| 1. |
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| 2. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
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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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| 6. |
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| 7. |
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| 8. |
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| 9. |
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| 10. |
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| 11. |
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| 12. |
- Eklund, Ann-Charlotte, 1977, et al.
(författare)
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Organisera för lärande - IT-support som lärmiljö
- 2008
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Ingår i: Rystedt, H. & Säljö, R. (Eds.), Kunskap och människans redskap: teknik och lärande. - Lund : Studentlitteratur. - 9789144048321 ; , s. 75-93
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
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| 14. |
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| 15. |
- Eklund, Ann-Charlotte, 1977, et al.
(författare)
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Re-visiting the past. A meta-activity for learning in the IT Helpdesk.
- 2010
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Ingår i: Symposia paper presented at the EARLI SIG 14 meeting on Diversity in vocational and professional education and training, München, Germany..
-
Konferensbidrag (refereegranskat)abstract
- The use of information technology in organizations today has become critical to the performance of many core business activities. For this reason, IT helpdesks have come to play a fundamental role in ensuring that organizational networking systems and technologies work properly. Defining work tasks of support engineers are diagnosis, repair and maintenance for which they use experience as well as documenting resources. However, these resources are made up of lessons from earlier situations, i.e. not anticipating future problems. The support engineers’ expertise then lies in a constant readiness to act upon not yet known problems. Even though IT helpdesk are usually perceived of as technically oriented, the quality of work is not only a matter of technical expertise. Despite the importance of persistent and steady support functions, little is known about the ways in which helpdesk teams build on expert knowledge and collectively learn situated ways of performing work. Documenting practices are everpresent in work activities, especially with the use of information technology and computers, in which conversations, agreements and so forth are stored for later use. Computers have thus become vehicles that offer availability to the past, that provides a textual means of remembering the past. Carrying out work tasks is in fact often about ‘invoking the past’, that is, to recollect and make use of previous activities in relation to present conditions. Understanding of the ways in which work teams collaboratively cope with work tasks demands in situ studies of authentic work situations in which both people and tools are incorporated in the analysis. A number of researchers from different research traditions have called attention to this. In the area of cognitive anthropology, Hutchins (1995) shows how an aircraft is manoeuvred by analysing the ways in which the two pilots interact and make use of the other and textual resources. He pinpoints the intricate ways in which actions and text are intertwined, how they all together form the basis of actions. By regarding all activities and tools in the cockpit he shows how they together form a functional and redundant system of remembering vital details that will avoid the aircraft to experience danger. Within the ethnometodological tradition, Button and Sharrock (2000), make a close analysis of interacting engineers engaged in a problem-solving process of the design of a copy machine. The log files used by the engineers in the activity come subsequently to be transformed into coming actions by their focus on specific details. Verbalisation of these details, time being an important one, support the team in the sense-making of the problem and to understand it i relation to the copy machine system. It is through the collective work of talking about the document that understanding is developed, something the text in itself thus not allows for. Another means of remembering are stories. Narratives can be seen as material artefacts when they are treated as non-discursive (Brown, Middleton & Lightfoot, 2001). Orr (1996) reports in his ethnographic study how technicians make use of stories in diagnosing and repairing copy machines. The stories are seen to have multiple functions where they provide support in unknown situations as well as forming the identity of the technicians. Orr’s take on stories, are that they are work and thus should be included in the analysis of how teams manage work: “it is crucial to note that stories do more than celebrate the job; they are part of the job.” (Orr, 1996, p. 143). From a sociocultural perspective, the challenges in the IT helpdesk practice can be described as how participants learn to find out what is wrong in a given circumstance, knowing where to find appropriate information, and sharing what is done and how with the rest of the team through face-to-face interaction and documenting practices. Being a competent support team member then calls for participation and learning in institutionalised sense-making activities about work, as well as in the course of daily activities (Brown, 2005). For teams working under changing conditions it has become necessary to pay attention to the ”constantly changing processes and practices of work and try to analyse situationally the different options for practice that are provided by the various aims and tasks” (Collin, 2008, p. 394). In this study we explore a recurrent discursive activity (Scheeres, 2007) set up by the organization to get support engineers together to learn about delivering a service with the high ambition of a team performing in unison. The activity is based on the team’s previous documentation of troubleshooting activities that is revisited and discussed. When previously performed work becomes object of discussion in a systematic way, questions of how collaboration and team learning are achieved and sustained becomes an interesting topic of analysis. The objective of the present study is to explore how such a meta-activity is arranged and to investigate how talk about work is used for team learning purposes. The data we draw on consist of participant observations, video recordings and the documentation used in the activity. The video recordings cover five so called ’Case studios’ and amount to 8,5 hours of talk of 46 cases. The meta-activity studied was found to be productive in a number of ways. Among other things, a) examples of actual conduct showed the importance of each team member in collaborative work, and on the basis of such collective recognition, norms of conduct were formulated as collaborative efforts, and, b) the leaders’ capacity of using the narrative form let the engineers learn about themselves and the organization from an inside-out perspective. Our conclusion is that meta-activities of this kind seem to offer good opportunities for systematic dissemination of knowledge, negotiation of work routines and collective norm modeling which are grounded in documentation of participants’ everyday action. References: Baker, C., Emmison, M., & Firth, A. (2005). Calibrating for competence in calls to technical support. In C. Baker, M. Emmison & A. Firth (Eds.), Calling for help: Language and social interaction in telephone helplines. Amsterdam: John Benjamin. Brown, A. (Ed.). (2005). Learning while working in small companies: comparative analysis of experiences drawn from England, Germany, Greece, Italy, Portugal and Spain: SKOPE Monograph No 7., ESRC funded Centre on Skills, Knowledge and Organisational Performance, Oxford and Warwick Universities. Brown, S., Middleton, D., & Lightfoot, G. (2001). Performing the past in electronic archives: Interdependencies in the discursive and non-discursive ordering of institutional rememberings. Culture & Psychology, 7(2), 123. Button, G., & Sharrock, W. (2000). Design by problem-solving. Workplace Studies: Recovering Work Practice and Informing System Design, 46-67. Castellani, S., Grasso, A., O’Neill, J., & Roulland, F. (2009). Designing Technology as an Embedded Resource for Troubleshooting. Computer Supported Cooperative Work (CSCW), 18(2), 199-227. Collin, K. (2008). Development engineers' work and learning as shared practice. International Journal of Lifelong Education, 27(4), 379-397. Eklund, A.-C., Mäkitalo, Å., & Säljö, R. (2010). Noticing the past to manage the future: On the organization of shared knowing in IT-support practices. In S. Ludvigsen, A. Lund, I. Rasmussen & R. Säljö (Eds.), Learning across sites. New tools, Infrastructures and Practices. Routledge. González, L. M., Giachetti, R. E., & Ramirez, G. (2005). Knowledge management-centric help desk: specification and performance evaluation. Decision Support Systems, 40, 389-405. Hutchins, E. (1995). How a cockpit remember its speed. Cognitive Science, 19, 256-288.
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| 16. |
- Ekman, Nina, et al.
(författare)
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A state-of-the-art review of direct observation tools for assessing competency in person-centred care
- 2020
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Ingår i: International Journal of Nursing Studies. - : Elsevier. - 0020-7489 .- 1873-491X. ; 109
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Forskningsöversikt (refereegranskat)abstract
- BACKGROUND: Direct observation is a common assessment strategy in health education and training, in which trainees are observed and assessed while undertaking authentic patient care and clinical activities. A variety of direct observation tools have been developed for assessing competency in delivering person-centred care (PCC), yet to our knowledge no review of such tools exists.OBJECTIVE: To review and evaluate direct observation tools developed to assess health professionals' competency in delivering PCC.DESIGN: State-of-the-art review DATA SOURCES: Electronic literature searches were conducted in PubMed, ERIC, CINAHL, and Web of Science for English-language articles describing the development and testing of direct observation tools for assessing PCC published until March 2017.REVIEW METHODS: Three authors independently assessed the records for eligibility. Duplicates were removed and articles were excluded that were irrelevant based on title and/or abstract. All remaining articles were read in full text. A data extraction form was developed to cover and extract information about the tools. The articles were examined for any conceptual or theoretical frameworks underlying tool development and coverage of recognized PCC dimensions was evaluated against a standard framework. The psychometric performance of the tools was obtained directly from the original articles.RESULT: 16 tools were identified: five assessed PCC holistically and 11 assessed PCC within specific skill domains. Conceptual/theoretical underpinnings of the tools were generally unclear. Coverage of PCC domains varied markedly between tools. Most tools reported assessments of inter-rater reliability, internal consistency reliability and concurrent validity; however, intra-rater reliability, content and construct validity were rarely reported. Predictive and discriminant validity were not assessed.CONCLUSION: Differences in scope, coverage and content of the tools likely reflect the complexity of PCC and lack of consensus in defining this concept. Although all may serve formative purposes, evidence supporting their use in summative evaluations is limited. Patients were not involved in the development of any tool, which seems intrinsically paradoxical given the aims of PCC. The tools may be useful for providing trainee feedback; however, rigorously tested and patient-derived tools are needed for high-stakes use.
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| 17. |
- Elam, Mark, 1960, et al.
(författare)
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Socioscientific Issues via Controversy Mapping: Bringing Actor-Network Theory into the Science Classroom with Digital Technology
- 2017
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Ingår i: Paper prepared for the Third Nordic Science and Technology Studies Conference, University of Gothenburg, May 31st – June 2nd 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The use of technoscientific controversies in school science education is relatively commonplace today and not particularly controversial. This reflects how an educational concern with exploring the interconnections between science, technology and society dating from the 1970s has gradually mutated since the late 1990s into an enlarged programme of ‘functional’ scientific literacy enacting science education as ‘citizenship education’. With a growing impact on national curricula, this programme acknowledges the close entanglement of science and engineering with politics and society and aims to draw on controversies in teaching to help prepare students for active participation in technoscientific debates and decision-making. In this paper we describe and reflect over a teaching experiment we have carried out at a Swedish upper secondary school where student engagement with controversies is both elaborated upon and partially redefined. Controversy mapping has emerged as a research-based model of student inquiry within higher education (an educational version of actor-network theory) dedicated to mobilizing digital tools and methods to visualize complex technoscientific issues contributing both to their further articulation and public legibility. By pioneering the introduction of this educational technology into a school context we have moved classroom engagement with controversies ‘upstream’ while also rendering it more practical and ‘hands-on’. Rather than confronting students with controversies already framed, or perhaps even simulated, in pre-prepared teaching modules, controversy mapping equips students with the means to observe and chart the basic contours of an on-going issue for themselves. Thus, rather than citizenship education, classroom engagement with controversy comes to more closely resemble citizen science training and an introduction to digital inquiry as a means to help clarify and appropriately simplify contentious issues for self and others. Reflecting on our modest intervention into school science education we compare and contrast the alternative kinds of ‘citizens’ and generic competences or ‘literacies’ that classroom engagement with controversy envisions and enacts and assess the possibilities of productively combining these different forms of learning activity in educational practice.
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| 18. |
- Elam, Mark, 1960, et al.
(författare)
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Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology
- 2019
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Ingår i: Discourse: Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 40:1, s. 61-77
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Tidskriftsartikel (refereegranskat)abstract
- What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry.
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| 19. |
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| 20. |
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| 21. |
- Eriksson, Ann-Marie, 1964, et al.
(författare)
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Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education
- 2013
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 2:3, s. 171-183
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Tidskriftsartikel (refereegranskat)abstract
- The question of how university students learn to write from and reason with the accumulated knowledge of disciplinary fields that are new to them is a general concern for higher education. This type of challenge has commonly been researched from text-based perspectives and accordingly been addressed as a matter of intertextuality. Less common are studies that attend to phenomena of this kind as mediated processes where university students are being introduced to ways of incorporating earlier claims, arguments or ‘facts’ of specific fields in their writing. In response, this empirical paper investigates referencing as participation in disciplinary text practices and as socialization of genres in environmental engineering education. By video-based, detailed analyses of interaction and communication in a sequence of episodes where a draft for a writing assignment within sustainability assessment is being discussed, this paper analyses referencing as participants' concerns. A series of activities in these episodes demonstrate how referencing is dealt with as a communicative problem mediated by disciplinary discourse. As practice, referencing is handled as the work of recognizing, recontextualising and repurposing previous knowledge.
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| 22. |
- Eriksson, Ann-Marie, 1964, et al.
(författare)
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Supervision at the outline stage: introducing and encountering issues of sustainable development through academic writing assignments
- 2015
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Ingår i: Text & Talk. - : Walter de Gruyter GmbH. - 1860-7330 .- 1860-7349. ; 35:2, s. 123-153
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Tidskriftsartikel (refereegranskat)abstract
- Universities are responsible for introducing students to disciplinary fields and their knowledge traditions. A common way to cater for processes of this kind is to organize students' work through the production of text in a genre common in their field. Previous research has pointed to the challenges involved as students appropriate disciplinary ways of reasoning through writing, yet further attention needs to be directed to the communicative challenges involved at the very beginning of the process. Based on 14 video-recorded face to face encounters between environmental experts and individual MSc Engineering students, this study focuses on supervision at the outline stage of producing a report, and explores it as a communicative practice. The results from our study show how the students' outline documents functioned as resources for separating the performing of a study from the crafting of its textual presentation. The results also illuminate, in detail, how access points to disciplinary reasoning and arguing were introduced through verbal discourse.
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| 23. |
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| 24. |
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| 25. |
- Fauville, Geraldine, et al.
(författare)
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Using collective intelligence to identify barriers to teaching 12–19 year olds about the ocean in Europe
- 2018
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Ingår i: Marine Policy. - : Elsevier BV. - 0308-597X. ; 91, s. 85-96
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Tidskriftsartikel (refereegranskat)abstract
- Since the degradation of the marine environment is strongly linked to human activities, having citizens who appreciate the ocean's influence on them and their influence on the ocean is important. Research has shown that citizens have a limited understanding of the ocean and it is this lack of ocean literacy that needs to change. This study maps the European landscape of barriers to teaching 12–19 year olds about the ocean, through the application of Collective Intelligence, a facilitation and problem solving methodology. The paper presents a meta-analysis of the 657 barriers to teaching about the ocean, highlighting how these barriers are interconnected and influence one another in a European Influence Map. The influence map shows 8 themes: Awareness and Perceived knowledge; Policies and Strategies; Engagement, formal education sector; the Ocean itself; Collaboration; Connections between humans and the ocean and the Blue Economy, having the greatest influence and impact on marine education. “Awareness and Perceived knowledge” in Stage 1, exerts the highest level of overall influence in teaching 12–19 year olds about the ocean. This map and study serves as a roadmap for policy makers to implement mobilisation actions that could mitigate the barriers to teaching about the ocean. Examples of such actions include free marine education learning resources such as e-books, virtual laboratories or hands-on experiments. Thus, supporting educators in taking on the challenge of helping our youth realise that the ocean supports life on Earth is essential for education, the marine and human well-being. •Collective Intelligence shows barriers to teaching 12–19 year-olds about the ocean.•Education stakeholder consultations ran in eight European countries.•European influence map represents the relationships among barriers.•Barriers in “Awareness and perceived knowledge” theme are the most influential.•Resources, courses and networks are options that can be used to address barriers.
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| 26. |
- Fors, Andreas, 1977, et al.
(författare)
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Effects of a person-centred telephone-support in patients with chronic obstructive pulmonary disease and/or chronic heart failure - A randomized controlled trial
- 2018
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 13:8
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Tidskriftsartikel (refereegranskat)abstract
- To evaluate the effects of person-centred support via telephone in two chronically ill patient groups, chronic obstructive pulmonary disease (COPD) and/or chronic heart failure (CHF). 221 patients ≥ 50 years with COPD and/or CHF were randomized to usual care vs. usual care plus a person-centred telephone-support intervention and followed for six months. Patients in the intervention group were telephoned by a registered nurse initially to co-create a person-centred health plan with the patient and subsequently to discuss and evaluate the plan. The primary outcome measure was a composite score comprising General Self-Efficacy (GSE), re-hospitalization and death. Patients were classified as deteriorated if GSE had decreased by ≥ 5 points, or if they had been re-admitted to hospital for unscheduled reasons related to COPD and/or CHF or if they had died. At six-month follow-up no difference in the composite score was found between the two study groups (57.6%, n = 68 vs. 46.6%, n = 48
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| 27. |
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| 28. |
- Göthberg, Martin, 1959, et al.
(författare)
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From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production
- 2018
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Ingår i: Mind, Culture and Activity. - : Informa UK Limited. - 1074-9039 .- 1532-7884. ; 25:3, s. 247-262
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT: Exploring how text understanding evolves through interaction in a drama-text based student theatre production, the present study takes its theoretical point of departure in sociocultural and dialogical approaches to meaning making and creativity. Video data from a Swedish upper secondary school allowed us to follow transitions of text understanding in the artistic shaping of characters from drama text to stage text. We analyze a special kind of communicative side projects; short, recurrent student-initiated role-plays, embedded in teacher-led activities. The joint text understanding that was established
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| 29. |
- Hakkarainen, Kai, et al.
(författare)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 30. |
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| 31. |
- Hallberg, Inger, 1956, et al.
(författare)
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Phases in development of an interactive mobile phone-based system to support self-management of hypertension
- 2014
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Ingår i: Integrated blood pressure control. - : Dove Medical Press. - 1178-7104. ; 7, s. 19-28
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Tidskriftsartikel (refereegranskat)abstract
- Hypertension is a significant risk factor for heart disease and stroke worldwide. Effective treatment regimens exist; however, treatment adherence rates are poor (30%–50%). Improving self-management may be a way to increase adherence to treatment. The purpose of this paper is to describe the phases in the development and preliminary evaluation of an interactive mobile phone-based system aimed at supporting patients in self-managing their hypertension. A person-centered and participatory framework emphasizing patient involvement was used. An interdisciplinary group of researchers, patients with hypertension, and health care professionals who were specialized in hypertension care designed and developed a set of questions and motivational messages for use in an interactive mobile phone-based system. Guided by the US Food and Drug Administration framework for the development of patient-reported outcome measures, the development and evaluation process comprised three major development phases (1, defining; 2, adjusting; 3, confirming the conceptual framework and delivery system) and two evaluation and refinement phases (4, collecting, analyzing, interpreting data; 5, evaluating the self-management system in clinical practice). Evaluation of new mobile health systems in a structured manner is important to understand how various factors affect the development process from both a technical and human perspective. Forthcoming analyses will evaluate the effectiveness and utility of the mobile phone-based system in supporting the self-management of hypertension.
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| 32. |
- Hillman, Thomas, 1978, et al.
(författare)
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Considering external resource use in forum discussions as an indicator of citizen scientist learning
- 2016
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Ingår i: European Citizen Science Association Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this presentation, we address the challenge of identifying learning in citizen science projects by examining the activity of volunteer participants in Galaxy Zoo. This project represents a style of citizen science where participants classify images using a simple protocol. Since this activity has limited interactional possibilities, it is difficult to identify learning by examining it. Instead, we examine interactions on an online forum formed in relation to the classification activity. Working from the Vygotskian (1978) notion that learning is a process of appropriating cultural tools, we examined the use of online resources external to Galaxy Zoo in forum posts over time. Using over 30,000 posts, we plotted external resource use trajectories for participants with more than 50 posts. Based on date of first post, we examined the trajectories of new participants in relation to those of already established members. For new participants, already active amateur astronomers could be discerned from those with little experience. This distinction was confirmed through the posts that new participants make where they often provide self-evaluations. The trajectories of active astronomer new participants tend to exhibit heavy use of external resources in early posts followed by a reduction. Those of non-astronomer new participants who later become established members tend to exhibit a gradual increase. When examining the external resource use of non-astronomer new participants in the context of the forum threads in which they are posted, shifts in type and usage along the trajectories are also discernable. Shifts in the type of resources from popular media to scientific are visible along with shifts in usage from asking for guidance and curating online content to formulating arguments and guiding other members. Such shifts in type and usage combined with rising trajectories of use indicate the appropriation of cultural tools and the development of astronomy literacy.
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| 33. |
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| 34. |
- Hopwood, N., et al.
(författare)
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Learning and expertise in support for parents of children at risk: a cultural-historical analysis of partnership practices
- 2019
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Ingår i: Oxford Review of Education. - : Informa UK Limited. - 0305-4985 .- 1465-3915. ; 45:5, s. 587-604
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Tidskriftsartikel (refereegranskat)abstract
- Relationships young children have with caring adults are important in mitigating the effects of adversity in early childhood. Facilitating parents' learning is central to support that helps parents cope with difficult circumstances. Within this, a focus on parent-child relationships is crucial. This presents significant challenges to professionals, who must use their expertise effectively without leaving parents feeling judged and that their knowledge does not count. Professional-client partnership has been proposed as a means to tackle these issues, but remains inadequately conceptualised in terms of connections between professional expertise and parents' learning. Home visits by nurses in Sydney were analysed, drawing on cultural-historical concepts that trace dialectic relations between expertise, practice, and parents' learning. Partnership was accomplished through six practices: making observations, specific modes of questioning, reinterpreting, reframing, orienting to the future, and offering metacommentary. These are discussed in terms of recontextualisation, working in a space of reasons, and practices of categorising. This novel conceptualisation reveals how professionals can use their expertise to address parent-child relationships.
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| 35. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
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Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 36. |
- Jakobsson, Anders, et al.
(författare)
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Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing
- 2009
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Ingår i: Science Education. - : Wiley. ; 98:6, s. 978-995
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Tidskriftsartikel (refereegranskat)abstract
- Much of the research on students' understanding of the greenhouse effect and global warming reports poor results. Students are claimed to hold misconceptions and naïve beliefs, and the impact of teaching on their conceptions is also low. In the present study, these results are called into question, and it is argued that they may to a large extent be seen as artifacts of the research methods deployed, in particular when written questionnaires are used. When following students' project work in school over a long period, many of the misunderstandings reported in the literature do not appear. It is argued that the appropriation and use of scientific language when discussing complex socioscientific issues is a gradual process. When observing the language and mediational means students use over time, it is obvious that they are able to identify and use central distinctions in their interactions. They are also able to make productive use of texts and other materials that allow them to successively approximate scientific modes of reasoning. Thus, what students know emerges in communicative practices where they interact with others and with cultural tools in a focused activity. It is argued that students' knowledge of complex multidisciplinary phenomena of this kind may be particularly ill-suited to conventional questionnaire types of testing.
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| 37. |
- Jonasson, Charlotte, et al.
(författare)
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Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance
- 2015
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Ingår i: Teachers and Teaching: theory and practice. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 21:7, s. 831-842
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active caring approach, a passive wait until this class is over approach, an active vocational gate-keeping approach, and a passive wait and see whether they drop out approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed.
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| 38. |
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| 39. |
- Kasperowski, Dick, 1959, et al.
(författare)
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Embedding Citizen Science in Research: Forms of engagement, scientific output and values for science, policy and society
- 2017
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Ingår i: SocArXiv.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- This paper addresses emerging forms of Citizen Science (Citizen Science), and discusses their value for science, policy and society. It clarifies how the term Citizen Science is used and identifies different forms of Citizen Science. This is important, since with blurred distinctions there is a risk of both overrating and underestimating the value of Citizen Science and of misinterpreting what makes a significant contribution to scientific endeavour. The paper identifies three main forms of citizen science 1) Citizen Science as a research method, aiming for scientific output, 2) Citizen Science as public engagement, aiming to establish legitimacy for science and science policy in society, and, 3) Citizen Science as civic mobilization, aiming for legal or political influence in relation to specific issues. In terms of scientific output, the first form of Citizen Science exceeds the others in terms of scientific peer-reviewed articles. These projects build on strict protocols and rules for participation and rely on mass inclusion to secure the quality of contributions. Volunteers are invited to pursue very delimited tasks, defined by the scientists. The value of the three distinct forms of Citizen Science –for science, for policy and for society, is discussed to situate Citizen Science in relation to current policy initiatives in Europe and in the US. In quantitative terms the US, and particularly the NSF have so far taken a lead in allocating research funding to Citizen Science projects (primarily of the first form), however, the White House has recently issued a memorandum addressing societal and scientific challenges through citizen science covering all three forms discussed in this paper. As Citizen Science is currently being launched as a way to change the very landscape of science, important gaps in research are identified and policy recommendations are provided, in order for policy makers to be able to assess and anticipate the value of different forms of Citizen Science with regard to future research policy.
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| 40. |
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| 41. |
- Lilja, Patrik, 1973, et al.
(författare)
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Wrestling with globalisation and international justice in the classroom. Discursive challenges for students and teachers when bringing in arguments from the world wide web
- 2009
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Ingår i: Paper presented at 13th Biennal EARLI conference, Amsterdam, The Netherlands..
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Konferensbidrag (refereegranskat)abstract
- A common contemporary idea is that the Internet and digital sources of information can provide material previously unavailable in educational settings, making possible new kinds of relations between events and issues in the outside world and classroom discourse and activity. This kind of material, however, includes discourses with premises and types of argument that potentially differ significantly from those found in media produced for institutional school use. The aim of this study is thus to analyse how students approach discourses found in material produced outside school, and how teachers approach and respond to students’ work with such discourses. The empirical material was collected through an ethnographic fieldwork in a Swedish upper secondary school. The student group analysed in this study is engaged in project work, dealing with the basics of international economy and global financial politics. Approaching this material from a discursive and sociocultural perspective, the analysis focus details in the discursive work, such as the establishing of facticity (Edwards, 1997; Potter, 1996), and the qualification of arguments (Mäkitalo & Säljö 2002). Through the www, printed material and talk, the students take part of perspectives, norms and ways of arguing that differ from, and sometimes overtly criticise, the way of framing and discussing the same issues in international economics, which is simultaneously part of subject matter supposed to appropriated by the students. In discussions with the teachers, students bring up ideas promoted by non-governmental organisations these as suggestions of alternative arguments. The teachers engage in these discussions, generally keeping to traditions of arguing common in international economics. The tensions between institutionally sanctioned and diverging types of arguments become local discursive problems for students and teachers to deal with in this complex discursive situation.
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| 42. |
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| 43. |
- Linell, Per, 1944, et al.
(författare)
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Epilogue: Memory practices writ large and small.
- 2017
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Ingår i: Å. Mäkitalo., P. Linell & R. Säljö (Eds.), Memory practices and learning – interactional, institutional and sociocultural perspectives.. - Charlotte, NC : Information Age Publishing. - 9781681236193 ; , s. 383-401
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Bokkapitel (refereegranskat)
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| 44. |
- Lundin, Mona, 1976, et al.
(författare)
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Co-designing technologies in the context of hypertension care: Negotiating participation and technology use in design meetings.
- 2017
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Ingår i: Informatics for Health and Social Care. - : Informa UK Limited. - 1753-8157 .- 1753-8165. ; 42:1, s. 18-31
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Tidskriftsartikel (refereegranskat)abstract
- Research Interest: In this article, we take an interest in the new kind of relation that has been claimed to be urgently required between health services and patients. Co-production of health services implies fundamental changes in the ways medical care is organized and delivered. Usually, technologies are put forth as potential solutions to problems that might occur when establishing such new relations. Aims: The aim of this study is to scrutinize how different perspectives were brought into the discussions as the concrete design and use of a mobile phone application were introduced, and how participants anticipated and negotiated their own participation in the design project. Methods: This article reports results from an explorative study of a co-design project in hypertension care wherein health professionals and patients were invited to co-design some features of the application they were later to use. Results/Conclusions: The study shows that new practices of self-treatment are not likely to take place without the cooperation of patients, since they are to provide the observational data necessary for the professionals' work. The negotiations are needed to balance patients' concerns of being monitored by technology and their needs of being in control of their everyday lives and activities.
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| 45. |
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Memory practices and learning. Interactional, institutional and sociocultural perspectives.
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Memory and learning are seen as mental phenomena and generally studied as brain processes, for example, within various branches of psychology and neuroscience. This book represents a rather different tack, based on sociocultural theory, cultural psychology and dialogism. Authors from many different disciplines and countries study memory and learning as practices adopted by people in different interactional and institutional contexts. Studies range from detailed analyses of situated activities to broad sociohistorical studies of cultural phenomena and collective memories such as national narratives and physical symbols for commemorating events and traditions. By focusing on how people engage in remembering and learning, this book provides a necessary complement to currently popular neuroscientific approaches.
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| 46. |
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| 47. |
- Meyer-Beining, Janna, et al.
(författare)
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The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education
- 2018
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561. ; 19:4, s. 134-145
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Tidskriftsartikel (refereegranskat)abstract
- This article explores a summative assessment delivery activity frequently encountered in Swedish higher education, the grade conference. Drawing on data from a Swedish module on Environmental Engineering, we analyze ten video recorded face-to-face meetings, each involving one student and one teacher discussing a grade awarded on the basis of a student written report. Utilizing Linell's concept of communicative projects, our dialogical study describes the interactional characteristics of this institutional activity type. In that context, we also discuss the interactional framing of each meeting, the issues considered talk-about-able within the activity, as well as the institutional and personal expectations made salient in this type of summative assessment interaction. We find that the activity involves a small set of characteristic communicative projects, which on the whole serve the activity's overarching purpose of delivering and achieving acceptance of a previously determined grade on a student written report. Teacher dominated, the activity provides occasion to discuss different aspects of student work, but participants also engage in subtle negotiations of institutional and personal accountabilities.
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| 48. |
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| 49. |
- Mäkitalo, Åsa, 1966, et al.
(författare)
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A technology shift and its challeges to professional conduct. Mediated vision in endodontics.
- 2014
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Ingår i: In T. Fenwick & M. Nerland (Eds.) Reconceptualising professional learning. Sociomaterial knowledges, practices, and responsibilities. - London : Routledge. - 9780415815789 ; , s. 99-111
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Bokkapitel (refereegranskat)abstract
- Endodontic treatment in dentistry used to be hard to learn and to make comprehensible to others. What happened in the oral cavity of the patient could not be displayed visually, and even the dentist needed to largely rely on tactile experience. As visual technologies has become intertwined with professional vision, coordination of both hand and gaze are dependent on their affordances and constraints. As technologies shift, new conditions for professional conduct accordingly emerge. From being limited to two-dimensional dental radiography and the naked eye enhanced by loupes, an important shift took place when the operating microscope was introduced in dentistry. As a tool for optical magnification, it affects vision by increasing the size of an image on the retina and in such an environment the hand can perform remarkably intricate micromanipulations. Professional vision has accordingly changed dramatically, but the embodied experience of performing procedures with the new visual tool, the dexterity and precision needed when undertaking a procedure, and the delicacy of decision-making during the process, has still not been explored to any extent among professionals. Drawing on a sociocultural and dialogical perspective this chapter will illuminate a case of re-mediation, i.e. how a technology shift in an established practice has challenged professional conduct. A focus group discussion among professional dentists is analysed to explore the technology shift as an embodied experience of working. We examine how such experience takes shape through discourse when professionals share their individual accounts with each other. Analytically, the paper explores the use of metaphors, analogies and distinctions in sharing what they experienced the first time they worked in the new environment. It also explores how individual accounts were recycled and jointly used in formulating challenges and affordances of professional conduct in the re-mediated work environment. At a general level we noticed that the appropriation process in this case seems to imply that mind and means need to merge in interaction with the new environment. The most salient experience of the shift, however, was not the tactile, kineasthetic or proprioceptive experiences that the professionals described, nor was it what they were able to see. Instead, we argue, the shift seemed to constitute a visual re-location into a new spatial environment which radically altered the experiential context.
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| 50. |
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