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| 2. |
- Jernsand, Eva Maria, 1967, et al.
(författare)
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Tourism memories : a collaborative reflection on inclusion and exclusion
- 2023
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Ingår i: Tourism Recreation Resarch. - : Taylor & Francis. - 0250-8281 .- 2320-0308. ; 48:6, s. 820-830
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to explore how people’s differentiated privileged and marginalised positions in society create instances of inclusion and exclusion in tourism. Eight authors utilised their diverse disciplinary and theoretical bases to engage in individual autoethnography and collaborative reflections of their personal experiences of being tourists and hosts. Through our Western and non-Western, White and non-White experiences, we reveal experiences from a multitude of perspectives, and problematise the dominant White racial frame. The methodology illustrates unquestioned privileges and feelings of discomfort when personally faced with exclusionary practices and creates an understanding of how individuals have different experiences of enchantment and the tourist gaze. The experience of marginalisation is serial and dialectical, which illustrates the complexity of tourism. The paper contributes to an enhanced and multifaceted understanding of tourism experiences and proposes measures to reveal issues of exclusion. Also, the use of autoethnography and collaborative reflection as methodological tools provide opportunities for researchers and practitioners to engage in reflexive conversation on discriminatory practices, and how they hinder certain individuals and groups from enjoying tourism products and services.
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| 3. |
- Presell, Sophie, Doktorand
(författare)
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Lärares arbetsintegrerade lärande (AIL) i samband med implementering av dialogisk matematikundervisning
- 2021
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Ingår i: VILÄR. - 9788409345496 ; , s. 22-23
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Klassrumssamtal är ett forskningsområde som det har skett en ökad kunskap inom, detta på grund av att samtal i klassrummet är betydelsefullt för elevers lärande och förståelse. Lärare upplever det som utmanande att leda dialogisk undervisning som kan stödja elevernas lärande. Forskare i flertal länder har i omfattande studier visat att med stöd kan lärare utveckla sin undervisning till en mer dialogisk sådan. I den här licentiandstudien är studieobjekten klassrumssamtal och lärares lärande, där jag har valt att utföra en kvalitativ aktionsforskning med tre upprepande cykler där två lärare får tillgång till texter om dialogiska klassrumssamtal och samtalsverktyg som de ska använda i sin matematikundervisning. I varje cykel kommer två matematiklektioner videofilmas (en per lärare), därefter ser lärare och forskarstuderande på filmerna och väljer ut 3 sekvenser var som i nästa steg följs av ett videostimulerat reflektionssamtal och sist planeras nya matematiklektioner. Därefter upprepas två liknande cykler, som sammanfattningsvis syftar till att påverka och synliggöra en förändring i lärarnas matematikundervisning – mot en mer dialogisk sådan. På så sätt kan studiens design stödja ett arbetsintegrerat lärande (AIL) för deltagande lärare där de får möjlighet till teoretisk kunskap som tillämpas i verksamheten. För att analysera de videofilmade lektionerna kommer jag använda ett redan utvecklat analysverktyg: SEDA (Scheme for Educational Dialogue Analysis) som innehåller kategoriska koder av kommunikativa handlingar som ska omfatta dialogiska interaktioner där syftet är att tolka dialogiska situationer utifrån sociokulturella och situerade sammanhang. De videostimulerade reflektionssamtalens analysverktyg är ännu inte fastställd, däremot kommer samtlig analys innebära en tematisk sådan för att belysa hur praktikgemenskaper ur ett sociokulturellt perspektiv kan synliggöra lärarnas lärande över tid. Studien syftar till att integrera teori och praktik genom samverkan mellan lärare och forskarstuderande, implementera dialogisk undervisning i matematikämnet och belysa vilken lärarkunskap som uttrycks, och möjligtvis förändras, i undervisning och i reflektionssamtal över tid. Ur detta syfte utkristalliseras följande forskningsfrågor:1. Vilka utmaningar ställs lärare inför när dialogisk undervisning implementeras i matematikämnet?2. Vilken lärarkunskap uttrycks som betydelsefull för att leda dialogisk matematikundervisning?3. Leder implementeringen till förändring i matematikundervisningen, i så fall hur?
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| 4. |
- Rönner, Anna-Clara, et al.
(författare)
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Cough, sneeze, pass it on–pupils’ understanding of infectious diseases in the aftermath of COVID-19
- 2023
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Ingår i: Journal of Biological Education. - : Routledge. - 0021-9266 .- 2157-6009.
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Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children’s understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore Swedish middle school (10-12-year-old) pupils’ understanding of infectious diseases and their perceived sources of knowledge. Data was collected through individual semi-structured interviews with fifteen pupils and analysed by thematic coding. Results revealed a great impact of the pandemic on the respondents’ conceptions. Firstly, their notion of infectious diseases based on their idea of COVID-19 was elusive because COVID-19 can manifest very differently. Secondly, the need to care about oneself and others was recognized. Thirdly, the importance of vaccines was recognized, but vaccines were given different roles. Finally, their understanding of infection seems to originate from informal domains such as the news and the Internet, rather than from biology education. One proposal for biology teaching could be to introduce scientific concepts earlier, to pay more attention to differences and similarities between infectious diseases, and to cooperate with other school subjects.
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| 5. |
- Öman, Anne, 1965, et al.
(författare)
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Similar products different processes : Exploring the orchestration of digital resources in a primary school project
- 2014
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Ingår i: Computers and education. - Oxford : Elsevier BV. - 0360-1315 .- 1873-782X. ; 81, s. 247-258
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Tidskriftsartikel (refereegranskat)abstract
- Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups
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| 7. |
- Schüler, Martin
(författare)
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Human and machine learning
- 2023
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Ingår i: Collection Of Abstracts Nato In The Nordics, August 30-31, 2023. Conference Organized By The Scandinavian Journal Of Military Studies (Sjms) & The Swedish Centre For Studies Of Armed Forces And Society (Csms). - : Swedisch Centre for Studies of Armed Forces and Society; Scandinavian Journal of Military Studies. ; , s. 9-10
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to discuss the potential effects of machine learning and artificial intelligence on military organizations, on a general basis. ChatGPT, has sparked a debate in universities all over the world, and language model software’s are likely to impact how military personnel conduct their work – several officers work on tasks that could benefit from machine learning integration, such as logistics, healthcare, maintenance, intelligence, and others. However, officers will need to develop skills to ask relevant questions to extract information from the algorithm and train the algorithm to process relevant information with sufficient quality. That is, the military organization needs to develop different methods of learning. Exercises, particularly two-sided field exercises with a friendly and a hostile side, now have two additional learners, the friendly and the hostile algorithm. The potential risks of learning faults and errors from exercises are always present, and introducing algorithms increases these risks. Humans learn by facing different situations and Collection of Abstracts NATO in the Nordics10 reflecting on their actions, while algorithms learn by classifying available data. Understanding the learning needs of humans and algorithms has strategic implications.
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| 8. |
- Spante, Maria, 1967
(författare)
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Connected Practice: The Dynamics of Social Interaction in Shared Virtual Environment
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis investigates the phenomenon of social interaction in shared virtual environments (SVEs), supported by virtual reality (VR) systems over time. SVEs are computer generated 3D graphical spaces where geographically distributed people can meet and interact with each other in a graphical space. Although there have been a number of studies about social interaction in SVEs, there has been a lack of research looking into changes over time, which this thesis does.In order to gain more knowledge about social interaction over the longer term, this thesis compares and contrasts four different types of VR systems that supported various SVEs. Two of the systems were internet based SVEs on desktop computers where many users could interact at the same time. One of the SVEs had voice based communication. The other SVE had text based communication. The other two were based in laboratory settings. One setting was networked immersive projection technologies (IPT) in which two participants performed a variety of tasks together. The other was one IPT connected to a desktop VR and participants changed systems half way through the trial in which they collaboratively solved a task together. In both settings voice based communication were used. Observations and other methods of analysis were carried out, focusing on differences and similarities in peoples behaviors in the process of social interaction over time in SVEs.The six papers contained in this thesis explore social interaction over time in shared virtual environments. This thesis argues that technology becomes not only a tool for social interaction; it also becomes a key aspect in social interaction. While the technology filters out some of the social cues we are familiar with from face to face situations, it also ‘filters in’ new cues that become important for how people can connect to each other in the shared virtual environment. Over time, these social cues, that people creates among themselves while using the technology, become essential for people learn about; otherwise they find it difficult to relate to each other and do things together in the shared virtual environments.The more difficulties people have in figuring out how to use the technology while interacting with others, the less they will accept the technology as an appropriate tool for connecting people and doing things together. The reason for this is that social and technical issues can only be separated analytically in shared virtual environments; in practice, as this thesis shows, they are highly intertwined.This thesis puts forward a dynamic model identifying the importance of looking more explicitly at individuals, technology, task and time while studying social interaction in SVEs. In this way, the thesis combines a number of insights both from previous social science theories of social interaction and practices - together with observations from the studies this thesis builds on. The thesis puts forward a concept that includes these insights - connected practice, defined as the dynamics of social interaction in technical systems. This concept can guide future studies to incorporate both technical and social aspects over time since it was shown to be the key to understanding the phenomenon of this thesis. It is finally suggested in the thesis that the concept connected practice can be utilized in other technical systems apart from SVEs in future research of social interaction in technical systems.
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| 9. |
- Svensson, Ann
(författare)
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An Approach for Trust and IS Engagement in Professional-Orientated Work
- 2010
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Ingår i: Proceedings of 16th Americas Conference on Information Systems. ; , s. 1-8
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Konferensbidrag (refereegranskat)abstract
- This paper addresses profession-orientated work and the professionals’ involvement and engagement in design and use of information systems. Two ethnographical studies have been performed within different types of professional organizations. Information systems will reduce the complexity in the professionals’ work, but only if the professionals could trust the usage of information systems. The analysis reveals the importance of the professionals’ engagement in information systems design and use in order to trust the systems integrated in the work.
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