| 1. |
- Andersson, Mikael, et al.
(författare)
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Implications of the Work Integrated Learning (WIL) certification at University West : An updated model for classifying pedagogical activities that promotes WIL
- 2021
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Ingår i: VILÄR. - Trollhättan : Högskolan Väst. - 9789189325036 ; , s. 24-24
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During the last year more programs went through the formal process of WIL-certification at University West. The programs included in this presentation are 3d-animation and visualization, Digital Media and Systems development – IT and society. An early step when preparing for the certification was to identify activities and pedagogical ideas, utilized by staff and considered to promote and achieve a WIL space. As the number of activities identified grew in number the need for a model or classification of work integrated education (WIE) became apparent. There are some possible classifications suggested but they were not covering all aspects and forms of the programs. At the end a modified or updated classification based on the work of Hedlund & Svensson (2005) became the solutionThe aim for this presentation is to discuss identified forms of work integrated education (WIE) through examples from actual courses and a modified framework for classification.
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| 2. |
- de Blanche, Andreas, 1975-, et al.
(författare)
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Artificial and human aspects of Industry 4.0: an industrial work-integrated-learning research agenda
- 2021
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Ingår i: VILÄR. - 9789189325036
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The manufacturing industry is currently under extreme pressure to transform their organizations and competencies to reap the benefits of industry 4.0. The main driver for industry 4.0 is digitalization with disruptive technologies such as artificial intelligence, machine learning, internet of things, digital platforms, etc. Industrial applications and research studies have shown promising results, but they rarely involve a human-centric perspective. Given this, we argue there is a lack of knowledge on how disruptive technologies take part in human decision-making and learning practices, and to what extent disruptive technologies may support both employees and organizations to “learn”. In recent research the importance and need of including a human-centric perspective in industry 4.0 is raised including a human learning and decision-making approach. Hence, disruptive technologies, by themselves, no longer consider to solve the actual problems.Considering the richness of this topic, we propose an industrial work-integrated-learning research agenda to illuminate a human-centric perspective in Industry 4.0. This work-in-progress literature review aims to provide a research agenda on what and how application areas are covered in earlier research. Furthermore, the review identifies obstacles and opportunities that may affect manufacturing to reap the benefits of Industry 4.0. As part of the research, several inter-disciplinary areas are identified, in which industrial work-integrated-learning should be considered to enhance the design, implementation, and use of Industry 4.0 technologies. In conclusion, this study proposes a research agenda aimed at furthering research on how industrial digitalization can approach human and artificial intelligence through industrial work-integrated-learning for a future digitalized manufacturing.
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| 3. |
- Febring, Linda
(författare)
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Work-integrated language learning (WILL) in context
- 2021
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Ingår i: VILÄR. - 9789189325036
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Work-integrated-learning (WIL) can be seen as an umbrella term for educational programs that integrate academic and workplace knowledge. In Sweden, migrants study Swedish for immigrants (SFI) to learn the language, which may (but must not) be integrated or combined with vocational training. The context for this study is SFI combined with vocational training. In a first interview study, six SFI programs integrated with vocational training was investigated, using the boundary crossing concepts, as outlined by Akkerman and Bakker as a theoretical framework. The results show that there are three boundaries, and the boundary crossing phenomena taking place in are: boundary crosser, boundary object, boundary interaction and boundary practice. An example of a boundary object, for example, is a photo, taken during the vocational lesson and used in the writing of a text in the Swedish subject. In a second study, this is to be investigate further by doing an ethnographic study, focusing on how the boundary crossing in one specific SFI program integrated with vocational training (for example, the health care program) manifests itself. The purpose of the second study is to find out how the boundary crossing of an SFI program integrated with vocational training is manifested.My research questions for the second study are: 1. What types of boundary crossing are apparent in the integration of the sfi-lessons, the vocational lessons, and the practice, in the studied program?2. How does boundary crossing take place? 3. In what ways might boundary crossing facilitate students’ learning in the investigated program?The data-collection of the study is supposed to start in January, and to answer the research questions, the observations will be captured by video recordings and field notes as well as semi-structured interviews.
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| 4. |
- Loconsole, Annabella, et al.
(författare)
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Comparing the CDIO educational framework with University West’s WIL certification: do they complement each other?
- 2021
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Ingår i: VILÄR. - 9789189325036 ; , s. 15-16
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Higher education institutions (HEIs) need to continuously improve their quality to prepare the students to the society of the 21st Century. They need to develop efficient ways of collaborating with various partners in the surrounding community. Close ties with business and industry, and diversity among staff and students are necessary, especially within engineering education. An engineering degree should prepare students to develop a wide range of knowledge and skills. These range from technical, scientific, and mathematical knowledge but also soft skills such as teamwork, business skills and critical analysis, which are also central sustainability competences. It is vital that learning for engineers takes place in the context of authentic engineering problems and processes to develop these skills and to put theory into practice. Several initiatives focused on incorporating these skills in higher education exists. CDIO (Conceive, Design, Implement, Operate) is one of the most prominent initiatives within engineering education. CDIO targets the typical tasks an engineer performs when bringing new systems, products and services to the market or the society. The CDIO initiative was created to strengthen active and problem-based learning and improving students' communication and professional skills. CDIO focus on improving practical and work-related skills to better prepare engineering students for their future professional life.University West employs another initiative, Arbetsintegrerat lärande (AIL), which “roughly” translates to Work Integrated Learning (WIL). WIL shares much of the same philosophy as CDIO. All programs at University West are currently undergoing an AIL-certification process. For engineering programs, that have been working with CDIO, it is interesting to compare them. It is currently unclear how they differ. In this study we compare the CDIO educational framework with the WIL-certification through a series of workshops to identify in which areas they overlap and which areas they differ. Would a program that has adopted the CDIO educational framework automatically fulfill the WIL-certification?
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| 5. |
- Olsson, Anna Karin, 1966-, et al.
(författare)
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Collaboration for Learning - Industrial PhD-students in the Intersection of Academia and Work-life
- 2021
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Ingår i: VILÄR. - 9789189325036 ; , s. 7-8
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Contemporary societal issues often call for the inclusion of many perspectives and competences hence there is a demand for increased academia-society collaboration in order to generate learning, new knowledge, and dissemination of research findings. Academia needs to apply collaboration for learning within a broad spectrum of contexts. Interaction with society and practice are of crucial importance for universities today. University West in Sweden has a profile area in work-integrated learning (WIL) to address issues on integrating theory and practice in all levels of higher education. An under-researched field of academia-society collaboration is here explored revealing the perspectives of industrial PhD- students. The aim of this study is hence to apply a WIL approach to explore the perspectives of Industrial PhD-students on collaborative learning acting in the intersection of academia and work-life. Industrial PhD-students are fully employed by industry during their PhD education. Accordingly, the industrial PhD students are at the same time involved in both academia and industry, with the same academic demands as traditionally enrolled academic PhD students combined with demands and expectations from their industrial employers. Qualitative methods were applied. All industrial PhD-students across disciplines at University West (in total 21) were invited to participate in semi-structured interviews. Findings expose insights that industrial PhD-students are acting as key stakeholders in academia and society embodying the collaboration for learning between practice and university. However, this kind of collaboration for learning covers both benefits and challenges to be aware of as prerequisites for work-integrated learning in academia as well as in industry. Some implications to point out are that the industrial PhD-students are spanning boundaries between academia and industry bringing forth access to networks, and empirical data. Furthermore, the results implicate that industrial PhD-students have continuous opportunities for validation and testing of empirical results and models in industry. To conclude this study also contributes to broaden the WIL concept to also include the category of industrial PhD education. Further studies will also include the perspectives on the industry of this kind of collaboration.
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