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- Berlin, Cecilia, 1981, et al.
(författare)
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Factors contributing to high cognitive workload in “expert operators”: a case in automotive manual assembly
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Assembly work in manufacturing companies is frequently associated with monotonous, repetitive tasks and heavy physical loading. Vehicle manufacturers have during the last 20 years increased their share of product variants, placing high demands on the operators’ abilities to make the right decision at the right time, using their cognitive skills. Operators must be able to memorise, improvise and perform assemblies with high quality and under time pressure. This case study aims to examine cognitive workload factors in manufacturing from the perspective of skilled operators with multifaceted work tasks, involving high levels of complexity and performance demands. Multiple cognitive workload analysis methods were utilised on a team of expert operators performing the assembly of customised equipment, mainly at the stages of final assembly when the product is almost complete. The study also reflects on what resources the operators use as a team to solve cognitively demanding tasks.
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| 4. |
- Blossing, Ulf, et al.
(författare)
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A School for All and Every Child in Sweden
- 2012
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Ingår i: European Conference on Educational Research, Cádiz 2012.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Behind the introduction of a public primary school in 1842 was the idea of education for all its children and youth. These discussions were intense among the political parties in Sweden throughout the 19th century and reached its culmination in preparation of the compulsory school reform in 1962. The vision of a school for all, where all children from the society met, has been one of the cornerstones in the social democratic building of an equal and democratic society from the 1960s to 1980. But time changes and this is no longer the case in the 21st century and the new era of globalisation and market-oriented education, or is it? What has become of the vision of a school for all? There is evidence from e.g. PISA that the school for all are under threat. At the same time it is obvious that system-building continues with school laws that strengthen the rights of children. And furthermore attitude studies show that the great majority of the students like in school and state that they learn. Could it be asserted that a school for all still holds true but is instead fulfilled through strengthening the rights of each child in school?
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| 6. |
- Blossing, U., et al.
(författare)
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Evaluering av "Kunnskapsløftet - fra ord til handling" Delrapport 1
- 2007
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Rapport (refereegranskat)abstract
- Dette er første delrapportering fra evalueringen av programmet "Kunnskapsløftet - fra ord til handling". Formålet med notatet er å sette programmet inn i en videre utdanningspolitisk sammenheng og å presentere sentrale dimensjoner for analysen av effekter av programmet. Grunnlaget er 1) en gjennomgang av litteratur om skoleutvikling og organisatorisk endring og 2) en analyse av programdokumenter, herunder prosjektsøknader og innstillinger. Evalueringen skal: 1) Vurdere slutteffekter i et utvalg utviklingsprosjekter som inngår i programmets portefølje og vurdere disse opp mot målene i programmet, 2) vise om og eventuelt hvordan et samarbeid mellom skoleeier, skoler og kompetansemiljøer fungerer som et hensiktsmessig virkemiddel for å realisere målene i programmet, og 3) vurdere sekretariatets rolle som veileder i søknadsprosessen. Neste delrapportering vil være klar høsten 2008, mens sluttrapporten vil foreligge høsten 2009. Fafo gjennomfører evalueringen i samarbeid med Karlstads universitet.
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| 7. |
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| 8. |
- Blossing, Ulf, et al.
(författare)
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Hvordan forbedre skolen?
- 2010
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Ingår i: Bedre Skole. - 0802-183X. ; :3
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
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| 10. |
- Blossing, Ulf, et al.
(författare)
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Local Drivers for Improvement Capacity. Six Types of School Organisations
- 2015
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Provides concrete illustrations of how teacher teams, leadership and processes are organised in their efforts to improve their schools Provides understanding of the organisation on the basis of sensemaking processes Presents six school types with their own typology, case school and improvement advice Points out the delicate balance between state governance and local school improvement processes This book presents systematically six types of schools, with different improvement capacities. Different schools have different capacities for school improvement, depending on the school infrastructure, norms and routines for the improvement process, improvement roles, and improvement history. The organisation of the improvement capacity is understood on the basis of sensemaking processes among teachers and school leaders. The book focuses on the challenges for each type of school in their improvement work, and which situations and circumstances they need to take into account. The school types are illustrated with detailed descriptions of six schools, coming from an evaluation of a Norwegian school development program. The book fills a need in school organisations to have concrete illustrations from similar schools of how teacher teams are organised, how leadership is exercised and processes are organised in their efforts of improving the organisation and building a complex and effective capacity. Schools’ improvement capacity has become an important feature in school management and leadership as well as in research as western states have decentralised governance to the local level. The expectations on school leaders as well as on teachers are high when it comes to improve their schools to raise student outcome. Accounts of professional school cultures and professional learning communities often describe in an overall perspective the ideal school where such an improvement capacity is in work. However, accounts of the many ways of organising the capacity which perhaps are not all in all ideal or effective also contribute to the knowledge of the local school process.
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