| 1. |
- Wallerstedt, Cecilia, 1976, et al.
(författare)
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Socioculturally-informed Interaction Analysis (SIA): Methodology and theoretical and empirical contributions of an emerging research program in early childhood education
- 2022
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Ingår i: International Research in Early Childhood Education. - 1838-0689. ; 12:1, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Over the last decade, a Swedish research group has conducted several empirical studiesin the field of Early Childhood Education (ECE). These studies are examples of what is sometimes referred to as practice-based studies, and they are often conducted in collaboration with ECE personnel. In this meta-study, we review 37 publications from the research group to highlight key contributions in terms of methodological issues or challenges identified,as well as empirical findings and theoretical developments. We argue that these studies constitute an emerging research program, termed Socioculturally-informed Interaction Analysis(SIA). Key aspects of SIA are:examining learning as a process, using recordings to avoid bias, considering pragmatic validity when working with transcriptions, making claims closely aligned with what is studied (ecological validity), and viewing context as an analytical rather than as a descriptive concept,and generalising at a conceptual level, which affords empirical generalisation.
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| 2. |
- Lundin, Mona, 1976, et al.
(författare)
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Learning the discourse of quality assurance: a case of workplace learning in online in-service training.
- 2016
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Ingår i: Journal of Workplace Learning. - 1366-5626. ; 28:3, s. 98-114
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – In this study, online in-service training for people employed in the food production industry is scrutinized. The purpose of this study is to analyse how the participants adapt to such online environments in terms of the kind of discussions they establish. The more specific interest relates to how the participants discuss current work experiences in relation to the contents of quality assurance they are expected to learn. Design/methodology/approach – The data analyzed are Web discussions in forms of chat log files from ten courses. Findings – The results show that, on the one hand, general principles have to be substantiated in the form of concrete examples to actually function as principles and, on the other hand, concrete examples are made interesting only if they have a bearing on a more general issue. Another interesting finding is that the course participants gradually take over the vocabulary of quality assurance; they more frequently write about their work in terms of, e.g. criteria, relevance, estimations and hazards. The conclusion is that Web discussions as part of in-service training constitute a new arena for reflection in and on practice. Originality/value – This is interesting to explore, as it is designed to meet the needs of employers and employees to learn the new set of rules and procedures, which regulate the European food industry. In this respect, the training activities are of direct relevance to daily work practices. Simultaneously, online environments seem to offer flexibility and thus constitute a solution for training in a dispersed industry
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| 3. |
- Nilsen, Malin, 1974, et al.
(författare)
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Evolving and re-mediated activities when preschool children play analogue and digital Memory games
- 2021
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Ingår i: Early years. - : Informa UK Limited. - 0957-5146 .- 1472-4421. ; 41:2-3, s. 232-247
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Tidskriftsartikel (refereegranskat)abstract
- The use of apps in preschool has increased considerably during the last few years. Studies have shown that digital technologies are sometimes used to replace analogue artefacts in educational settings. This calls for studies on how the use of apps transforms preschool activities. This study empirically investigates how preschool children play Memory games in both digital and analogue form and how the artefacts mediate and re-mediate the children’s engagement. The findings show that two types of Memory games evolved into distinctively different kinds of activities. Our results indicate that it is a complex matter to predict learning outcomes from specific games and calls for a more nuanced discussion on how digital artefacts can mediate and re-mediate activities.
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| 4. |
- Nilsen, Malin, 1974, et al.
(författare)
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The tablet computer as a mediational means in a preschool art activity
- 2015
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Ingår i: Understanding Digital Technologies and Young Children: An international perspective. - London : Routledge. - 9781138804418 ; , s. 139-154
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Bokkapitel (refereegranskat)abstract
- In this chapter we will study what happens when a new technology in the form of a tablet computer enters into a well-established early childhood education practice: an art activity. Whether, and if so how, the use of this technology transforms this practice, what challenges it poses to the participants (child and teacher) and how they take on these, are analysed. Sociocultural theory is used to analyse the evolving activities and the participants’ projects. In the studied activity, one child (four-year-old Vera) is to use a biology app to locate a bug that will serve as a template for her art-making activity where she tries to construct a butterfly. The results show that the hardware and software of the technology delimit her project and that she and the teacher have difficulties establishing intersubjectivity due to them being engaged in partly different projects. The technology is used in accordance with an established tradition rather than engendering a new kind of art activity.
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| 5. |
- Algers, Anne, 1961, et al.
(författare)
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“Planning, planning and planning”: the case of Swedish medical students’ perception of wellbeing and success"
- 2019
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Ingår i: HERDSA 2019 Next Generation, Higher Education: Challenges, Changes and Opportunities. 2-5 July 2019. Auckland, New Zealand.
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Konferensbidrag (refereegranskat)abstract
- Overview Students in medical education sometimes delay their studies due to circumstances such as background, entry qualifications and psychological variables. Few studies have focused on the relationship between educational organisation and teaching practices for academic achievement. Recent development in society such as the introduction of digital technologies in medical schools and increased need for critical thinking give further arguments for such a study. The aim of this study is to map medical students’ self-reported reasons for delay of studies, measured as not passing exams the first time, with the focus on teaching practices, grit and self-regulated learning (SRL). This cross-sectional study is based on two cohorts of students, in total 239 students (response rate 96,4%) in a Swedish medical school. The students voluntarily replied online surveys after one term of study. The survey focused on students’ perceptions of studies, well-being, their academic struggling measured on a grit-scale and their autonomy and control by directing and regulating their own actions toward their learning goals, measured on a SRL-scale. The results show that high achievement is related to high self-reported grit and autonomy related to individual learning. Further, the retention rate is higher when students collaborate with other students. Fourteen percent of the students had problems with wellbeing and pointed at social arrangements in their studies as important for their wellbeing. The results also show that the only predictors of delay of studies was that native speakers and students with high entry qualifications had a better retention rate, confirming results from previous research. The problems are addressed from a higher education pedagogy perspective. Changing higher education curricula in order to make it more relevant, focusing on student agency and critical thinking, making use of digital resources, and increasing collaborative activities are discussed to improve academic achievement and wellbeing in medical education. References Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087–1101. Hovdhaugen, E. (2009). Transfer and dropout: Different forms of student departure in Norway. Studies in Higher Education, 34(1), 1-17. Jouhari, Z., Haghani, F., & Changiz, T. (2016). Assessment of medical students’ learning and study strategies in self-regulated learning. Journal of advances in medical education & professionalism, 4(2), 72. O’Neill, L. D., Wallstedt, B., Eika, B., & Hartvigsen, J. (2011). Factors associated with dropout in medical education: a literature review. Medical Education, 45(5), 440–454.
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| 6. |
- Arkenback, Charlotte, et al.
(författare)
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A century of retail work training: changes in employers’ instructional video modelling of cashier work in service encounters
- 2023
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Ingår i: Journal of Workplace Learning. - 1366-5626. ; 35:8, s. 752-778
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras. Design/methodology/approach: Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021. Findings: Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills. Practical implications: The findings indicate a need for transforming training for service work in the connected service encounter. Originality/value: The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.
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| 7. |
- Bengtsson, Ulrika, et al.
(författare)
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Patient contributions during primary care consultations for hypertension after self-reporting via a mobile phone self-management support system.
- 2018
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Ingår i: Scandinavian Journal of Primary Health Care. - : Informa UK Limited. - 0281-3432 .- 1502-7724. ; 36:1, s. 70-79
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on how the clinical consultation in primary care is performed under the new premises of patients’ daily self-reporting and self-generation of data. The aim was to explore and describe the structure, topic initiation and patients’ contributions in follow-up consultations after eight weeks of self-reporting through a mobile phone-based hypertension self-management support system. A qualitative, explorative study design was used, examining 20 audio- (n=10) and video-recorded (n=10) follow-up consultations in primary care hypertension management, through interaction analysis. Clinical trials registry: ClinicalTrials.gov NCT01510301. The consultations comprised three phases: opening, examination and closing. The most common topic was blood pressure (BP) put in relation to self-reported variables, for example, physical activity and stress. Topic initiation was distributed symmetrically between parties and BP talk was lifestyle-centered. The patients’ contributed to the interpretation of BP values by connecting them to specific occasions, providing insights to the link between BP measurements and everyday life activities. Patients’ contribution through interpretations of BP values to specific situations in their own lives brought on consultations where the patient as a person in context became salient. Further, the patients’ and health care professionals’ equal contribution during the consultations showed actively involved patients. The mobile phone-based self-management support system can thus be used to support patient involvement in consultations with a person-centered approach in primary care hypertension management
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| 8. |
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| 9. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Contested Platforms: Parent Resistance Positions and Shadow Infrastructure
- 2024
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Ingår i: Paper for the European Conference for Education Research, 26-30 August 2024, Nicosia Cyprus.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Digital platforms are often seen as given and established parts of educational systems, also in critical research questioning their impact (Nichol & Garcia, 2022). If we instead consider that frictions and resistance are integrally part of their process of becoming (Bowker & Star, 2000; Bates, 2019), new research possibilities open up for investigating counter-positions and unexpected effects of platformisation in education. In this paper, we explore how official platforms for home–school communication met resistance from parents and caretakers in Sweden. The paper will analyse two empirical examples that demonstrate two different positions with regards to parent resistance – and forms of enacting frictions – vis-à-vis the platform-based school. First, based on analyses of media reporting, we discuss an initiative of programming-savvy parents in Stockholm who created an independent, open-source home–school communication app as a response to frustrations with the complexity and information exchange deficiencies of the formal parent communication platform (Skolplattform) issued to schools from a municipal level. While the parent initiative exposed a controversy about the citizen perspective on the platform issue, the municipal school organisation responded with a police report of a data breach by parent software developers that received international attention (Burgess, 2021). Second, based on free-text responses from a survey of more than 700 Swedish teachers conducted in the Nordic SOS project (sosproject.dtu.dk), we analyse how parents have been regularly excluded from platforms despite formal ambitions that they should be able to take part in their children's schooling (Swedish Education Act, 2010), but also explore how alternative ways to grant parents access are realised by teachers or ‘shadow IT’. Through both examples we illustrate how attending to tensions and frictions makes visible the sociomaterial ‘shadow infrastructure of care’ that forms part of digitised welfare sectors today (e.g. Power et al., 2022), also in education (Zakharova & Jarke, 2022), where it replaces or complements official platforms that were supposed to constitute the home–school communication infrastructure. Shadow infrastructures therefore include the reparative work that both shadow IT and social agents do to fulfill ‘democratic purposes’ or rather the ‘coerced digital participation’ (Barassi, 2019) of welfare platformisation. Importantly, our study shows the extent to which processes of platformisation depend on such sociomaterial shadow infrastructures that can cover up or compensate for frictions around accessibility and participation, which in turn raises concerns about the implications of distributing core welfare services to permanent but non-resilient shadow infrastructures.
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| 10. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Critically Examining Education Digitalisation – Nordic Empirical, Conceptual and Methodological Contributions
- 2023
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Ingår i: Symposium for the Nordic Education Research Association Conference, "Digitalization and Technologies in Education Opportunities and Challenges", 15-17 March 2023, Oslo Norway.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Symposium participants: Discussant(s): Neil Selwyn - Monash University, Australia 1 ‘We just have to trust them’ - Professional Responsibility in Digital Practices - Ida Martinez Lunde, University of Oslo 2 Lost in Digital Transformations? - Cathrine Tømte, University of Agder 3 Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools - Annika Bergviken Rensfeldt, Catarina Player-Koro, Thomas Hillman & Mona Lundin, University of Gothenburg 4 The Desires of Privatization in Ed-Tech Assemblages - Antti Paakkari, Anna Siippainen 5 Speculative Fiction of Digital Futures in Higher Education, Hanna Teräs, Marko Teräs & Juho Suoranta, Tampere University This symposium aims to draw together researchers engaged in research on education digitalisation in the Nordic countries who share an interest in critically examining how digital technologies are integrated into education systems, policies, institutions and practices. The overall question raised is: What are the critical issues on education digitalisation raised from the Nordic countries, and how can they be examined empirically, conceptually and methodologically? There are two important starting points for this symposium. Firstly, that the politico-economic push for education digitalisation is a decades-long process both on a global scale and within the Nordic countries. The ongoing push has had wide-ranging consequences for the power relations between public education, educational practices and actors as new alignments with private ed-tech businesses and digital platforms have been established. Secondly, that research on the topic is fruitfully based on the premise that many education practices nowadays are deeply interwoven with digital technologies and that new forms of inequalities and power imbalances appear. As the boundaries between digital and non-digital practices are blurring, this suggests that we re-think concepts and methods in line with the transformations referred to as the “postdigital turn” (Jandrić & Knox, 2022). The critical approaches often used in Nordic research on education digitalisation share interests in seeing digital technologies as mutually shaped with social practices, and education digitalisation as a dynamic and complex matter, played out socially, politically, economically and culturally. The research to be presented in this symposium includes, but is not limited to, explorations of concepts like relationality, processuality, network, assemblage, socio-materialism, and performativity (c.f. Castaneda & Williamson, 2021). As a part of this, a commonly shared interest is how different forms of education policy processes, regulations and discourses on digitalisation are enacted, translated and re-shaping education and educational practices. The research presented draws on ongoing discussions within critical and digital research in education, and on discussion of what the relevant contributions from the Nordic contexts are whether they be empirical, conceptual or methodological. The research to be discussed will include themes such as: –Platformisation, datafication and AI –Digital and non-digital inequalities and new power imbalances –Sustainable (post-)digital education work and futures The aim of the symposium is to address the NERA 2023 theme by: –providing empirical, conceptual and methodological contributions from scholars critically investigating opportunities and challenges related to the digitalisation of education. –identifying and discussing the critical questions and issues on the digitalisation of education that must be raised in the Nordic countries to create sustainable education systems that can contribute to the common good for both individuals and society.
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