplace activities are abundant. A search for “A day in the life of an UX designer”, for instance, generates hundreds of video suggestions and in courses relating to that topic, students are provided with a list to view and then engage in discussions about them. Through using these kinds of materials, students gain insights into different work practices. Other alternatives have included engaging business representatives as guest lecturers, but with our students located across time zones this can be an option that is time-restricted. A “flipped” guest lecture or workshop is provided to campus-based students, and “re-enacted” by students in the Webmaster program, supervised by teachers.Moreover, as occupational practices are increasingly mediated by and through electronic technology, the need to engage in the physical and social environment of workplaces becomes less important. Alternatives not requiring physical presence in work sites can ease the demand on employers. The key consideration is, instead, for students to gaining access to and engage in the kinds of thinking and acting required for electronically-mediated work activities and interactions. In such contexts, supervised placements are not feasible and less applicable as an effective WIE approach, because future work environments are not necessarily place-based.The challenge we face includes preparing students for diverse work contexts. Remote work, nomadic work practices and gig-based work are becoming common, and these may or may not represent possible future work contexts for our students. We also aim to explore different forms of “one-to-many” engagements (Dean & Campbell, 2020), where, for example, enterprises can provide video-challenges, i.e., examples of problems they are currently facing, and engage groups of students in seeking to respond to these problems, while being supervised by teachers.Such short bursts of intense and focused WIE would benefit both our students and partner enterprises and serve to strengthen student employability.
|
|
| 3. |
- Herrman, Margaretha, 1950-, et al.
(författare)
-
Interprofessionellt samarbete
- 2010. - 1
-
Ingår i: Lärande i och för det nya arbetslivet. - Lund : Studentlitteratur. - 9789144070629 ; , s. 191-220
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
-
Exploring Tools and Methods for Work-Integrated Learning
- 2002
-
Ingår i: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. - : Association for the Advancement of Computing in Education (AACE). - 9781880094464 ; , s. 2234-2237
-
Konferensbidrag (refereegranskat)abstract
- Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.
|
|
| 5. |
|
|
| 6. |
- Nilsson, Stefan, 1975-, et al.
(författare)
-
The challenges and opportunities incorporation work-integrated learning in online higher education
- 2023
-
Ingår i: EDULEARN23 Proceedings. - : iated Digital Library. - 9788409521517 ; , s. 4091-4096
-
Konferensbidrag (refereegranskat)abstract
- This paper discusses the challenges and opportunities of applying a Work-integrated learning (WIL) perspective to distance learning programs in higher education. More specifically, it disseminates the Work-integrated education (WIE) elements incorporated in the 2-year program ”Webmaster” at University West, Sweden, with about 100 students each year.The program consists of two main themes, web programming and graphic- and user experience (UX) design, respectively. A majority of the students live in Sweden, but about 10 percent live abroad. With so many students dispersed around the world, more traditional placement-based WIE activities, such as internships, are challenging to accommodate. Other challenges are that the students are in different stages of life, often having to balance work, family, and study commitments (cf. Dean et al., 2020; Dean & Campbell, 2020). Another factor to consider when implementing WIE activities is that for these students, placement-based WIL is not necessarily preparing them for a future in the web industry. While more traditional work settings are common, more novel forms of work, such as work-from-home, nomadic work practices, and gig-based work, are increasingly common. Hence, a traditional placement-based WIE activity would not suffice to prepare students for work in the industry.So, given the heterogenic nature of the student group regarding their demographics, their purpose and ambitions, physical location and uncertain future work contexts, taking in a WIL perspective is challenging at the same time as it is presenting us with the opportunity to explore alternative non-placement forms of WIL.In this paper we explore the students’ attitudes towards and impressions of the implementation of three forms of non-placement WIL:i) ”WIL glimpses” features a series of curated (by the lecturer) resources already freely and readily available on the internet, in which people in the industry share glimpses from their workdays,ii) ”follow-along workshops” in which we have contracted experienced guest lecturers to conduct workshops with students on campus-based courses and filmed these sessions for use as follow-along workshops for the online students,iii) a series of ”Alumni interviews”, where former students are interviewed about their careers after graduating, the process of obtaining an income in the industry, their typical workday, and what competencies are sought after in the industry.The findings suggests that, despite none of these elements being mandatory in the various courses in the program, they are appreciated by the students as well as by the guest lecturers and alumni that take part. Thus, the elements contribute to the students’ readiness (Billet, n.d.).Taken together, the three elements of WIL provide not only opportunities to incorporate non-placement WIE activities in the program. They have also proved to be a re-usable educational resource, and as such highly valued by the lecturers involved in the program. Hence, we suggest that an innovative way to incorporate WIL in an online education is to offer a series of non-placement glimpses that represents the industry perspectives.
|
|
| 7. |
|
|
