| 1. |
- Einarson, Daniel, et al.
(författare)
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A participatory action research approach to developing assistive technologies for people suffering from cognitive disorders
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Cognitive disorders, such as disorders on the autistic spectrum, Downs’s syndrome, etc. often imply significant constraints on communication between persons suffering from those, and the environment where they act. Meanwhile, governmental propositions on human rights emphasize equality concerning information, where overcoming such interaction challenges should be considered as strongly encouraged. This contribution discusses studies that have been performed towards municipalities, public institutions, and non-profit organizations, in southern Sweden. The studies aim to involve users throughout the development of an innovative concept of communication assistive software technology, by involving multiple types of users, such as: persons with disabilities, personal assistants, teachers for students with special needs, academics, and others. The studies and the resulted findings are discussed in regard to the participatory action research framework.
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| 2. |
- Einarson, Daniel, et al.
(författare)
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A proposal of learning outcomes for work integrated learning based on 2d-evaluation methods
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes. The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations. The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews and discussions will be provided, as well as test cases, and comparisons between the chosen set with the Swedish national framework for education, will be outlined in the purpose of pointing out adaptability in an international context.
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| 3. |
- Einarson, Daniel, et al.
(författare)
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Addressing integrated learning through project-based courses : five years of improvements
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Project-based educational forms are at the core of the CDIO concept, where students should be trained in contexts of complex enough tasks to prepare for the complexity of industry projects. Besides from fulfilling a project in itself, CDIO points out the importance of achieving integrated learning skills, including personal and interpersonal skills (CDIO Syllabus sections 2 and 3), where those are desired to meet the challenges of the working processes. Projects in education moreover correspond to active learning, where students are encouraged to learn through solving the problems required to fulfill the goals of a project. Being active in the process of completing a project, does not only imply disciplinary training, but also training in achieving generic skills, such as experimentation, knowledge discovery, system thinking, teamwork, and communication. All in all, a conclusion is that student activities in project-based teaching and learning relate to all four sections of the CDIO Syllabus, and hence active learning will here contribute to integrated learning. Thus, activating students in project-based courses should have several positive values. However, experiences show that one problem in project-based courses is that of activating a major part of a student group. Here, a common pattern is that some students are not contributing enough, resulting in other students covering up for them, or risking the whole project. Therefore, teaching efforts should be put on finding ways to widen the group of active students. The project-based course Software Engineering 2, at Kristianstad University, Sweden, has undergone several years of improvements in order to, on one hand reduce the number of passive students, and on the other hand increase values of generic skills from the CDIO Syllabus. This paper will present development steps of that course. Methods, where some have been inspired from the Software Engineering industry, will be covered, and results of using those will be provided. A major result is that of increasing values of integrated learning, where this in itself contributes to the core of CDIO.
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| 4. |
- Einarson, Daniel, et al.
(författare)
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Approaching work integrated learning through learning outcomes and evaluations
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The core of CDIO addresses criticism from engineering industry according engineering education having too much focus on theoretical training. Here, practice, and especially integrating theory and practice, has had a peripheral role implying students not being well enough prepared for the complexity of industry’s real world problems and solutions. CDIO aims to meet that criticism through especially illuminating on project based educational forms, where sections of the, so called, CDIO Syllabus point out desired knowledge and skills that are needed to fulfil complex enough projects in engineering education. That approach not only prepares students in appropriate ways for the benefits of industry, but also increases their value of being employable. CDIO does not explicitly point out industry close work placement in education, neither in the CDIO syllabus, nor in the CDIO Standards. Still, many universities strive after work integrated learning, in purposes of, e.g., employability, and real world preparation. Experiences show problems in work integrated learning due to several reasons, such as, establishing sustainable academy–industry contacts, strategies for project ownership and IPR (Intellectual Property Rights), and guarantees according fulfillment of academic requirements on learning outcomes. The concept of Demola relates to a platform for collaborations between academy and industry with focus on multi-disciplinary student projects. Especially, focus is on innovation, where industry may experiment with new ideas at low cost. Demola has proved itself to be a successful approach, with developed templates for student-industry contracts, and process models. Still, to be an attractive choice for work integrated learning, the Demola approach also has to be clear with respect to academic contexts of courses’ learning outcomes, and course evaluations. The aim of this contribution is to point out a set of learning outcomes in a purpose of clarifying on such set being an inherent part of Demola. That set, which is based on CDIO Syllabus, shall map towards a tool for evaluations, where the two-dimensional multi-valued tool ZEFsurvey, is chosen. Overviews, case studies, and discussions will be provided, where one purpose is to point out the adaptability of Demola in an international context.
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| 5. |
- Einarson, Daniel, et al.
(författare)
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Learning Structures of CDIO Based Projects in Contexts of Demola
- 2015
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Ingår i: US-China Education Review. A. - 2161-623X. ; 5:11, s. 755-763
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Tidskriftsartikel (refereegranskat)abstract
- Academia plays a main role in knowledge discovery and dissemination of knowledge. Amongst the fundamental reasons behind university education lies preparing students to use and contribute with that knowledge within contexts of industry, as well as society in large. We here see three types of actors, i.e., universities, students, and industry, which by several reasons all are gained by close cooperation already in university education. Quite often though we see a gap between education and possible student recruitment. Here, the value of being employable increases through work-based projects supported by education. Even though we can see willingness according such kind of cooperation from both academia and industry, experiences show that there are barriers towards actually implementing this. That may in turn depend on common lack of knowledge on how to establish university-industry connections, and how to negotiate on student involvement, ownership of work, etc.. Conclusions therefore show a need for an established organization that mediates between academia and industry, and that have well-developed structures for project workflow, project result ownership, etc.. Demola may here have that role as an award-winning platform for industry-driven projects with focus on students. Demola provides a win-win-win relationship between university, students, and industry, and has clear structures for cooperation between those. Experiences have shown that Demola is promising as a mediator, as well as a provider of multi-disciplinary industry close projects, where those may be plugged into educational programs in suitable ways. This contribution will provide an overview of Demola as a platform for industry close student projects. Demola may furthermore be used as a platform for research projects. Experiences will here be covered as a concrete example on a Demola student project. Moreover, learning outcomes in contexts of Conceiving-Designing-Implementing-Operating (CDIO) Syllabus, evaluations, and corresponding CDIO Standards, will be presented.
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| 6. |
- Einarson, Daniel, et al.
(författare)
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The Active Ageing approach to quality of life for elderly people through order and distribution chains
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- An important aspect of elderly people's habits can be connected to food and meal. To be able to make your own choices according good, and healthy food, even in situations of high age, and functional disabilities adds to quality of life. This contribution covers outcomes of the Active Ageing project, dealing with studies of elderly people's food situation, to be able to find suitable computer based support systems in order to provide appropriate food. Especially, background investigations will be covered, and prototype support systems will be outlined.
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| 7. |
- Pajalic, Zada, et al.
(författare)
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Computer-based training program for health- and acre professionals involved in breastfeeding support, an intervention project that involve decision makers, professionals and care users
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There is an urgent need to facilitate the development of more effective breastfeeding support strategies. The desired research will focus on knowledge-based service innovation that include intervention in form of computer-based training program aimed for training of health and care professionals involved in breastfeeding support. The intervention in the proposed study will contribute to more effective adoption of new knowledge in healthcare organisations. Further, the proposed project will be organised as an interdisciplinary and crosswise sectorial collaboration and will be customized at a national and international level, by involving decision-makers, researchers, health care professionals and care users. Ambition with this project is to contribute to increased breastfeeding frequency by increasing competence in professional support in related healthcare services and midwife education program. There is also an urgent need for evidence based technical solutions as a professional support for the professionalsto more effectively implement new research in practice. This project will contribute health care with high quality and resource use. The overall aim for the project is to implement and evaluate new innovative solutions in order to improve long-term strategies for professional support and quality of care, related to knowledge-based breastfeeding support. The design method for the project is longitudinal randomized controlled intervention trial. The intervention will be computer-based training education program developed in collaboration with decision-makers, professionals and researchers. Data will be gained before and after intervention by using: Breastfeeding attitudes among counselling health professionals (An instrument based on WHO standards was developed to measure breastfeeding attitudes), Mother-to-infant Relation and Feelings (MIRF) scale and Mother-Perceived-Professional-Professional support (MoPPS) scale. For successful intervention, it is important that decision-makers are involved in the researchprocess, so that suggested changes can be possible if they actively participate and encourage the project as well as the adoption of research results in practice. Involvement of stakeholders in the research demand facilitation of the research process. This can enable cooperation by using project management techniques as co-counselling and clinical reflection. The outcome of the project will be multiple may be placed in a regional, national, international or global context. Firstly, the project will contribute to development of knowledge-based professionals’ competence with focus on to support breastfeeding from first breastfeeding time, to minimise usage of infant formula during first week of life, longer exclusive- and predominant breastfeeding and stronger connection between mother and child. This topic will fit with theme Nutrition and Lactation.
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| 8. |
- Pajalic, Zada, et al.
(författare)
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What are the disadvantages of having a foreign background as a female academic and working at a university in Europe?
- 2023
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Ingår i: Social Sciences & Humanities Open. - : Elsevier. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. The Bologna Declaration has enabled the cross-border exchange of academic staff within Europe. Female academics represent an essential and steadily growing group within academia; they are occupying desirable academic positions at unprecedented rates. For women, building their teaching and scientific career at another university is associated with both privileges and challenges. The main goal of this project was to explore foreign female academics’ experiences working at universities in Europe. Methodology, this study had a qualitative design. Twelve female academics with a foreign background participated in the study. Data were collected via a digital workshop and analysed using the story dialogue method. The results show that the participants have faced daily challenges in the form of discrimination, bullying, and injustice regarding their personal, pedagogical, and research skills. All participants emphasized the importance of a structured introduction to a new country and university with a designated mentor. To retain female foreign academics who are an important scientific resource European universities, as employers, must develop and implement clear guidelines for a good, welcoming working environment.
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| 9. |
- Pajalic, Zada, et al.
(författare)
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Women's education and profession midwifery in Nordic countries
- 2019
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Ingår i: Journal of Health Sciences. - : University of Sarajevo Faculty of Health Sciences. - 2232-7576 .- 1986-8049. ; 9:3, s. 127-135
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Forskningsöversikt (refereegranskat)abstract
- Introduction: Help at birth is one of the historically oldest volunteers supports that a woman has offered to another woman. One of the reasons for high maternal and infant mortality was identified as a lack of basic medical knowledge among the woman who helped during birth and this required immediate action to secure the survival of nations. When the Church and government made demands for education and professional license, the voluntary help at birth transformed into an educated and paid profession for women. The study aimed to describe the evolution of women’s education and the midwifery profession in Nordic countries from the 1600s until today. Methods: Historical and contemporary documents, research and grey literature, are drawn together to provide a historical description of the midwifery professional development and education in Nordic countries. Results: In the Nordic countries, governments from the 1600s had significant problems with high maternal and infant mortality. Most vulnerable were unmarried women and their children. To change the trend, northern countries had been inspired by France, Holland, England, and Germany, which had introduced education and a professional license for midwives. The targeted and systematic investment in midwifery education, followed by industrialization and welfare development in Nordic countries, has resulted in one of the highest survival rates for mothers and infants in the world today. In parallel with this, it has created the first female paid profession in history. Today, midwifery education is at the university level in all Nordic countries, and the certified midwife is responsible for pre- and post-natal care and normal birth. In Sweden, Norway, and Iceland, the midwife’s responsibility also includes contraception counseling and prescription of drugs for birth control purposes. Conclusions: The education and professional licenses have contributed to a progressively improved care of birth women and infants. The professional and licensed midwife is positioned in society as an essential player in the current development of pre- and post-natal care. Furthermore, the graduated and licensed midwife positioned herself as the first paid professional female profession in modern history.
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| 10. |
- Saplacan, Diana
(författare)
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A study-case on a project course : seminars, project, feedback and reflections in the context of a student's active learning
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper presents a case-study at Kristianstad University, with the focus on the Software Engineering project based course, given on the second academic year of the programmes within computer science. This paper discusses the course design with regard to two main parts of the course: seminars and project, and how those were organized in order to facilitate student’s active learning. The active learning here is focusing on several main factors: course design, course design and its relation to the programme, academic loop (i.e. academic loop is part of a couple of selected courses that develop student’s academical skills), seminars forms, individual feedback and course feedback, as well as documented reflections on project work. More in deep, the paper presents examples on the pedagogical findings when it comes to seminars organization and how the changes made in the course helped to an increased student active learning. Such information includes: best practice on course design, best practice on seminars exercises, and project work. The results presented are empirical and are based on observations, as well as on a formal and informal feedback. Moreover, the paper addresses also the theme of the importance of feedback in students’ active learning. Here, feedback is discussed in terms of: student-course instructor feedback, course instructor-student feedback, individual vs. group feedback, and peer-review. Finally, the paper shows reflections on a two dimensional (2D) survey where the results from 2015 and 2016 are compared and discussed, in order to suggest further improvements for an increased student active learning.
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