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| 2. |
- Altahr-Cederberg, Camilla, et al.
(författare)
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Vad tänker du på, när jag säger energieffektivisering i kulturhistoriskt värdefulla byggnader?
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten innehåller en sammanställning av intervjuer med byggnadsantikvarier på länsstyrelser och stift angående energieffektivisering i kulturhistoriskt värdefulla byggnader. Intervjuerna har utförs inom ett projekt på RAÄ som bedrivs inom forskningsprogrammet Spara och Bevara, energieffektivisering i kulturhistoriskt värdefulla byggnader, som finansieras av Energimyndigheten, Riksantikvarieämbetet och Svenska kyrkan.
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| 3. |
- Andersson, Per, 1961-, et al.
(författare)
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Virtuell utbildning på distans : erfarenheter från ledarskaps- och coachingprogrammet
- 2006
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Pedagogik betraktas som en nyckelfaktor för hur kommunikation utvecklas i online utbildning. Det är emellertid inte bara pedagogik som är av betydelse för interaktions- och kommunikationsmönster. IT-systemen, t.ex. lärplattformar, strukturerar informationen på olika sätt (se t.ex. Kear 2001; Lövheim, 2002) och flera kommunikationskanaler kan också upprätthålla och öka kommunikationen bland studenter (Haythornthwaite et al., 2000). Utgångspunkt för pedagogiska institutionens utveckling av IT-stöd i utbildning bygger på en kombination av ett pedagogiskt förhållningssätt och nya moderna tekniska lösningar. Utifrån den utgångspunkten utvecklas modeller för IT-stöd, som kombinerar och pedagogiska och tekniska aspekter, i både campus- och distansutbildning.Institutionens senaste projekt är ledarskaps- och coachingprogrammet som är en 80-poängs distansutbildning under 3,5 år. Programmet sker i samarbete med flera idrottsförbund. En av ambitionerna med programmet är att försöka utveckla former för IKT-stödd undervisning mot idrottsområdet. T.ex. inom områden som av tradition starkt varit knutna till campus som t.ex. metodikundervisning. En viktig del i projektet är att skapa modeller och riktlinjer för utveckling av flexibla studentanpassade IKT-baserade lärmiljöer, där t.ex teknik som streaming, podcasting, synkrona möten, nätbaserad examination mm. byggs in som, naturliga kursverktyg. Utgångspunkten för den IT-pedagogiska basen i programmet bygger vidare på resultat från tidigare projekt inom pedagogiska institutionen. Dessa projekt är videoanvändning inom VFU för reflektion och diskussion (se t.ex. Söderström et al, 2004) och United Network for Educational Technology (UniNet). I samband med att utbildningen genomförs pågår ett forskningsprojekt om det IT-stödda lärandet inom ledarskaps- och coachingprogrammet.Utgångspunkten för ledarskaps och coachingprogrammet har handlat om att (se t.ex. Davies, 2002; Tolmie & Boyle, 2000):• Ge stöd och support (guider, webbaserade instruktioner mm)• Skapa meningsfulla och stimulerande uppgifter• Som lärare vara synlig• Stimulera samarbete och kollaborationUtbildningens virtuella lärmiljö (Open Source plattform) underlättar för att praktiskt, reflektivt och i interaktion med lärare och andra studenter förena teori och praktik. Miljön stödjer olika typer av digitalt material. T.ex. via synkrona (direkta) möten streamade föreläsningar, ljudfiler, forum för återkoppling och diskussion. Lärmiljön som används bygger på forskning runt lärgemenskaper där ljud och video har stor betydelse och textkommunikationen medvetet tonats ner. Utbildningen är åtkomlig via olika teknologier som mobiltelefoni (wap) och via www och stödjer ljud, bild och text. Programmets ca 60 studenter är för närvarande inne på sitt tredje moment. Vi kan konstatera att vi haft minimala teknikproblem vilket borgar för att vi kan fokusera resurserna mot pedagogiska och innehållsliga frågor. De data som samlats in inom ramen för forskningen om gemenskaper kommer att analyseras under 2006.
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| 4. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
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Trends and Issues that are Changing Sport and Physical Education: Social Scientific Perspectives
- 2018
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Ingår i: Svensk Beteendevetenskaplig Idrottsforsknings konferens (SVEBI).
-
Konferensbidrag (refereegranskat)abstract
- Introduktion/Introduction In line with the conference theme of ‘Trends and issues that are changing sport and physical education: Social scientific perspectives’, this thematic session focuses on a trend in sports coaching – scientisation and technologisation of training. Syfte & teoretisk ram/Aim and theoretical framework The aim of this thematic session is to critically consider how the scientisation and technologisation of training affects athletes, athlete learning and coaches, and through this, consider needs for coaching research and coach education. Metod/Method The session brings together three presentations. First, Daniel Svensson historicises the scientisation of training in Sweden. Second, Tor Söderström explores what elite athletes think about physiological tests and how useful they find them to be. Third, Natalie Barker-Ruchti presents data of training science developments at one academic institution. In conclusion of the session, recommendations for research and education are presented. Resultat/Results Physiological knowledge influences Swedish athletes’ training since the 1940s. With the establishment of national sports high schools in 1971, Sweden has created an infrastructure for scientific tests and methods at the (sub-)elite level of sport. In recent years, sport science has continued to develop technologies to test athletes (e.g., match analysis, movement analysis, genetic testing) and at present, these tests experience a boom. Sports organisations, coaches, coaching students, athletes, and parents are increasingly eager to learn about and adopt its tests. Such tests, however, predominantly serve as checkpoints or single indicator of fitness, and thus for most athletes, have little or no importance with respect to how they evaluate and plan their training. Diskussion och slutsatser/Discussion and conclusions Physiological tests and scientifically based training methods are today mainstream. Coaches who do not understand or employ such methods may be sidelined as ‘old school’. The application of physiological tests and performance analysis methods has, however, a number of perils. First, the history of scientisation demonstrates that not all athletes and coaches accept scientific knowledge, and instead favor experiential methods. This dilemma between old and new risks creating conflict between stakeholders. Second, ethical questions problematise the appropriateness of testing young athletes. The argument here is that performance and genetic testing violates the child athlete’s right to an open sport experience and future. Third, the scientisation and its recent technological advancements have received very little critical scientific reflection. The objectification of athletes, testing as control mechanisms, and the lack of athlete learning in response, represent key concerns. Fourth, researchers from training science disciplines and coaching have spent little time discussing the integration of training science and coaching pedagogy. Coach education programs thus continue to cover its sciences individually, which may make it difficult for coaches to understand how they can implement training science in pedagogical ways. Our recommendations for training and coaching researchers, and education providers are to (a) consider and understand the perils of physiological tests and scientifically based training methods, and experiential coaching respectively; (b) seek discussion to develop training science pedagogy; and (c) develop coach education materials to prepare coaches to use training science to benefit athlete performance and education.
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| 5. |
- Dahlgren, Ethel, et al.
(författare)
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Att fånga folkbildning på nätet
- 2004
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Ingår i: Folkbildning och lärande med IKT-stöd : en antologi om flexibelt lärande i folkhögskolor och studieförbund. - : Fritzes offentliga publikationer, Stockholm. - 9138220733 ; , s. 73-92
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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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. |
- Hamilton, David, et al.
(författare)
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From message posting to dialogue?
- 2002
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Ingår i: The Annual Conference of the European Educational Research Association”, Lisbon.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 12. |
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| 13. |
- Hamilton, David, et al.
(författare)
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Samtal över nätet - ett verktyg för demokrati?
- 2002
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Ingår i: Konferensen om Folkbildning, IT och lärande - tema demokrati, 17-19 april, Sigtuna.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 15. |
- Hamilton, David, 1943-, et al.
(författare)
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When performance is the product - problems in the analysis of online distance education
- 2004
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Ingår i: British Educational Research Journal. - : Routledge, Taylor & Francis Group. - 0141-1926 .- 1469-3518. ; 30:6, s. 841-854
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Tidskriftsartikel (refereegranskat)abstract
- This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.
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| 16. |
- Holmgren, Robert, et al.
(författare)
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Firefighter learning at a distance : a longitudinal study
- 2017
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Ingår i: Journal of Computer Assisted Learning. - : John Wiley & Sons. - 0266-4909 .- 1365-2729. ; 33:5, s. 500-512
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students’ learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students’ learning processes.
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| 17. |
- Holmgren, Robert, 1958-, et al.
(författare)
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Firefighting training at a distance : a longitudinal study
- 2019
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Ingår i: Journal of Vocational Education and Training. - : Routledge. - 1363-6820 .- 1747-5090. ; 71:1, s. 65-86
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an analysis of a five-year study on the implementation of a technology-supported distance programme in Swedish firefighter training. Based on activity theory and four interview studies, the attention is directed to firefighter instructors' perceptions and use of digital technologies with a focus on challenges, contradictions and changes. Two phases are identified, viz an implementation phase and a dissemination phase. During the implementation phase a clear contradiction emerges regarding how the object of the training should be interpreted, which results in the instructors responsible for the implementation reconsidering previous beliefs and, with the support of digital technologies, developing more theoretical and process-oriented approaches and improving the course design. However, during the dissemination phase, when all instructors are involved, a number of conflicts and dilemmas emerge, resulting in the changes achieved in the distance programme to some extent being normalised in the direction of the instructor-centred and exercise-oriented approaches of the campus programme. The article concludes with a discussion about contradictions as well as opportunities that may emerge during the implementation process of a vocational technology-supported distance programme.
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| 18. |
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| 19. |
- Hult, Agneta, 1952-, et al.
(författare)
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Teachers' invisible presence in net-based distance education
- 2005
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Ingår i: International Review of Research in Open and Distance Learning. - 1492-3831. ; 6:3
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Tidskriftsartikel (refereegranskat)abstract
- Conferencing – or dialogue – has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably “Can established practices be continued? Or must new forms of participation and group management be established? This paper addresses these questions. It is based on two sources: (1) 3,700 online postings from a variety of Net-based adult education courses in Sweden; and (2) interviews with participants and course-leaders. It comprises a discussion of online conversational activity and, in particular, the absent presence and pedagogic orientation of teachers who steer learners towards explicit and implicit course goals. In other words, it is a reminder that adult education is not a free-floating form of self instruction but, rather, operates within boundaries created and managed by other human beings.
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| 20. |
- Hultin, Magnus, et al.
(författare)
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Has five years of team training in non-technical skills improved trauma team performance in our University Hospital?
- 2011
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Ingår i: Inspire... and be inspired. - Scotland : Association for Medical Education in Europe. ; , s. 447-447
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Konferensbidrag (refereegranskat)abstract
- Background: For five years our emergency ward has trained non-technical skills using trauma scenarios in a simulator environment. Reflection-on-action was accomplished by 60 minutes video-facilitated structured debriefing. The aim of this study was to explore whether teams trained in non-technical skills are more efficient in the management of severely wounded patients. Summary of work: The standardized trauma patient scenario started with an ambulance crew being called to a location outside the hospital. Patient care was followed from the site of trauma, in the ambulance and in the emergency room. When the hand-over was finished, the condition was worsened. All ambulance crew and trauma team communication were recorded, synchronised in F-REX and key events time-logged. Nineteen teams with 144 participants were included in the study. Summary of results: 56% of the participants had trained non-technical skills. 78% of those with ontechnical skills training, and 62% of those without previous simulator based training, estimated themselves to have appropriate training for the task. The time from the induced worsened condition until the trauma team had assessed airways, breathing, circulation and disabilities were 74±39, 104±45, 172±85 and 223±194 s respectively. No significant effect on the medical performance on basis of previous training in non-technical skills could be detected. Further video analysis is required to more deeply understand the links between teamwork and medical performance. Conclusions: Trauma team training in CRM principles improves the self-confidence in trauma teams, but not the medical performance. Take-home messages: Improved non-technical skills might be difficult to translate into improvements in technical skills.
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| 21. |
- Häll, Lars O, 1981-, et al.
(författare)
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Collaborative learning with screen-based simulation in health care education : an empirical study of collaborative patterns and proficiency development
- 2011
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Ingår i: Journal of Computer Assisted Learning. - Oxford : Blackwell. - 0266-4909 .- 1365-2729. ; 27:5, s. 448-461
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Tidskriftsartikel (refereegranskat)abstract
- This article is about collaborative learning with educational computer-assisted simulation(ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject-specific terminology differs between simulation training and more conventional training. We also investigate how the student-simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty-six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject-specific terminology. However, no relation to proficiency development was revealed.We identified turn-taking as well as dominance patterns of student-simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.
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| 22. |
- Häll, Lars O., 1981-, et al.
(författare)
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Designing for learning in computer-assisted health care simulations
- 2012
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Ingår i: Informed design of educational technologies in higher education. - Hershey, PA : Information Science Reference. - 9781613500804 - 9781613500828 - 9781613500811 ; , s. 167-192
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Bokkapitel (refereegranskat)abstract
- This chapter is about designing for learning in educational computer-assisted simulations (ECAS) in health care education (HCE). This is an area in need of an informed educational framework for analysis and design, on a research level as well as on a practice level. Drawing upon the works of Luckin (2008, 2010), an Ecology of Resources framework is proposed, which, informed by experiences from the research field (Gaba, 2004; Issenberg et al., 2005), can support researchers as well as practitioners in analyzing and designing health care simulations. Using this framework, we will discuss original empirical data from two studies from the Learning Radiology in Simulated Environments project, and more specifically how changes in design, or adjustments to the Ecology of Resources, impact the simulation process. Data include video-recorded observations of collaborative simulation training, a student questionnaire directly after training and later follow-up interviews. We will illustrate the usefulness of the framework and point out some challenges and suggestions for future development and research.
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| 23. |
- Häll, Lars O., 1981-
(författare)
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Developing educational computer-assisted simulations : Exploring a new approach to researching learning in collaborative health care simulation contexts
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.
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| 24. |
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| 25. |
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| 26. |
- Karp, Staffan, et al.
(författare)
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Att utveckla verksamhet i mindre idrotter
- 2015. - 1
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Ingår i: Idéer för idrottsutveckling. - Stockholm : SISU idrottsböcker. - 9789187745591 ; , s. 127-140
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Bokkapitel (refereegranskat)
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| 27. |
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| 28. |
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| 29. |
- Klingvall, Mats, et al.
(författare)
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Utveckling av ett datorbaserat läromedel
- 1995
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Ingår i: Kvalitéer i studier och utbildning. - : Personalutvecklingsenheten och Undervisningscentret, Umeå universitet, Umeå. ; , s. 238-250
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
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| 31. |
- Lindgren, Carina, et al.
(författare)
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En modell för design av scenarioträning
- 2014
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Ingår i: 5th Nordic Police Research Seminar. - Linköping : Linnéuniversitetet. ; , s. 27-27
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Konferensbidrag (refereegranskat)abstract
- The integration of theory and practice is an eternal question for educators. The article reports from a project in progress concerning the design of realistic scenario training. The aim with the project is to develop a virtual learning space that takes into account the preparation before, the actions during and the debriefing after the realistic scenario training. The preparation phase will be done collaboratively with help of videos of different situations in order to achieve reflections that guides the actions in the coming scenario (implementation phase). The online debriefing phase, where recordings of their own actions will be used, aim to help students to reflect on their experiences of their training. The goals are to create a model that will increase the students´ activity and involvement to enable for increased knowledge and competence but also for better used teacher time. Results from the pilot study show that students are very satisfied and believe that the preparation concept enhances their learning and use of the scenario exercise. A larger study will be carried out in the spring of 2014 in order to investigate the impact of structured preparation and debriefing for police students learning of police knowledge and skills.
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| 32. |
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| 33. |
- Lund, Stefan, 1966-, et al.
(författare)
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Fotbollens talangsystem : En genomlysning av Sveriges fotbollsdistrikt
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med projektet fotbollens talangssystem var att undersöka hur specialdistriktsförbunden arbetar och organiserar talangverksamheten för flickor och pojkar. En huvudfråga som projektet belyser är om och på vilket sätt specialdistriktsförbundens organisation av sin talangverksamhet kan ses vara relaterad till idrottslig framgång. Två frågor har varit centrala.Hur organiserar specialdistriktsförbunden sin talangidentifikation och talangutveckling? Finns det skillnader mellan distrikten, och hur kan dessa eventuella skillnader förstås i förhållande till idrottslig framgång?Föreligger det skillnader mellan flickor och pojkar vad gäller specialdistriktsförbundens arbete och organisering av talangidentifikation och talangutveckling?Projektet har tagit hänsyn till en aktuell bild av samtliga 24 distrikts verksamhet. Det material som analyserna bygger på är:Distriktens matchresultat under perioden 2001-2010 vid elitlägret (15 år) och cupspelet (distriktsturneringen) 2002-2011.Strukturella data för varje distrikt som antal licensierade spelare (15-åringar), geografisk plats och antal elitlag.Organisation och upplägg från 13 års ålder till elitlägret i Halmstad och cupspeletAnalyser av spelartrupper vid elitlägret perioden 2001-2011 för samtliga distrikt.Intervjuer med fyra distrikts zonledare och distriktsförbundskaptenerUppföljning av årgång 1987-1991 avseende fotbollsspel i vuxen ålderUppföljning av årgång 1993-1995 avseende spelartrupper mellan elitlägret och cupspelAnalyserna visar att det finns ett antal framgångsrika distrikt och ett antal distrikt som inte lyckas lika bra. Här föreligger det emellertid skillnader mellan kön då ett framgångsrikt distrikt på pojksidan inte alltid följs av framgångsrika flickor i samma distrikt. Analyserna visar också att det i vissa fall sker stora skiftningar mellan elitlägrets matcher och de matcher som spelas i distriktscuperna året efter. Distrikt som varit framgångsrika tappar sin konkurrenskraft markant och vice versa. Distriktens riktlinjer och upplägg för verksamheten har analyserats utifrån de strukturella dimensionerna specialisering (roller i relation till uppgifter som ska genomföras), standardisering (måldokument, kriterier mm) och centralisering (var beslut fattas och av vem) (Kikulis et al., 1989). Analysen av styrdokumenten visar att alla distrikt arbetar efter samma modell oavsett kön men att det förekommer vissa variationer mellan distrikten. Det går inte att dra några säkra slutsatser avseende distriktens framgångar och organisering. Resultaten antyder emellertid att distrikt med relativt hög specialisering (tydliga roller och ansvar) och standardisering (principer och riktlinjer) kombinerat med lägre centralisering (kollektiva beslut) har större framgång vid elitlägret (15 år) och cupspel (16-17 år) för pojkar, men för flickor endast vid cupspel.Resultaten visar också att det är ett fåtal distrikt som i högre grad öppnar upp för fler spelare som får delta i verksamheten mellan elitlägret och cuper (breddar) och att dessa är bland de högst rangordnade vid cupspelet. Ytterligare en sak som framkom var att den totala tiden för träning och matcher från det att verksamheten startar vid 13 års ålder till distriktscupen (16-17 år) korrelerar till hur framgångsrika distrikten är för flickor men inte för pojkar. Det mönster som framträder tydligast är att det för pojkar finns ett signifikant samband mellan strukturella faktorer som antal licensierade fotbollsspelare samt hur många lag som finns på elitnivå och resultat på elitlägret och cupmatcher. För flickorna återfinns det sambandet enbart i de äldre åldrarna (cupmatcher) medan prestation på elitlägret för flickorna inte uppvisar något samband med antal licensierade eller antal elitlag i ett distrikt.Intervjuerna med de fyra distrikten visar att distriktens talangidentifikation är starkt relaterad till instruktörernas praktiska erfarenheter och att dessa erfarenheter strukturerar uttagningsprocessen. Talangidentifikationen beskrivs som en svår och osäker process. De är relativt säkra på att de har förmåga att välja ut de absolut bästa spelarna givet de bedömningskriterier som de själva har skapat, men kring truppens utfyllnadsspelare finns en stor osäkerhet. Karaktär nämns här som en särskilt viktig spelaregenskap. Varför spelarnas personliga karaktär tillskrivs ha en så avgörande betydelse vid uttagningarna tolkar vi som ett utfall av den osäkra och komplicerade praktik som instruktörerna verkar inom. Karaktär tillsammans med spelförståelse beskrivs som fasta eller statiska egenskaper. Egenskaper som individen har eller inte har och därför är svåra att påverka genom träning. Vi ställer oss frågan om detta har med instruktörernas kompetens att göra. Det är kanske enklare att se hur en spelares teknik, spänst, explosivitet, kondition och förfining av en spetskompetens kan utvecklas i jämförelse med att förändra en individs motivation och personliga förhållningssätt till sin fotboll. En annan rimlig tolkning är naturligtvis att instruktörerna har rätt i sin bedömning av att dessa karaktärer och spelförståelse är grundläggande kvalitéer som måste ”finnas där” från början och att ungdomar som saknar dessa egenskaper har svårare att utvecklas till elitfotbollsspelare i jämförelse med de som vid 15 års ålder har dessa egenskaper.Analysen av de spelare som mellan 2001-2011 deltagit på elitlägret vid 15 års ålder visar att pojkar och flickor födda de första kvartalen tillhörande både elit- och breddföreningar dominerar distriktslagen. Med andra ord föreligger det en relativ ålderseffekt i relation till alla 15-åriga fotbollsspelande pojkar och flickor. För pojkar visas också att distrikt belägna i södra delen av landet har fler spelare födda de första kvartalen än Norrlandsdistrikten. Utifrån födelsekvartal har ett relativt åldersindex (RAE-index) räknats ut för varje distrikt och där siffran 4 innebär att 100 % av spelarna är födda första kvartalet. För flickorna varierar det mellan 2.6 och 3.0 och för pojkarna mellan 2.8 och 3.3. Analysen av RAE-index visar att det föreligger ett statistiskt signifikant samband mellan det relativa åldersindexet och matchresultat på elitlägret för pojkar men inte för flickor. Trots att pojkdistriktslag med spelare födda tidigt på året presterar bättre visar analysen att inom samtliga distrikt, både flickor och pojkar, premieras spelare som är födda tidigt på året. De skillnader som existerar mellan flickor och pojkar kan delvis bero på att flickornas tidigare biologiska och mentala mognadsprocesser bidrar till att det vid uttagningarna (14 års ålder) är fler som konkurrerar på jämbördiga fysiska villkor (cf. Romann & Fuchlosher, 2011). Denna tidigare mognadsprocess kan också vara en anledning till att flickors prestationer vid elitlägret inte korrelerar till det relativa åldersindexet för distriktslagen.Analysen av årgång 1993-1995 visar också att den relativa åldersfördelningen för truppen vid cuperna är signifikant lägre jämfört med elitlägret för pojkarna men inte för flickorna. Resultaten visar att det varierar mellan distrikten avseende hur många nya spelare som tillkommer i cuperna. I det distrikt där det tillkommer flest spelare för både pojkar och flickor är det drygt hälften av laget som byts ut till cupspelet i Stockholm medan det i Småland är mindre än en tredjedel. I 7 av 15 distrikt är ca 40 % eller mer av laget som byts ut. Det indikerar att det är svårt för distrikten att redan vid 15 års ålder identifiera spelare som ska bygga svensk fotbolls framtid. Analysen av spelarsammansättning visar också att för flickorna är det betydligt vanligare att yngre spelare finns med i truppen till cupspelet än för pojkarna. En orsak till detta kan bero på att det fler flickor som slutar och spelarunderlaget är mer begränsat än för pojkarna. Sammanfattningsvis visar analysen att antalet nya spelare till cuperna inte påverkar resultaten i cupspelet.Uppföljningen av årgång 1987-1991 visar att det är 64.5 % av pojkarna och 41 % av flickorna som är aktiva i vuxen ålder. En klar majoritet av dem nådde de inte elitnivån. Av de pojkar och flickor som är aktiva idag är det 6.7 % av pojkarna och 7.3 % av flickorna som tillhör en trupp i de två högsta serierna. När det gäller landslagsspel för de som är aktiva idag är det ca 1 % av pojkarna och 1.5 % av flickorna som varit med i A-landslaget. Vad gäller de pojkar och flickor som tillhörde en elit- respektive breddförening vid elitlägret så visar analysen att för pojkarna som fortfarande är aktiva är det en större andel av de spelare som tillhörde en elitförening som nått toppen (ca 20 %) jämfört med breddspelarna (7.5 %). Detta kan tolkas som att elitföreningarna producerar fler elitspelare. Om man däremot studerar antalet individer är det fler individer (54) som tillhört en breddförening som spelar i det högsta serierna jämfört med de som tillhörde en elitförening (46). Utifrån detta skulle man istället kunna säga att breddföreningarna producerar fler elitspelare. När det gäller flickorna upprepas samma mönster som för pojkarna. Av de flickor som fortfarande är aktiva som vuxna är det en större andel av de spelare som tillhörde en elitförening som nått toppen (ca 17 %) jämfört med breddspelarna (6.5 %). På samma sätt som för killarna så producerar elitföreningar en procentuellt högre andel elitspelare men om antalet individer beaktas producerar breddföreningarna fler elitspelare (35 jämfört med 7 från elitföreningar). När det gäller deltagande i ungdomslandslagen är det fler spelare som tillhört en breddförening som får chansen i landslagssammanhang ända fram till A-landslaget där relation
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| 34. |
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| 35. |
- Lund, Stefan, 1966-, et al.
(författare)
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To see or not to see : talent identification in the Swedish Football Association
- 2019
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Ingår i: Journal of Beijing Sport University. - 1007-3612. ; :7, s. 53-64
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore whether context and coaching cultures influence coaches’ practical experience and their unarticulated and embodied knowledge, and thus their different ways of seeing and defining talent. Using a cultural sociological perspective, we challenge the commonly held assumption that talent identification is, or can be made into, a rational and objective process. Our interpretations and analyses are based upon interviews with 15 soccer coaches in four districts within the Swedish Football Association’s talent organization program. The results imply that coaches’ talent identification is guided by what feels “right in the heart and stomach”; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite soccer entails, and the coaching culture in which they find themselves.
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| 36. |
- Lund, Stefan, 1966-, et al.
(författare)
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To See or Not to see : Talent Identification in the Swedish Football Association
- 2017
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Ingår i: Sociology of Sport Journal. - Birmingham : Human Kinetics. - 0741-1235 .- 1543-2785. ; 34:3, s. 248-258
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore whether context and coaching cultures influence coaches’ practical experience and their unarticulated and embodied knowledge, and thus their different ways of seeing and defining talent. Using a cultural sociological perspective, we challenge the commonly held assumption that talent identification is, or can be made into, a rational and objective process. Our interpretations and analyses are based upon interviews with 15 soccer coaches in four districts within the Swedish Football Association’s talent organization program. The results imply that coaches’ talent identification is guided by what feels “right in the heart and stomach”; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite soccer entails, and the coaching culture in which they find themselves.
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| 37. |
- Lundberg, Fredrik, et al.
(författare)
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Presence of vitronectin and activated complement factor C9 on ventriculoperitoneal shunts and temporary ventricular drainage catheters
- 1999
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Ingår i: Journal of Neurosurgery. - : Journal of Neurosurgery Publishing Group (JNSPG). - 0022-3085. ; 90:1, s. 101-108
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Tidskriftsartikel (refereegranskat)abstract
- Object. The pathogenesis of cerebrospinal fluid (CSF) shunt infection is characterized by staphylococcal adhesion to the polymeric surface of the shunt catheter. Proteins from the CSF-fibronectin, vitronectin, and fibrinogen-are adsorbed to the surface of the catheter immediately after insertion. These proteins can interfere with the biological systems of the host and mediate staphylococcal adhesion to the surface of the catheter. In the present study, the presence of fibronectin, vitronectin, and fibrinogen on CSF shunts and temporary ventricular drainage catheters is shown. The presence of fragments of fibrinogen is also examined. Methods. The authors used the following methods: binding radiolabeled antibodies to the catheter surface, immunoblotting of catheter eluates, and scanning force microscopy of immunogold bound to the catheter surface. The immunoblot showed that vitronectin was adsorbed in its native form and that fibronectin was degraded into small fragments. Furthermore, the study demonstrated that the level of vitronectin in CSF increased in patients with an impaired CSF-blood barrier. To study complement activation, an antibody that recognizes the neoepitope of activated complement factor C9 was used. The presence of activated complement factor C9 was shown on both temporary catheters and shunts. Conclusions. Activation of complement close to the surface of an inserted catheter could contribute to the pathogenesis of CSF shunt infection.
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| 38. |
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| 39. |
- McPhee, Iain, et al.
(författare)
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Distance, Online and Campus Higher Education : Reflections on Learning Outcomes
- 2012
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Ingår i: Campus-Wide Information Systems. - : Emerald Group Publishing Limited. - 1065-0741. ; 29:3, s. 144-155
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - This paper discusses performance in postgraduate education in Sweden and Scotland. Drawing on two cases, we consider three themes: differences in students´ performance by study mode, differences in students´ performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden. Design/methodology/approach - The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from student performance scores and grades Findings - The results indicate that students in both countries foremost use the VLE as a forum for accessing information, to access asynchronous postings in the forums and access streaming- synchronous online lectures which are also accessed asynchronously in the VLE. The results show that there are no differences between the grades or test scores between campus students with face-toface education and distance students with electronically (VLE) mediated education These differences and similarities will form the basis of these reflections in this paper Limitations - The study is limited because the examples given are only a few cases and small samples and there is a need to more rigorously investigate different educational programs in different academic disciplines.
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| 40. |
- McPhee, Iain, et al.
(författare)
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Distance, online and campus higher education : reflections on learning outcomes and teaching conditions
- 2011
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Ingår i: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011. - Rhodes, Greece : ICICTE 2011. ; , s. 521-534
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Konferensbidrag (refereegranskat)abstract
- The paper draws on empirical data from Scotland and Sweden. The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from performance measures comparing online and on campus study modes, interviews with teachers and Lecturer field notes. The results indicate that students in both countries foremost use the Virtual Learning Environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access synchronous online lectures which are also accessed asynchronously in the VLE. The results in the online and campus modes in Scotland and Sweden indicated no significant differences in grades scores. In the paper we will discuss some reasons why study modes do not appear to influence grades.
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| 41. |
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| 42. |
- Nilsson, Leif, et al.
(författare)
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Magkänslan styr i fotbollens talangjakt
- 2016
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Ingår i: Idrottsforskning. - Stockholm : Centrum för idrottsforskning (CIF). - 2002-3944. ; :22 juni
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- När coacher inom Svenska fotbollförbundets distriktslagsverksamhet identifierar talang handlar det i låg grad om en objektiv och rationell bedömning av spelarna. Istället är det magkänslan som i hög grad avgör vilka spelare som betraktas vara svensk fotbolls framtid.
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| 43. |
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| 44. |
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| 45. |
- Pavlogiannis, Georgios, et al.
(författare)
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Exploring the landscape of children’s rights in sports : a scoping review of research topics and approaches in social sciences
- 2024
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Ingår i: Young - Nordic Journal of Youth Research. - : Sage Publications. - 1103-3088 .- 1741-3222.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to contribute to the research field of children’s rights in sports by synthesizing the scientific approaches applied and topics addressed in previous social science research focused on children’s rights per se. A scoping literature review was conducted via database searches (Scopus, Web of Science, SPORTDiscus). The search strategy yielded 44 articles eligible for inclusion. The analysis showed that the articles covered 17 identified topics in total, most frequently abuse. Fewer than half had a direct focus on children’s rights in sports. The research was mostly descriptive, non-theoretical and encompassed few countries, sports and ages. The sample of empirical studies generally encompassed child participants or international policy and regulations. In conclusion, studies with more explanatory and theoretical designs and a clearer, direct focus on children’s rights would be beneficial for enhancing general and theoretical understanding of children’s rights and explaining associated problems.
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| 46. |
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| 47. |
- Pettersson, Fanny L. M., et al.
(författare)
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Educating students in a Swedish regionalized medical program through the use of digital technologies
- 2011
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Ingår i: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011. - Rhodes, Greece : ICICTE 2011. ; , s. 282-293
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Konferensbidrag (refereegranskat)abstract
- In 2011, the first regionalized medical program (RMP) started in Sweden. Digital technologies are used for educational and administrational purposes. This paper explores medical teachers and administrators understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP. A survey was distributed to teachers and administrators. Early findings indicate that the use of digital technologies began at a small scale, but there is potential for increased development. It is concluded that although teachers and administrators have a limited experience of distance education, the faculty has been able to create a feeling of being prepared.
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| 48. |
- Pettersson, Fanny L. M., et al.
(författare)
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Medical education through the use of digital technologies : The implementation of a Swedish regionalized medical program
- 2013
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Ingår i: The University of the Fraser Valley Research Review. - : University of the Fraser Valley. - 1715-9849. ; 4:3, s. 16-30
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Tidskriftsartikel (refereegranskat)abstract
- In 2011, the first regionalized medical program (RMP) started in Sweden. The Swedish RMP means that students are distributed in groups while doing their five clinical clerkship semesters. To enable the medical students' theoretical studies when being regionalized, digital technologies are used for educational and administrational purposes. This paper explores medical teachers' and administrators' understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP supported by digital technologies. A survey was distributed to teachers and administrators before the first regionalized semester was conducted. Findings indicate that the use of digital technologies began at a small scale, but that there is potential for increased development. It is concluded that although teachers and administrators have limited experience of distance education, the faculty has been able to create a feeling of being prepared.
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| 49. |
- Pettersson, Fanny, 1984-
(författare)
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Learning to be at a distance : structural and educational change in the digitalization of medical education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As an expression of current challenges faced by contemporary societies, past decades have witnessed heavy demands for higher education to change and transform. One key question here has been the increased digitalization of higher education. Within this wider setting, this thesis deals with an attempt to handle the increasing shortage of physicians in Sweden by way of digitalizing medical education. The aim of this explorative and longitudinal thesis is to describe and analyze structural and educational transformation work in medical education during the digitalization of the program and the transition from face-to-face to distance education. This thesis focuses on teachers, students and management, who are all heavily involved in this transition of the medical program. Two questions guide the research: (1) what are teachers’ and students’ expectations pending the transition, and what are the influences of already established tools and activities on the program and (2) in what ways do conflicts and changes occur over time, and how do teachers, students, and management deal with these as part of the transition? Cultural-historical activity theory (CHAT) serves as the theoretical framework of the thesis. In particular, the concepts of dominant and non-dominant activities, conflicts, transitional actions, and levels of learning inform the analysis. The data are generated by surveys (N = 108), logging of actors’ activity patterns (N = 100 teachers and 100 students), field studies (65 hours), and interviews (N = 62). The data cover teachers’, students’ and management’s roles in the transition. The analysis shows that the way of theoretically understanding the transition – from a dominant face-to-face activity to a new and unproven non-dominant distance activity – have proved to contribute to deeper understanding of the process of digitalizing medical education. The analysis further displays how the transition from face-to-face to distance education creates considerable conflicts that over time force teachers, students and management into structural and educational transformation work. This type of work successively renders new educational design solutions and new flexible ways of organizing distance medical education. This thesis discusses how the structural and educational transformation work forces actors to collectively engage in the transition by experimenting with new suitable methods and designs, as digital technologies and technology-enhanced learning (TEL) could make sense to teachers and students when they are at a distance.
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| 50. |
- Renström, Anna, et al.
(författare)
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Talent Selection in Swedish Youth Football : the Relative Age Effect and Parental Support
- 2015
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Ingår i: 20th annual Congress of the EUROPEAN COLLEGE OF SPORT SCIENCE 24th - 27th June 2015, Malmö – Sweden BOOK OF ABSTRACTS. - 9789171045676 ; , s. 293-294
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Konferensbidrag (refereegranskat)abstract
- Introduction This study reports empirical data from an ongoing project, investigating talent development in football. The purpose is to examine predictors that impact on 14-year old football players´ possibilities to enter and proceed through the Swedish Football Associations´ talent development system. Drawing on deliberate practice and deliberate play (Côté, Baker & Abernethy, 2003), the relative age effect (RAE)(Romann & Fuchlosher, 2011) and sporting habitus (Bourdieu, 2010) we focus on football training in clubs and school, training time in football and other sports, birth dates and parental support. Method The analysis is based upon questionnaires from one large and one medium district. The study included 166 boys and 117 girls who at the age of 14 participated in the first selection camp at each district. They were then followed until their last selection the year thereafter, in which 16 boys and 16 girls where selected to represent the district in a national elite camp. Result The results show that 67% of the boys and girls where born in the first six month, RAE then increased for boys, with 83% in the last selection being born the first six months girls RAE were constant. Boys practiced more football both in and outside their club, 61% of the boys and 40% of the girls reaching the last selection practiced 7 hours or more in their club. 33% of the boys and 8% of the girls practiced 5 or more hours on their own. For girls selected, on each level parental support was stronger than for not selected girls, for both boys and girls who were selected for the final district team parental support was almost twice as big in terms of presence at games and practice. The parents of the players who were selected had to a great extent a competitive sport background. Discussion The results show that RAE is a threshold for entering the system and then increase for boys. The 14-year old football players´ proceeding through to the district team seem to be related to training hours, especially for boys, and parental support, especially for girls. These results suggest a need to further explore how these factors shapes the selection processes for boys and girls and the recruitment of the final 16 players in the district team. References Bourdieu, P. (2010). Distinction: A Social Critique of the Judgment of Taste. London: Routledge Côté, J., Baker, J. & Abernethy, B. (2003). From play to practice: a developmental framework for the acquisition of expertise in team sport. In Starker, J. & Ericsson, A.K. (Eds.) Recent advances in research on sport expertise. Champaign, IL: Human Kinetics Romann, M., & Fuchlosher, J. (2013). Relative age effects in Swiss junior soccer and their relationship with playing position. European Journal of Sport Science, 4, 356-363.
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