| 1. |
- Lundh Snis, Ulrika, 1970-, et al.
(författare)
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Exploring Tools and Methods for Work-Integrated Learning
- 2002
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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
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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.
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| 2. |
- Willermark, Sara, 1988-
(författare)
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Digital Didaktisk Design : Att utveckla undervisning i och för en digitaliserad skola
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.
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| 3. |
- Vallo Hult, Helena, 1976-, et al.
(författare)
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The Intersection Between Information Systems and Workplace Learning : A Systematic Review and Research Agenda
- 2022
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Ingår i: Proceedings of the 55th Annual Hawaii International Conference on System Sciences. - Washington, DC : IEEE Communications Society. - 9780998133157 ; , s. 5396-5405
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Konferensbidrag (refereegranskat)abstract
- Information Systems (IS) research has extensively studied change in relation to digitalization. However, less attention has been paid to both individual and organizational change from a learning perspective. There is a need for a deeper understanding of how changes are fostered and how and why learning in the circumstances of digital practices occurs. This interdisciplinary systematic review shows how workplace learning has been addressed within IS, bringing together workplace learning theories and the field of IS. The results show that research on the role of knowledge in IS tends to rely on established and conventional theories without explicitly articulating the learning aspects. We call for more IS research that explicitly addresses digital change as learning. This paper provides a research agenda via three research directions for IS researchers interested in work and learning, aiming for a theoretical discussion to advance our field. © 2022 IEEE Computer Society. All rights reserved.
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| 4. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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Work-integrated Learning : Increasing societal impact by decreasing the gap between research and practice
- 2018
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Ingår i: ICERI2018 Proceedings. - : IATED Academy. - 9788409059485
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Konferensbidrag (refereegranskat)abstract
- In this paper we outline models for conducting work-integrated learning research. Our experiences from two decades of doing research in close collaboration with practitioners are presented and discussed. Our main message is that by engaging practitioners in all steps of the research project there is a potential for research outcomes to have high societal impact, and theoretical contribution
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| 5. |
- Hattinger, Monika, 1969-, et al.
(författare)
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Reviewing human-centric themes in intelligent manufacturing research
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 125-127
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the era of Industry 4.0, emergent digital technologies generate profound transformations in the industry toward developing intelligent manufacturing. The technologies included in Industry 4.0 are expected to bring new perspectives to the industry on how manufacturing can integrate new solutions to get maximum output with minimum resource utilization (Kamble et al., 2018). Industry 4.0 technologies create a great impact on production systems and processes, however, affect organizational structures and working life conditions by disrupting employees’ everyday practices and knowledge, in which competence and learning, human interaction, and organizational structures are key. Hence, new digital solutions need to be integrated with work and learning to generate more holistic and sustainable businesses (Carlsson et al., 2021).The core Industry 4.0 technologies are built on cyber-physical systems (CPS), cloud computing, and the Internet of things (IoT) (Kagermann et al., 2013; Zhou et al., 2018). In recent years, an array of additional technologies has been developed further, such as artificial intelligence (AI), big data analytics, augmented and virtual reality (AR/VR), cyber security, robotics, and automation. Industry 4.0 aims to create a potential for faster delivery times, more efficient and automated processes, higher quality, and customized products (Zheng et al., 2021). Hence, the ongoing transformation through the technological shift of production in combination with market demands pushes the industry and its production process.Recent research has substantially contributed to an increased understanding of the technological aspects of Industry 4.0. However, the utilization of technologies is only a part of the complex puzzle making up Industry 4.0 (Kagermann et al., 2013; Zheng et al., 2021). The impact Industry 4.0 technologies and application s have on the industrial context also changes and disrupts existing and traditional work practices (Taylor et al., 2020), management and leadership (Saucedo-Martínez et al., 2018), learning and skills (Tvenge & Martinsen, 2018), and education (Das et al., 2020). This research has shown a growing interest in human-centric aspects of Industry 4.0 (Nahavandi, 2019), i.e., the transformative effects Industry 4.0 has on humans, workplace design, organizational routines, skills, learning, etc. However, these aspects are scarcely considered in-depth. Given this, and from a holistic point of view, there is a need to understand intelligent manufacturing practice from a human-centric perspective, where issues of work practices and learning are integrated, herein refe rred to as industrial work-integrated learning. I-WIL is a research area that particularly pays attention to knowledge production and learning capabilities related to use and development when technology and humans co -exist in industrial work settings (Shahlaei & Lundh Snis, 2022). Even if Industry 4.0 still is relevant for continuous development, a complementary Industry 5.0 has arisen to provide efficiency and productivity as the sole goals to reinforce a sustainable, human-centric, and resilient manufacturing industry (Breque et al., 2021; Nahavandi, 2019).Given this situation, the research question addressed here is: How does state-of-the-art research of Industry 4.0 technologies and applications consider human-centric aspects? A systematic literature review was conducted aiming to identify a future research agenda that emphasizes human-centric aspects of intelligent manufacturing, that will contribute to the field of manufacturing research and practices. This question was based on very few systematic literature reviews, considering Industry 4.0 research incorporating human -centric aspects for developing intelligent manufacturing (Kamble et al., 2018; Zheng et al., 2021). The literature review study was structured by the design of Xiao and Watson’s (2019) methodology consisting of the steps 1) Initial corpus creation, 2) Finalizing corpus, and 3) Analyzing corpus, and we also used a bibliometric approach throughout the search process (Glänzel & Schoepflin, 1999). The keyword selection was categorized into three groups of search terms, “industry 4.0”, “manufacturing”, and “artificial intelligence”, see figure 1. (Not included here)Articles were collected from the meta -databases EBSCOhost, Scopus, Eric, and the database AIS, to quantify the presence of human-centric or human-involved AI approaches in recent manufacturing research. A total of 999 scientific articles were collected and clustered based on a list of application areas to investigate if there is a difference between various areas in which artificial intelligence is used. The application areas are decision -making, digital twin, flexible automation, platformization, predictive maintenance, predictive quality, process optimization, production planning, and quality assessment.Throughout the review process, only articles that included both AI and human -centric aspects were screened and categorized. The final corpus included 386 articles of which only 93 articles were identified as human -centric. These articles were categorized into three themes: 1) organizational change, 2) competence and learning, and 3) human-automation interaction. Theme 1 articles related mostly to the application areas of flexible automation (11), production planning (9), and predictive maintenance (5). Theme 2 concerned the application areas of production planning and quality assessment (7), and process optimization (7).Finally, theme 3 mainly focused on flexible automation (10), digital twin (3), and platformization (3). The rest of the corpus only consisted of one or two articles in related application areas. To conclude, only a few articles were found that reinforce human -centric themes for Industry 4.0 implementations. The literature review identified obstacles and opportu nities that affect manufacturing organizations to reap the benefits of Industry 4.0. Hence, I-WIL is proposed as a research area to inform a new research agenda that captures human and technological integration of Industry 4.0 and to further illuminate human-centric aspects and themes for future sustainable intelligent manufacturing.
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| 6. |
- Herrman, Margaretha, 1950-, et al.
(författare)
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Interprofessionellt samarbete
- 2010. - 1
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Ingår i: Lärande i och för det nya arbetslivet. - Lund : Studentlitteratur. - 9789144070629 ; , s. 191-220
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- 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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| 8. |
- Svensson, Lars, 1963-, et al.
(författare)
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Designing large scale work-integrated e-learning
- 2005
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Ingår i: WSEAS Transactions on Information Science and Applications. - 1790-0832 .- 2224-3402. ; 2:12, s. 2281-2287
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Tidskriftsartikel (refereegranskat)abstract
- Large-scale e-learning initiatives are increasingly becoming an important strategy for organization-wide competence development projects. Such ventures are often primarily motivated by an ambition to cut costs and reduce the time between the identification of an organizational need and the launch of the educational initiative that addresses that need. However, there is a growing body of research that identifies several problems and obstaclesattacted to work-integrated e-learning. This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices.
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| 9. |
- Svensson, Lars, 1963-, et al.
(författare)
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Heterogeneity and situatedness : challenges for work-integrated e-learning
- 2005
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Ingår i: Proceedings of the 5th WSEAS International Conference on Applied Informatics and Communications. - : World Scientific and Engineering Academy and Society (WSEAS). - 9608457351 ; , s. 132-137
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Konferensbidrag (refereegranskat)abstract
- This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and thesituated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogicaldesign approach where technological and pedagogical aspects are closely integrated with the existing and the futurework practices
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| 10. |
- Svensson, Lars, 1963-, et al.
(författare)
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Techno-pedagogical design for work-integrated elearning : Challenges for large-scale projects.
- 2004
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Ingår i: Proceedings of the Third IASTED International Conference on Communications, Internet, and Information Technology. - 0889864470 ; , s. 239-244
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Konferensbidrag (refereegranskat)abstract
- This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with an techno pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices
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