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| 2. |
- Abrahamsson, Britt-Inger, et al.
(författare)
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Hur lärandekontraktet används som examination i olika kurser
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. - Umeå : Umeå universitet. ; , s. 4-5
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I Högskoleförordning (1993:100) föreskrivs de nationella mål som studenter skall ha uppnått i slutet av sin högskoleutbildning. För arbetsterapeut- och kandidatexamen skall studenten bland annat visa förmåga att identifiera sitt behov av ytterligare kunskap och att fortlöpande utveckla sin kompetens. Hur ska vi lärare förbereda studenter för att uppnå och se till att de har uppnått det här nationella målet, men samtidigt förbereda och examinera dem utifrån förväntade studieresultat i olika kurser? Syftet med presentationen är att introducera lärandekontraktet som metod och hur det används i olika kurser inom arbetsterapeutprogrammet vid Umeå universitet.
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| 3. |
- Bernspång, Birgitta, et al.
(författare)
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Från kulturell nyfikenhet till samarbete
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. - Umeå : Umeå universitet. ; , s. 65-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Enheterna för arbetsterapi vid Umeå universitet och Kilimanjaro Christian Medical College i Moshi, Tanzania etablerade kontakt först i 2009. Genom diskussion blev en ömsesidig vision att öka kulturell medvetenhet och bidra till utveckling av arbetsterapeututbildning och klinisk verksamhet i båda länder. Denna vision förverkligas genom student- och lärarutbyten under flera år. Syften med vår poster är att illustrera processer vid etablering av samarbetet mellan enheterna samt beskriva resultat och lärdomar utifrån såväl student och lärarutbyten som samordning inom utbytesprogrammen.
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| 4. |
- Fischl, Caroline, 1974-, et al.
(författare)
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Are we examining assignments or intended learning outcomes?
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. - Umeå : Universitetspedagogik och lärandestöd (UPL), Umeå universitet. ; , s. 73-73
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Fischl, Caroline, et al.
(författare)
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Are we examining assignments or intended learning outcomes?
- 2015
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Ingår i: Universitetspedagogiska konferensen 2015. ; , s. 73-73
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Should teachers assess students’ performance in assignments or in learning outcomes that are intended in a course? Should teachers develop assessment criteria/rubrics for assignments or for learning outcomes? Is there adifference? In Bigg’s constructive alignment (1996), teachers should design assessments that obviously test the learning outcomes students are expected to achieve. This would be easy if all learning outcomes are simple. Progression in knowledge and skills development is reflected through the developing complexity of learning outcomes in the various courses within an academic program. That is, learning outcomes in first-year courses are simpler or less complex in comparison to learning outcomes in third-year courses.The purpose of the roundtable session is to clarify concepts in assessment and further reflect on how teachers can develop their pedagogical practice. During the session, the presenters will give a short overview of literature related to the topic, present examples of assessment criteria, and initiate a discussion on the questions above.Implementation (60 minutes):1. Short overview on assessments and assessment criteria2. Introduction to the pedagogical issue3. Three examples from ongoing pedagogical development work (course materials in Swedish)4. Reflection and discussion5. SummaryAt the end of the session, the participants would be able to understand the advantages of examining learning outcomes compared to examining assignments. Input from wise colleagues–their thoughts, experiences and ideas about the topic–would be greatly valued.ReferencesBiggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32 (3): 347-364.
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- Fischl, Caroline
(författare)
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Assessing engagement in digital technology-supported occupations : First steps in taking on the challenge
- 2018
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Konferensbidrag (refereegranskat)abstract
- The ubiquitousness of digital technology in everyday life has resulted in emerging roles for occupational therapists. However, many occupational therapists do not take on the challenge of exploring clients’ use of digital technology in daily occupations. Apart from the likelihood of experiencing organizations’ allocation of resources to prioritized outcomes as a restrictive factor, occupational therapists’ own knowledge of and experiences with digital technology limit them from probing issues that they think they cannot deal with themselves. The objective of the presentation is to introduce digital literacy in the approach to assessing engagement in occupations involving digital technology and to identify competencies that are already present in the occupational therapists’ toolbox that can assist in assessment. The intention of the presentation is to inspire the audience to become more open to exploring occupational issues involving digital technology with clients.
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| 8. |
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| 9. |
- Fischl, Caroline, 1974-
(författare)
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Exploring information and communication technology-supported activities : An elderly novice’s narrative
- 2015
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Konferensbidrag (refereegranskat)abstract
- RationaleFieldwork is a critical element in occupational therapy education, intended to provide students opportunities to apply knowledge and skills in practical contexts. Students can further develop professional behaviors necessary for working life, such as clinical reasoning, independence and resourcefulness. To prepare students to respond to both existing health care and emerging social needs, fieldwork placements should include traditional and non-traditional settings. Traditional placements provide clinical experiences in client care, while non-traditional or role-emerging placements challenge students to explore potential roles of occupational therapists in new arenas.ObjectiveTo present student and teacher reflections on the content and organization of combined clinical and role-emerging international fieldwork placements under the Linnaeus-Palme student exchange program 2014-2015.Description of ProjectTwo Filipino students participated in the Linnaeus-Palme student exchange program at Umeå University for 12 weeks. The students were assigned to clinical and role-emerging placements with an individualized study plan.ResultsThe placements were at the Hand and Plastic Surgery Unit at the University Hospital in Northern Sweden and the Department of Computing Sciences at Umeå University. Learning activities included occupational therapy assessment and intervention in direct client care and the development of assistive technology in collaboration with knowledge engineers. The placement periods overlapped, such that students could have assignments in both facilities under the same week. Coordination and consultation between the students and occupational therapy program‟s international coordinator at Umeå University ensured structure in learning activities and goal attainment. A reflective discussion on students‟ learning experiences increased their awareness on occupational therapists‟ roles and importance of collaboration in responding to existing health care and emerging social needs.SummaryIntegration of experiences in combined placements can broaden students‟ perspectives of occupational therapy practice.Implications to PracticeCombining clinical and role-emerging placements may contribute to developing students‟ competencies to respond to the evolving health and social needs in society
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| 10. |
- Fischl, Caroline, 1974-, et al.
(författare)
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Exploring potential in participation mediated by digital technology among older adults
- 2017
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Ingår i: Journal of Occupational Science. - Abingdon : Routledge. - 1442-7591 .- 2158-1576. ; 24:3, s. 314-326
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Tidskriftsartikel (refereegranskat)abstract
- Facets of participation have changed with the growing pervasiveness of digital technology in daily life. To enable older adults as active participants in an evolving digital society, it is relevant to examine how they engage in and situate digital technology-mediated occupations in daily life. Narrative inquiry was used to elucidate features in older adults’ engagement in occupations involving digital technology situated in everyday life. Analysis was based on data gathered through concurrent think aloud protocol and observations from 10 older adults in Northern Sweden. In line with narrative analysis, findings were presented as three stories about negotiating needs and values while interacting with the technological and social environments, entitled playing by the rules, being on the same wavelength, and calling the shots. Looking at these stories with an occupational lens resulted in an understanding that older adults’ participation involving digital technology likewise deals with negotiating and refining identities, as well as finding and experiencing meaning in daily life. There is potential for older adults to become active participants through digital technology, and new challenges in research and practice emerge.
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