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- Karltun, Johan, 1954-
(författare)
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On Stage : Acting for development of businesses and ergonomics in woodworking SMEs
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports findings and results from studies of development work and change processes in the secondary woodworking industry. The purpose with the research is to increase the knowledge on how companies can initiate change and to increase their ability to change. The dual aim of improving both business and working conditions served as a guiding condition for the research. Case studies and action research were performed in small companies, mainly with less than 100 employees and in some cases less than 20 employees.The thesis encompasses six papers addressing different topics within the framework of development work and change processes. Topics elaborated are how performance concerning the ergonomic situation in a company can be measured and how the content and process of ISO 9000 implementation as well as standardisation influence system performance and working conditions. Furthermore, a framework for how change is enacted in SMEs and its effects on ergonomic considerations is suggested. A methodology for initiating change efforts in complex and ambiguous problem situations is presented. Finally the different expert and participant roles in an organisational change effort are elaborated and analysed with reference to experiences from previous case studies and theory.Together, the papers and the thesis emphasize the importance of action and work activities as a base for change. It is in the conflicting work activities or work conduct of differing perspectives where many of the drivers of change can be found. I also argue that this is a main reason to give good working conditions utmost importance for organisation performance. Further, I conclude that the six papers together contribute to a theoretical basis for developing small firms and attractive workplaces. It is indicated that the results are relevant to small manufacturing firms, while neither organisational structure nor resources available are the same as in larger companies. Moreover, the organisational size has a number of implications on aspects like visibility, available theoretical knowledge, vulnerability, formalisation, institutionalised organisational inertia etc. that will alter the demands on the change process. Many of the results are not limited to woodworking industry; the technical content of the ergonomics problems will however be different in other firms.
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| 2. |
- Pears, Arnold, Professor, 1964-, et al.
(författare)
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What Makes Computational Thinking so Troublesome?
- 2021
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Ingår i: 2021 IEEE frontiers in education conference (FIE 2021). - : Institute of Electrical and Electronics Engineers (IEEE).
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Konferensbidrag (refereegranskat)abstract
- This Research Full Paper addresses the definition and implementation of Computational Thinking (CT) in K-12 education. CT is the focus of ongoing debate about the future of computing in schools, and this poses a number of challenges. Early discussions on the topic were plagued by vague and all-encompassing definitions of the term, which raised awareness of a need for school learning focused on emerging computational systems and their impact on society and the lives of citizens, but failed to address what should actually be included in the revised curricula. As some of those issues have been addressed, a number of problems remain. This paper analyses some recent and future developments in the field of computing, and expands the discussion on the vexed question of the nature and limits of computational thinking. We ask whether the current mainstream literature and curriculum for CT is well positioned in terms of the future towards which computing is heading. We conclude by summarising the implications these questions have for the future development of K-12 curricula and teaching practices.
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| 3. |
- Tedre, Matti, et al.
(författare)
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Teaching Machine Learning in K-12 Classroom : Pedagogical and Technological Trajectories for Artificial Intelligence Education
- 2021
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Ingår i: IEEE Access. - : Institute of Electrical and Electronics Engineers (IEEE). - 2169-3536. ; 9, s. 110558-110572
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Tidskriftsartikel (refereegranskat)abstract
- Over the past decades, numerous practical applications of machine learning techniques have shown the potential of AI-driven and data-driven approaches in a large number of computing fields. Machine learning is increasingly included in computing curricula in higher education, and a quickly growing number of initiatives are expanding it in K-12 computing education, too. As machine learning enters K-12 computing education, understanding how intuition and agency in the context of such systems is developed becomes a key research area. But as schools and teachers are already struggling with integrating traditional computational thinking and traditional artificial intelligence into school curricula, understanding the challenges behind teaching machine learning in K-12 is an even more daunting challenge for computing education research. Despite the central position of machine learning and AI in the field of modern computing, the computing education research body of literature contains remarkably few studies of how people learn to train, test, improve, and deploy machine learning systems. This is especially true of the K-12 curriculum space. This article charts the emerging trajectories in educational practice, theory, and technology related to teaching machine learning in K-12 education. The article situates the existing work in the context of computing education in general, and describes some differences that K-12 computing educators should take into account when facing this challenge. The article focuses on key aspects of the paradigm shift that will be required in order to successfully integrate machine learning into the broader K-12 computing curricula. A crucial step is abandoning the belief that rule-based "traditional" programming is a central aspect and building block in developing next generation computational thinking.
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