| 1. |
- Bidartondo, Martin, et al.
(författare)
-
Preserving accuracy in GenBank
- 2008
-
Ingår i: Science. ; 319:5870
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Sim, Thomas G., et al.
(författare)
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Regional variability in peatland burning at mid-to high-latitudes during the Holocene
- 2023
-
Ingår i: Quaternary Science Reviews. - : Elsevier. - 0277-3791 .- 1873-457X. ; 305
-
Tidskriftsartikel (refereegranskat)abstract
- Northern peatlands store globally-important amounts of carbon in the form of partly decomposed plant detritus. Drying associated with climate and land-use change may lead to increased fire frequency and severity in peatlands and the rapid loss of carbon to the atmosphere. However, our understanding of the patterns and drivers of peatland burning on an appropriate decadal to millennial timescale relies heavily on individual site-based reconstructions. For the first time, we synthesise peatland macrocharcoal re-cords from across North America, Europe, and Patagonia to reveal regional variation in peatland burning during the Holocene. We used an existing database of proximal sedimentary charcoal to represent regional burning trends in the wider landscape for each region. Long-term trends in peatland burning appear to be largely climate driven, with human activities likely having an increasing influence in the late Holocene. Warmer conditions during the Holocene Thermal Maximum (similar to 9e6 cal. ka BP) were associated with greater peatland burning in North America's Atlantic coast, southern Scandinavia and the Baltics, and Patagonia. Since the Little Ice Age, peatland burning has declined across North America and in some areas of Europe. This decline is mirrored by a decrease in wider landscape burning in some, but not all sub-regions, linked to fire-suppression policies, and landscape fragmentation caused by agricultural expansion. Peatlands demonstrate lower susceptibility to burning than the wider landscape in several instances, probably because of autogenic processes that maintain high levels of near-surface wetness even during drought. Nonetheless, widespread drying and degradation of peatlands, particularly in Europe, has likely increased their vulnerability to burning in recent centuries. Consequently, peatland restoration efforts are important to mitigate the risk of peatland fire under a changing climate. Finally, we make recommendations for future research to improve our understanding of the controls on peatland fires.(c) 2023 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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| 3. |
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| 4. |
- Bernhard, Jonte, 1953-, et al.
(författare)
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By hand and by computer : – a video-ethnographic study of engineering students’ representational practices in a design project
- 2020
-
Ingår i: Educate for the future. - Aalborg : Aalborg Universitetsforlag. - 9788772103136 ; , s. 561-570
-
Konferensbidrag (refereegranskat)abstract
- In engineering education there has been a growing interest that the curriculum should include collaborative design projects. However, students’ collaborative learning processes in design projects have, with a few exceptions, not been studied in earlier research. Most previous studies have been performed in artificial settings with individual students using verbal protocol analysis or through interviews. The context of this study is a design project in the fifth semester of the PBL-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of 5–6 students. The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (2 – 5 cameras per group).The different collaborative groups did not only produce and reach an agreement on a design proposal during the session – in their design practice they used, and produced, a wealth of tools and bodily-material resources for representational and modelling purposes. As an integral and seamless part of students’ interactional and representational work and the group’s collaborative thinking bodily resources such as “gestured drawings” and gestures, concrete materials such as 3D-foam and papers models, “low-tech” representations such as sketches and drawings by hand on paper and “high-tech” representations as CAD-drawings were used.These findings highlight the cognitive importance of tools and the use of bodily and material resources in students’ collaborative interactional work in a design setting. Furthermore, our study demonstrates that a focus primarily on digital technologies, as is often the case in the recent drive towards “digital learning”, would be highly problematic.
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| 5. |
- Bernhard, Jonte, 1953-, et al.
(författare)
-
Engineering Students’ Dynamic and Fluid Group Practices in a Collaborative Design Project
- 2023
-
Ingår i: Proceedings of SEFI Annual Conference.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There is a growing interest in engineering education that the curriculum should include collaborative design projects. Collaboration and collaborative learning imply a shared activity, a shared purpose, a joint problem-solving space, and mutual interdependence to achieve intended learning outcomes. The focus, in this study, is on engineering students’ collaborative group practices. The context is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. Students’ collaborative work in the preparation for an upcoming status seminar was video recorded in situ. In our earlier studies video ethnography, conversation analysis and embodied interaction analysis have been used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task on a momentmoment basis. In this paper we report from a one-hour period where a group of four engineering students do final designs in preparation for the status seminar. Using recorded multi-perspective videos, we have analysed students’ fine-grained patterns of social interaction within this group. We found that the interaction and collaboration was very dynamic and fluid. It was observed that students seamlessly switched from working individually to working collaboratively. In collaborative work students frequently changed constellations and would not only work as a whole group, but also would break into subgroups of two or three students to do some work. Our results point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail and the results challenge a naïve individualcollaborative- binary.
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| 6. |
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| 7. |
- Bernhard, Jonte, 1953-, et al.
(författare)
-
Group Practices in a Collaborative Design Project : A Video-Ethnographic Study
- 2023
-
Ingår i: Proceedings of the 19th International CDIO Conference.
-
Konferensbidrag (refereegranskat)abstract
- CONTEXT: There is a growing interest in engineering education that the curriculum should include collaborative design projects. The problem-based and project-based learning context of this study is a design project in the fifth semester of the problem-based Architecture and Design programme at Aalborg University. The students had the task to design a real office building in collaborative groups of five to six students. PURPOSE: Collaboration and collaborative learning imply a shared activity, a shared purpose, and a mutual interdependence to achieve the intended learning outcomes. In earlier studies we have highlighted the cognitive importance of tools and the use of a wealth of bodily and material resources in students’ collaborative interactional work in the design project. In this study, we focus on students’ collaborative group practices in the design project. The fine-grained details of collaborative work in engineering students design projects are currently underresearched. METHODOLOGY: The preparation for an upcoming status seminar was video recorded in situ. Video ethnography, conversation analysis and embodied interaction analysis were used to explore what interactional work the student teams did and what kind of resources they used to collaborate and complete the design task. Complete six hours sessions of five groups were recorded using multiple video cameras (two to five cameras per group). OUTCOMES: The fine-grained patterns of social interaction within groups were found to be complex and dynamic. In the video recordings it was observed that students often changed constellations and break into subgroups of one, two or three students to do some work and to congregate later as a whole group. Thus, we found that the patterns of collaboration in groups practical day-to-day work were not static but displayed a myriad of different patterns. CONCLUSION: Our results challenge a naïve individual-collaborative binary and point to the need to investigate group practices and individual and collaborative learning in design project groups and other collaborative learning environments in more detail. Physical settings in active learning environments should make fluid collaboration patterns in students’ collaborative work feasible and it should be encouraged by instructors.
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| 8. |
- Bernhard, Jonte, 1953-, et al.
(författare)
-
Is “Digital Education” The Right Way Forward? : Or Is, Maybe, Postdigital Education What Is Needed!
- 2022
-
Ingår i: SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. - Barcelona : Universitat Politècnica de Catalunya. - 9788412322262 ; , s. 110-121
-
Konferensbidrag (refereegranskat)abstract
- The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality
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| 9. |
- Bernhard, Jonte, et al.
(författare)
-
Practical Epistemic Cognition in a Design Project - Engineering Students Developing Epistemic Fluency
- 2019
-
Ingår i: IEEE Transactions on Education. - : IEEE. - 0018-9359 .- 1557-9638. ; 62:3, s. 216-225
-
Tidskriftsartikel (refereegranskat)abstract
- Contribution: This paper reports engineering students' practical epistemic cognition by studying their interactional work in situ. Studying "epistemologies in action'' the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories.Background: In epistemology, knowledge is traditionally seen as "justified true belief'', neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students' cognitive and epistemological development could be conceptualized?Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students' epistemological and cognitive development, individually and as a group, should be understood in terms of developing "epistemic fluency.''
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| 10. |
- Bonderup Dohn, Nina, et al.
(författare)
-
Conclusion : Emerging themes in sustainable networked learning
- 2023
-
Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 265-279
-
Bokkapitel (refereegranskat)abstract
- In this concluding chapter, we point to themes that emerge from the chapters in this book on sustainable networked learning. The themes cut across different sections of the book, indicating their broader significance. These themes are the lasting effects of lockdown online teaching; Digital sustainability for the future; Future roles of networked learning in society; Balancing utopia and dystopia in visions of AI and open data; Speculative methods in research, education and design; and Balancing qualitative and quantitative data in the research of networked educational settings: Studies at the community and project levels.
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| 11. |
- Davidsen, Jacob, et al.
(författare)
-
Everything comes together
- 2020
-
Ingår i: Thinking Skills and Creativity. - : ELSEVIER SCI LTD. - 1871-1871 .- 1878-0423. ; 37
-
Tidskriftsartikel (refereegranskat)abstract
- Previous studies of engineering and design students found that they are less competent than professionals in managing iterative processes, working with ill-structured problems and integrating objects and materials into their design process. Accordingly, there is a broad interest in understanding how students learn to design collaboratively and how they are becoming professionals. In this paper, we explore how a group of architectural engineering students are collaboratively developing a dialogic practice, which resembles how professionals work. We base this analysis on video extracts of a group of students preparing for a formal design review session by asking: What are the characteristics of students dialogic practice in a collaborative design project? Does it develop into a professional dialogic practice? Based in embodied interaction analysis of the video extracts, we show how this professional dialogical practice is developed using bodily, material and historical resources, rather than only being manifested in verbal discourse. We argue that mastering these dialogic practices is an important part of becoming a professional. Our analysis shows that the students are oriented to the tactile and kinaesthetic aspects of their collaborative work, they engage in collaborative embodied design activities and they integrate the history of the design process by repurposing materials in their current activity. We also argue that our methodological orientation to the students interactional work allows us to see how they develop a dialogic practice better than existing studies using protocol analysis.
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| 12. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
-
Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
-
Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
-
Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 13. |
- Huang, Shan, et al.
(författare)
-
Truncated lubricin glycans in osteoarthritis stimulate the synoviocyte secretion of VEGFA, IL-8, and MIP-1α : Interplay between O-linked glycosylation and inflammatory cytokines
- 2022
-
Ingår i: Frontiers in Molecular Biosciences. - : Frontiers Media SA. - 2296-889X. ; 9
-
Tidskriftsartikel (refereegranskat)abstract
- The primary aim of the study was to identify inflammatory markers relevant for osteoarthritis (OA)-related systemic (plasma) and local (synovial fluid, SF) inflammation. From this, we looked for inflammatory markers that coincided with the increased amount of O-linked Tn antigen (GalNAcα1-Ser/Thr) glycan on SF lubricin. Inflammatory markers in plasma and SF in OA patients and controls were measured using a 44-multiplex immunoassay. We found consistently 29 markers detected in both plasma and SF. The difference in their concentration and the low correlation when comparing SF and plasma suggests an independent inflammatory environment in the two biofluids. Only plasma MCP-4 and TARC increased in our patient cohort compared to control plasma. To address the second task, we concluded that plasma markers were irrelevant for a direct connection with SF glycosylation. Hence, we correlated the SF-inflammatory marker concentrations with the level of altered glycosylation of SF-lubricin. We found that the level of SF-IL-8 and SF-MIP-1α and SF-VEGFA in OA patients displayed a positive correlation with the altered lubricin glycosylation. Furthermore, when exposing fibroblast-like synoviocytes from both controls and OA patients to glycovariants of recombinant lubricin, the secretion of IL-8 and MIP-1α and VEGFA were elevated using lubricin with Tn antigens, while lubricin with sialylated and nonsialylated T antigens had less or no measurable effect. These data suggest that truncated glycans of lubricin, as found in OA, promote synovial proinflammatory cytokine production and exacerbate local synovial inflammation.
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| 14. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
-
Editorial introduction : Lifelong learning in the digital era
- 2021
-
Ingår i: British Journal of Educational Technology. - : John Wiley & Sons. - 0007-1013 .- 1467-8535. ; 52:4, s. 1576-1579
-
Tidskriftsartikel (refereegranskat)abstract
- Lifelong learning in the digital era is characterised by the increasing digitalisation of society and a growing networked and hybrid organisation of human activities. In this era, lifelong learning needs to relate to how digitalisation and hybrid and networked organisations blur earlier established boundaries of content, place, technology, time and social settings (e.g., Jaldemark, 2021; Nygren et al., 2019; Peters & Romero, 2019). Moreover, lifelong learning is emphasised to occur in various formal, informal and nonformal settings that people participate in throughout their lifespan. Thus, it is necessary to focus on these recent developments and their impact on practice and research. The special section builds on an open call for papers and an invited digital research workshop organised by the eLL- group (e-Learning Lab) at Aalborg University and theHEEL- group (Higher Education and E-Learning) at Mid Sweden University 16– 17 of November 2020. The invited research workshop emphasised the intersection of the fields of educational technology and lifelong learning as an important research trajectory for future development.
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| 15. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
-
Introduction
- 2023
-
Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 1-15
-
Bokkapitel (refereegranskat)abstract
- The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.
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| 16. |
- Jandrić, Petar, et al.
(författare)
-
Teaching in the Age of Covid-19
- 2020
-
Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 17. |
- Jandrić, Petar, et al.
(författare)
-
Teaching in the Age of Covid-19 : The New Normal
- 2022
-
Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
-
Tidskriftsartikel (refereegranskat)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 18. |
- Jandrić, Petar, et al.
(författare)
-
Teaching in the Age of Covid-19—1 Year Later
- 2021
-
Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 19. |
- Morgardt-Ryberg, Kristina, et al.
(författare)
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Patch testing with a textile dye mix - a multicentre study.
- 2014
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Ingår i: Contact Dermatitis. - : Wiley. - 0105-1873. ; 71:4, s. 215-223
-
Tidskriftsartikel (refereegranskat)abstract
- Disperse dyes are well-known contact sensitizers. However, they are not included in the majority of commercially available baseline patch test series.
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| 20. |
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| 21. |
- Networked Learning Editorial Collective (NLEC), -, et al.
(författare)
-
Networked Learning : Inviting Redefinition
- 2021
-
Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 3:2, s. 312-325
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Tidskriftsartikel (refereegranskat)
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| 22. |
- Polme, S., et al.
(författare)
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FungalTraits: a user-friendly traits database of fungi and fungus-like stramenopiles
- 2020
-
Ingår i: Fungal Diversity. - : Springer Science and Business Media LLC. - 1560-2745 .- 1878-9129. ; 105:1, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- The cryptic lifestyle of most fungi necessitates molecular identification of the guild in environmental studies. Over the past decades, rapid development and affordability of molecular tools have tremendously improved insights of the fungal diversity in all ecosystems and habitats. Yet, in spite of the progress of molecular methods, knowledge about functional properties of the fungal taxa is vague and interpretation of environmental studies in an ecologically meaningful manner remains challenging. In order to facilitate functional assignments and ecological interpretation of environmental studies we introduce a user friendly traits and character database FungalTraits operating at genus and species hypothesis levels. Combining the information from previous efforts such as FUNGuild and Fun(Fun) together with involvement of expert knowledge, we reannotated 10,210 and 151 fungal and Stramenopila genera, respectively. This resulted in a stand-alone spreadsheet dataset covering 17 lifestyle related traits of fungal and Stramenopila genera, designed for rapid functional assignments of environmental studies. In order to assign the trait states to fungal species hypotheses, the scientific community of experts manually categorised and assigned available trait information to 697,413 fungal ITS sequences. On the basis of those sequences we were able to summarise trait and host information into 92,623 fungal species hypotheses at 1% dissimilarity threshold.
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| 23. |
- Ryberg, Thomas, et al.
(författare)
-
Ecotones : a Conceptual Contribution to Postdigital Thinking
- 2021
-
Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3:2, s. 407-424
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the notion of ecotones and argue how it can contribute to postdigital thinking. We do so using two empirical examples as backdrop for our discussions. We argue the concept of ecotones can add to postdigital research particularly in relation to addressing problematic dichotomies such as the digital vs analogue/material. We highlight how the notion of ecotones has a conceptual dimension having to do with tensions, diversity and richness emerging in the meeting between two entities. Secondly, we discuss how ecotones have a spatial and material dimension. Through the analysis of empirical examples, we discuss how the notion of ecotones can contribute to postdigital theory and analytic approach to dichotomies, such as the digital vs analogue/material. Further, we discuss ecotones in relation to hybridity and liminality, which are similar concepts.
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| 24. |
- Ryberg, Thomas, et al.
(författare)
-
Knowledge Forms in Students' Collaborative Work : PBL as a Design for Transfer work
- 2020
-
Ingår i: Designing for situated knowledge transformation. - Abingdon, Oxon, UK : Routledge. - 9780367225735 - 9780429275692 ; , s. 127-144
-
Bokkapitel (refereegranskat)abstract
- This chapter analyses selected video data from a long-term, collaborative problem-based project work conducted by groups of Architecture and Design students within the frame of the Aalborg PBL model. This pedagogical model is discussed in relation to the analytic framework for transfer developed in Chapters 2 and 3. Following that, the chapter zooms in on selected extracts of video data of students’ actual group work, which is analysed from the perspective of embodied interaction analysis. Through the use of this analytical perspective, the chapter draws out two themes: “Embodiment – the intimacy of talk, gestures and artefacts” and “The material, collective history of the group and the production of shared artefacts and practices”. In relation to the first theme, it is discussed how e.g. the bodily-material handling of a styrofoam model can be viewed as an example of ‘practical knowledge’ that transgresses a merely ‘communicative’ or ‘illustrative’ purpose and can be seen as a way of ‘building an argument’ within a design process and as participating in an ‘epistemic design game’. In relation to the second theme, this argument is extended to include the physical surroundings the students work in and it is argued that the students develop ‘practical knowledge’ as patterns of practice for organising their work, organising the studio and working with models. In the conclusion, this is discussed in relation to the Aalborg PBL model.
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| 25. |
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| 26. |
-
Sustainable Networked Learning : Individual, Sociological and Design Perspectives
- 2023
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May, 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.
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| 27. |
- Woksepp, Hanna, et al.
(författare)
-
Epidemiological characterization of a nosocomial outbreak of extended spectrum -lactamase Escherichia coli ST-131 confirms the clinical value of core genome multilocus sequence typing
- 2017
-
Ingår i: Acta Pathologica, Microbiologica et Immunologica Scandinavica (APMIS). - : Wiley-Blackwell. - 0903-4641 .- 1600-0463. ; 125:12, s. 1117-1124
-
Tidskriftsartikel (refereegranskat)abstract
- Enhanced precision of epidemiological typing in clinically suspected nosocomial outbreaks is crucial. Our aim was to investigate whether single nucleotide polymorphism (SNP) analysis and core genome (cg) multilocus sequence typing (MLST) of whole genome sequencing (WGS) data would more reliably identify a nosocomial outbreak, compared to earlier molecular typing methods. Sixteen isolates from a nosocomial outbreak of ESBL E.coli ST-131 in southeastern Sweden and three control strains were subjected to WGS. Sequences were explored by SNP analysis and cgMLST. cgMLST clearly differentiated between the outbreak isolates and the control isolates (>1400 differences). All clinically identified outbreak isolates showed close clustering (2 allele differences), except for two isolates (>50 allele differences). These data confirmed that the isolates with >50 differing genes did not belong to the nosocomial outbreak. The number of SNPs within the outbreak was 7, whereas the two discrepant isolates had >700 SNPs. Two of the ESBL E.coli ST-131 isolates did not belong to the clinically identified outbreak. Our results illustrate the power of WGS in terms of resolution, which may avoid overestimation of patients belonging to outbreaks as judged from epidemiological data and previously employed molecular methods with lower discriminatory ability.
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| 28. |
- Woksepp, Hanna, et al.
(författare)
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Evaluation of High-Resolution Melting Curve Analysis of Ligation-Mediated Real-Time PCR, a Rapid Method for Epidemiological Typing of ESKAPE (Enterococcus faecium, Staphylococcus aureus, Klebsiella pneumoniae, Acinetobacter baumannii, Pseudomonas aeruginosa, and Enterobacter Species) Pathogens
- 2014
-
Ingår i: Journal of Clinical Microbiology. - : American Society for Microbiology. - 0095-1137 .- 1098-660X. ; 52:12, s. 4339-4342
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Tidskriftsartikel (refereegranskat)abstract
- A single-tube method, ligation-mediated real-time PCR high-resolution melt analysis (LMqPCR HRMA), was modified for the rapid typing of Enterococcus faecium, Staphylococcus aureus, Klebsiella pneumoniae, Acinetobacter baumannii, Pseudomonas aeruginosa, and Enterobacter spp. (ESKAPE) pathogens. A 97% agreement (60/62 isolates) was achieved in comparison to pulsed-field gel electrophoresis (PFGE) results, which indicates that LMqPCR HRMA is a rapid and accurate screening tool for monitoring nosocomial outbreaks.
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| 29. |
- Woksepp, Hanna, et al.
(författare)
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High-Resolution Melting-Curve Analysis of Ligation-Mediated Real-Time PCR for Rapid Evaluation of an Epidemiological Outbreak of Extended-Spectrum-Beta-Lactamase-Producing Escherichia coli
- 2011
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Ingår i: Journal of Clinical Microbiology. - : American Society for Microbiology. - 0095-1137 .- 1098-660X. ; 49:12, s. 4032-4039
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Tidskriftsartikel (refereegranskat)abstract
- Methods for the confirmation of nosocomial outbreaks of bacterial pathogens are complex, expensive, and time-consuming. Recently, a method based on ligation-mediated PCR (LM/PCR) using a low denaturation temperature which produces specific melting-profile patterns of DNA products has been described. Our objective was to further develop this method for real-time PCR and high-resolution melting analysis (HRM) in a single-tube system optimized in order to achieve results within 1 day. Following the optimization of LM/PCR for real-time PCR and HRM (LM/HRM), the method was applied for a nosocomial outbreak of extended-spectrum-beta-lactamase (ESBL)-producing and ST131-associated Escherichia coli isolates (n = 15) and control isolates (n = 29), including four previous clusters. The results from LM/HRM were compared to results from pulsed-field gel electrophoresis (PFGE), which served as the gold standard. All isolates from the nosocomial outbreak clustered by LM/HRM, which was confirmed by gel electrophoresis of the LM/PCR products and PFGE. Control isolates that clustered by LM/PCR (n = 4) but not by PFGE were resolved by confirmatory gel electrophoresis. We conclude that LM/HRM is a rapid method for the detection of nosocomial outbreaks of bacterial infections caused by ESBL-producing E. coli strains. It allows the analysis of isolates in a single-tube system within a day, and the discriminatory power is comparable to that of PFGE.
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