| 1. |
- Fransson, Göran, 1968-, et al.
(författare)
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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
- 2018
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Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
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| 2. |
- 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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| 3. |
- Bernhardsson, Lennarth, 1954-
(författare)
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An Eye for an I : Focus on integration in WIL
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This licentiate thesis describes the development and change of forms within a course with a focus on Work-Integrated Learning (WIL). For several years I have been responsible for a course and at the same time author of the syllabus for the course and seen how weak the integration is, and how it is perceived by the students, between theoretical knowledge and the practical work during an internship period. This has resulted in two interventions and processing of the syllabus and above all the methods and pedagogy used for the implementation of the course.In the beginning, the internship period contained four presentation seminars where the result was only a joint listening to the other students' stories and presentations. This resulted in a discussion and conceptual paper that focused on the importance of integration and how this can be made visible. The first change in curricula was inspired by Flipped Classroom, where students had to submit their narratives in advance in an online shared document. Prior to the seminar, it was assumed that they would then read each other's text and reflect on similarities and differences in experiences and learning in the workplace where they had their internship period. This resulted in a more reflective conversation during the seminars which can be called Peer Reflections where the conversation was always based on previous reflections and each other's thoughts.The second intervention was carried out in implementation at the same time as it was to be compared with the student's experiences of seminars in a control group that carried out a similar course structure with presentation and examining seminars. The change was inspired by a model from Australia that they call Huddles. This is a concluding seminar as a briefing of the practice. The issues that are discussed are carefully selected in collaboration with the students and have a clear anchoring in their experiences during the practice. The change, which was then implemented, after inspiration from Huddles in one group, with as before four seminars during the internship with carefully selected themes. At the same time, I was inspired by models for evaluating differences in teaching when technology is introduced, such as the SAMR model (substitution, augmentation, modification, and redefinition) and how this could be seen as a form of progression if technology was changed to AIL. The SOLO taxonomy was also the inspiration for describing the assignments and themes before each seminar.The research questions presented in this licentiate thesis focus on the students' experiences of how these changes contribute to a better understanding of the integration of what is taught at the university in the form of theory and the practical knowledge they learned in the internship.Qualitative data collection has taken place through observations and focus groups in both the group where changes have been implemented and in the group that conducted accounting and examining seminars. The results show that the integration in the students' understanding of theory and practice increases. They also experience a progression in their reflections and the seminars, while the students in the control group experience their seminars as scattered and they do not contribute to any knowledge development.The licentiate thesis also contributes to considering WIL as a complex concept with different areas of responsibility. The university teaches on the theoretical side, Work-Integrated Education (WIE) while on the other side of the dichotomy theory and practice where students are largely responsible for Workplace learning (WPL). Between these, several different activities can be carried out, including Huddles, which can be described as work-based learning (WBL). The university can contribute to these activities with, for example, simulations, the teaching of relevant software used by companies and organizations in the field. Workplaces can also contribute with concrete assignments in the form of various projects that the students are allowed to carry out or perhaps with guest lectures and concrete cases. Seeing WIL as an umbrella covering different forms of activities with different organizational responsibilities can make it easier to see the importance of the different activities and these can be integrated. WIL is not only WIE.In addition to the view that AIL is an umbrella concept with several different types of activities, ideas are also given on how Huddles can be introduced as a pedagogical method and how progression can be developed within Work-integrated Education and Learning with inspiration from different models.
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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. |
- 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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| 6. |
- 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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| 7. |
- 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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| 8. |
- Svensson, Lars, 1963-, et al.
(författare)
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Towards excellence in flexible education : Identifying challenges for the digital university
- 2019
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Ingår i: ICERI2019 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409147557 ; , s. 3223-3223
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Konferensbidrag (refereegranskat)abstract
- The research presented in this paper draws on data from the early phases of a unique development program at a Scandinavian University. In 2018, the University launched an ambitious program aiming at preparing all courses and programs for flexible mode of delivery. After an internal process, 13 projects were selected and funded. The authors of this paper were chosen as evaluators of the program.So far, the evaluation is based on two sources of data:(i) document analysis of the project applications, and (ii) Status reports from June 2019 indicating the progress and the inter-project cooperation.Each project have been classified with respect to – Pedagogical innovation, Technological maturity, Work integrated Learning, and Strategies for diffusion of results. The results indicate that early barriers to the digitalization program involves Development of a joint infrastructure, Lack of resources for techno-pedagogical support, Organizational routines for admission of distance education students, and Lack of innovation with respect to secure and fair assessment via distance.
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| 9. |
- Algers, Anne, et al.
(författare)
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Work-based learning through negotiated projects : Exploring learning at the boundary
- 2016
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Ingår i: Higher Education, Skills and Work-based Learning. - 2042-3896 .- 2042-390X. ; 6:1, s. 2-19
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Tidskriftsartikel (refereegranskat)abstract
- PurposeMore collaborative and open learning models are suggested as part of the paradigm shift in the way knowledge is produced, distributed and used. This paper aims to explore a work-based learning model, based on systemic negotiations between actors from the three parties: The academy, the industry and the students. The purpose is to investigate how teachers, supervisors and students value negotiated work-based learning as a boundary activity and to enhance the understanding of the learning potential at the boundary.Design/methodology/approachActivity theory is used as a lens to analyse the results from a survey to the three stakeholder groups and interviews of students. The four learning mechanisms are used to explore learning at the boundary between the two activity systems.FindingsDiversity and mobility in education and work addressed by the notion of boundary crossing are associated with both challenges and a learning potential. There is a constant dynamic between structure and agency, where structure, the negotiated model, influence the individual agency. When gradually removing scaffolding students can as boundary crossers engage behaviourally, emotionally, and cognitively and have agency to handle contradictions at a local level. However, they did not seem to prioritize both systems equally but instead they were gradually socialised into the activity system of the industry.Originality/valueWhen work-based learning is framed by a negotiated partnership it can manage and customize inherent conflicts of interest and enhance individual learning opportunities at the boundary and can be conceptualized as an open learning practice.
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| 10. |
- Svensson, Lars, 1963-, et al.
(författare)
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E-quality in infrastructures for learning in higher education
- 2017
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Ingår i: ICERI2017 Proceedings. - Sevilla : IATED. - 9788469769577 ; , s. 408-413
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Konferensbidrag (refereegranskat)abstract
- Higher Education has through the last decades been increasingly dependent on digital infrastructures (e.g. Svensson, 2002a; Guribye, 2005). The first generations of learning management systems (LMS) was originally designed to support distance education but quickly became the de-facto standard for supporting and developing also the practices of campus-based higher education. In this development we have noticed a tension between the desire to design closed LMS's that aims at providing "all-inclusive-support" for university education and more open and flexible solutions that support open infrastructures for personal learning. Consequently, it is time to re-visit the questions on what constitute the central values of a contemporary LMS seamlessly integrated with open digital infrastructures for learning. In an exploratory study in a Scandinavian University, a series of workshops and focus-group interviews with central informants from faculty as well as representatives from administrative support has addressed the issue of "E-Quality" in higher education. The result indicate that a set of inter-related core values should be stressed. These are briefly outlined below as principles for a framework of e-quality in higher education. (i) The principle of open participationAn LMS should support flexible integration of Open Educational resources (OERs) provided by an open community. Furthermore, the system should invite open access for participants from the surrounding society (i.e. practitioners, students from other universities, and relevant special interest groups) (Berhardsson et al., 2017)(ii) The principle of collaborative creation An LMS should embrace the notion of students as co-producers of instruction, content and learning outcomes. In particular, it should support collaborative authoring and peer-to-peer sharing.(iii) The principle of data-driven developmentA central aspect is the ability to personalize the support for each individual participant, which could be addresses quantitatively through learning analytics (Vallo Hult et al., 2017) and qualitatively through the use of e-portfolios and study diaries.(iv) The principle of work-integrated learningFinally, all priciples should be aligned to support an overarching goal of reducing the borders between studies in higher education, the introduction to a professional career, and the lifelong learning required to develop professionally (Svensson 2004).Further research will shed further light on the validity and the reliability of these principles, and set the path towards a nascent design theory for E-Quality in Digital Infrastructures for learning in Higher Education.
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