| 1. |
- Ahn, Song-ee, 1972-
(författare)
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Ur kurs : Utbytesstudenters rörelser i tid och rum
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to study exchange students’ movement and exchange studies as a trajectory in time and space. The dissertation is based on interviews with fourteen Korean exchange students at Swedish universities. The theoretical framework is based on Actor–Network Theory (ANT). ANT argues that everything that does something is an actor (human and non-human) and that an actor cannot be separated from a network that acts through the actor. ANT also argues that one’s location is not explained only in terms of Euclidean space and time but also in terms of spatiality and temporality, which are a network’s production. The dissertation shows that the students were enrolled and mobilized in the exchange programs by heterogeneous actors and that there were specific network spaces that produced exchange students at the home universities. The exchange students were excluded at the Swedish host universities by being formally included without direction. At the host universities, they went off course from their educational trajectories because the curriculum disappeared during their exchange studies. The dissertation also shows that the exchange students were enrolled and mobilized in the networks of “international students” at the host universities. Theses exchange students instead moved in the same way as the other exchange students, which stabilized the networks of “international students” at the host universities. It describes how the exchange students acted at a distance as actor of networks in Korea. When they returned, many of them had to prolong their educational period. This was a result of the translation of exchange studies at the home universities. In this dissertation, it shows that the exchange program was performed not only by individual exchange students; rather, it was performed in the associations of heterogeneous actors.
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| 2. |
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| 3. |
- Augustsson, Dennis
(författare)
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Expansive design for teachers : An activity theoretical approach to design and work integrated learning
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how Participatory Design (PD) and Cultural Historical Activity Theory (CHAT) can be combined and used as a theoretical framework and methodology in a professional development activity for teachers. A shift in the way we view teachers, from implementors to designers who actively construct, invent, and develop the practice of schooling also calls for changes in teacher education and professional development activities. The study presented here explores teachers' work and learning during a professional development activity conducted as a participatory design project between two K-12 schools in Sweden and the USA, using media production to create an international collaboration on Ocean Literacy. The work draws on central notions and practices based on the Scandinavian School of Participatory Design and the Change Laboratory methodology (CL) based on the theoretical framework of expansive learning. The thesis is comprised of three articles answering research questions about what challenges and strategies develop in a design process as a situated professional development approach and how we can understand learning as part of and expanding beyond a design process using activity theoretical tools.The first article presents a description of challenges and strategies developed by teachers in the first iteration of the design process and the results of using an activity theoretical model for collaborative analysis of the process. The second article analyses a CL intervention in the second iteration of the design process, adopted after the results of the first iteration. The analytical focus here was placed on empirical manifestations of the epistemological principles of the theoretical framework of expansive learning. The third article explores the occurrences and cyclicity of the learning actions postulated by the theoretical framework in the same intervention through a detailed analysis of the participants' discourse in the process. The thesis comes to a conclusion with a tentative formulation of design principles based on findings from the studies.The results point to how innovative educational design can have consequences for teachers' work with conflicting needs, tensions, and contradictions at the systemic level of the activity. PD processes in educational settings require toolsand concepts to capture this complexity and create sustainable solutions. In this study, activity theoretical models served as a collaborative tool for teachers to analyse and change their practice and to describe and explain work integrated learning in the design process. The work highlighted the need for teachers' expertise in design as well as the important role of media literacy in the use of new technology. Their active and practical engagement in the materials, basedupon the tradition of PD, must be understood as an important part of the development of agency and volition, and findings suggest that the combination of PD and CL methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings. This approach was conceptualized as expansive design.
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| 4. |
- 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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| 5. |
- 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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| 6. |
- Bivall, Ann-Charlotte, 1977-
(författare)
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Helpdesking : Knowing and learning in IT support practices
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The background of this doctoral thesis is an interest in work achievement over extended time periods in specialized and technology-infused workplaces. Globalization, digitalization and increased focus on customer services are constituent aspects that have been claimed responsible for the current changes in the way work practices and teamwork are organized. In IT helpdesk work, which is the object of study in this thesis, challenges including dissemination of information, keeping up-to-date with technological changes and coordi- nation of people and tasks have been identified as critical. The aim of this thesis is to illuminate how knowing and competence are maintained and shared as participants engage in backstage activities in helpdesk work. The focus is on the nature of the activities that unfolds when employees engage in activities that include interaction as well as artefacts. The empirical material comprises video- and audio-recorded activities of a second-level helpdesk in a large multinational IT provider. Targeted ‘hot spot’ activities are shift changes, quality discussions and introductions of newcomers. Based on a sociocultural perspective, the (re)production of professional practices is understood as continuous negotiations between participants and tools within a situated framework. Methodologically, this implies detailed investigations of authentic activities where interactions and tool use are analysed from the participant’s perspective. Three studies are included in the thesis, each of them provide insights into the organizing of shared knowing and competence. Study One focuses on how tasks and information are communicated between shifts and transformed into workable units and knowledge. Study Two addresses the role of activities specifically arranged for learning and separated from other work tasks. In Study Three, the focus is on introductions of newcomers and what can be learned from interactions with experienced participants and technological tools. The analyses show that knowledge work is a continuous and communicatively-based undertaking. Continuity across shifts relies on several documenting routines and procedures, but shift change meetings provide opportunities for interpretation and negotiation of information as well as coordination of tasks. Talking about work provides a space for reflection and reformulation of team-related quality norms and values as shared foundations for work. Furthermore, inducting newcomers to the specialized and situated practice brings about the very detailed procedures involved in managing everyday work and technological tools. By describing the reasoning and knowing displayed by helpdesk employees, the thesis contributes to discussions about knowledge work and sharing in organizational settings, teamwork, system design and lifelong learning. To conclude, it is suggested that sharing and reproduction of knowing in practice is a collective effort that entails creative involvement by members of the practice.
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| 7. |
- Bivall, Ann-Charlotte, 1977-, et al.
(författare)
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Re-visiting the past : How documentary practices serve as means to shape team performance at an IT help desk.
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 2:3, s. 184-194
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates learning at an IT help desk in a multinational production company, a work practice that has not yet been given much research attention despite its importance in many areas of society. IT help desks heavily rely on different forms of documentation for sustaining their practice and for maintaining their communication and expertise as a team. In the study, we explore how the documentation in a case management software, which is a very salient tool by means of which IT help desks perform their work, is being reused to shape the quality of the performance of the team. Through video observations of locally arranged discussions about 46 cases we analyze, in detail, the material, discursive and interactional means by which daily documentation of work is re-visited for learning purposes.
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| 8. |
- Bolldén, Karin, 1980-
(författare)
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Online teaching practices : Sociomaterial matters in higher education settings
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.
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| 9. |
- Cederberg, Matilda, et al.
(författare)
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The interactive work of narrative elicitation in person-centred care: Analysis of phone conversations between health care professionals and patients with common mental disorders
- 2022
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Ingår i: Health Expectations. - : Wiley. - 1369-6513 .- 1369-7625. ; 25:3, s. 971-983
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Tidskriftsartikel (refereegranskat)abstract
- Introduction Narratives play a central part in person-centred care (PCC) as a communicative means of attending to patients' experiences. The present study sets out to explore what activities are performed and what challenges participants face in the interactive process of narrative elicitation, carried through in patient-professional communication in a remote intervention based on PCC. Methods Data were gathered from a randomized controlled trial (RCT) in a Swedish city where health care professionals (HCPs) conducted remote PCC for patients on sick leave due to common mental disorders. A sample of eleven audio-recorded phone conversations between HCPs and patients enroled in the RCT were collected and subjected to conversation analysis. Results Three interactive patterns in narrative elicitation were identified: Completed narrative sequences driven by the patient, question-driven narrative sequences guided by the HCP, and narrative sequences driven as a collaborative project between the patient and the HCP. In the question-driven narrative sequences, communication was problematic for both participants and they did not accomplish a narrative. In the other two patterns, narratives were accomplished but through various collaborative processes. Conclusion This study provides insight into what challenges narrative elicitation may bring in the context of a remote PCC intervention and what interactive work patients and HCP need to engage in. Importantly, it also highlights tensions in the ethics of PCC and its operationalization, if the pursuit of a narrative is not properly balanced against the respect for patients' integrity and personal preferences. Our findings also show that narrative elicitation may represent an interactive process in PCC in which illness narratives are jointly produced, negotiated and transformed. Patient or Public Contribution Stakeholders, including patient representatives, were involved in the design of the main study (the RCT). They have been involved in discussions on research questions and dissemination throughout the study period. They have not been involved in conducting the present study.
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| 10. |
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Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. The volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design This book is a resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences.
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