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- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
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Bringing work to school : Transforming higher education through a lifelong and work-integrated learning approach
- 2023
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Ingår i: ICERI2023 Proceedings. - Sevilla, Spain : The International Academy of Technology, Education and Development. - 9788409559428 ; , s. 1543-1550
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Konferensbidrag (refereegranskat)abstract
- Supplying work-life with a well-educated workforce is important for higher education. This task links to societal challenges such as digitalisation, globalisation, and regulation changes. Nevertheless, even if higher education institutions must educate to avoid competence shortages and match-making problems in work-life, such institutions must collaborate with employers. Higher education institutions and employers can meet up to this challenge by developing work-integrated learning programmes collaboratively. Work-integrated learning approaches integrate theoretical knowledge in the workplace by embracing pedagogical methods and strategies based on a specially designed curriculum. The current study discusses and analyses try-outs of a lifelong and work-integrated learning approach in a Business Administration program. The first stage of the project included developing and designing a preliminary framework, including content and activities and pedagogic principles to be applied in a lifelong and work-integrated learning approach. The preliminary framework embraced the following activities: 1) Exchanges of experiences and knowledge between the university and collaborating organisations, 2) Guest lectures from collaborating organisations, 3) Integration of authentic assignments in terms of a Bring-Your-Own-Data from collaboration organisations, 4) Dissertation work at collaborating organisations, 5) Creating hourly paid posts to combine studies and work, and 6) Mentorship to create opportunities for students to get access to work-life settings during their studies. The second stage included the implementation of the preliminary framework. The third stage evaluated the approach to suggest alterations of the preliminary framework. The paper reports and discusses early preliminary results from the try-outs.
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| 3. |
- Cleveland-Innes, Martha, et al.
(författare)
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Higher education for lifelong learning : Shaping the new global social contract for education
- 2023
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Konferensbidrag (refereegranskat)abstract
- The call for a higher education that embraces lifelong learning began in the 1970s, continued to escalate, and has never been louder. From extensive review, this new approach requires a delivery system that is accessible and meaningful to adults of all ages and from diverse backgrounds. Now embedded in the United Nations Sustainable Development Goals, a new social contract for education could be the keystone in our quest to create and sustain “a world of peace, dignity and prosperity on a healthy planet” (Guterres, 2020).This new social contract encourages us to analyse and embrace the results of the Covid-19 pandemic. This event left over 24 million diverse learners at significant risk of developmental loss. These learners from all age groups, including millions of children, may carry a deficit that will increase the demand for education across the lifespan. The same pandemic also left a legacy for digital learning that will shape education forms into the distant future. We add to these two key influences on higher education UNESCO’s recent suggestion that we need “a sector-wide, lifelong learning approach towards the future development of higher education” (International Commission on the Futures of Education, 2021, p. 102). Our research rests in the current higher education but draws on expert opinion about the necessary transformation needed for lifelong learning. An expanded Delphi method gathered data from prominent scholars and practitioners from around the world. This data driven exercise was guided by the question: What are the critical aspects of higher education transformation needed for lifelong learning in a digital era?The paper outlines the data gathering and analysis processes, which include Grounded Theory steps of open, axial, and confirmatory coding. For those with demonstrated knowledge about technology-enabled lifelong learning, there is an interrelated taxonomy of structures and processes that must be addressed in policy creation and reform of higher education. We argue that these seven identified elements need integrated repurposing to achieve lifelong learning outcomes: ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial resources’, ‘Quality assurance, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion.’ In addition, we identify government policy examples from Sweden and Canada that support these change requirements in alignment with SDGs. António Guterres (2020) https://www.un.org/press/en/2020/sgsm20003.doc.htmInternational Commission on the Futures of Education (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
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| 4. |
- Humble, Niklas
(författare)
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Programming in grade 7-9 : Action possibilities and constraints from the perspective of mathematics and technology teachers
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The idea of using programming in fields outside of computer science is not new, but it has received renewed attention with the global trend of integrating programming in school curricula. In the Swedish context, mathematics and technology teachers for grades 7-9 have been significantly affected by the integration of programming. Previous research has highlighted the opportunities and challenges presented by this integration and shown that programming is a relevant skill for students to acquire, but it also shows that teachers often lack knowledge, skill and guidance for this integration. The knowledge object of the thesis is to develop knowledge about teachers’ perceived affordances (action possibilities) and constraints in using programming in grade 7-9 mathematics and technology. The thesis includes five papers and uses a qualitative approach to identify action possibilities and constraints of using programming in grade 7-9 mathematics and technology. These action possibilities and constraints relate to three aspects of teaching and learning: subject content, motivation and engagement, and digital competence. Together, the findings provide a conceptual model for what programming can be used for in grade 7-9 mathematics and technology. This conceptual model, which incorporates action possibilities and constraints of programming related to the three aspects of teaching and learning mentioned above, represents the contribution of the thesis. The thesis provides new insights into the understanding of teachers’ use and perceptions of programming for teaching and learning in grade 7-9 mathematics and technology (the study object). The thesis also has practical implications for the future design of professional development courses on programming for teachers and how programming should be used and integrated in an educational context.
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| 5. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(författare)
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Lifelong learning, work-integrated learning, and higher education in a digital era
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In today’s emerging knowledge society, there is a large need for continuous lifelong learning. This knowledge society embraces a growing digitalisation in society where continuous lifelong learning needs, to a higher degree, to be technology-enhanced, work-integrated and adapted to full-time working adult learners. Lifelong learning in a digital era can therefore be seen as a response to the needs of contemporary society. The emerging digitalisation of society changes the conditions for human life. These changes blur earlier established boundaries of content, place, technology, time and social settings. Therefore, it challenges the organisation of society, and, in effect, private life as well as leisure activities and the performance of work. A result of these ongoing changes is an emphasis on learning to occur in various formal, informal and nonformal settings throughout the lifespan (Jaldemark, et al, 2021). Lifelong learning is also a policy concept applied to the development of society. National and transnational initiatives embrace the support of formal training and enabling citizens to learn in informal and nonformal ways. Lifelong learning policies are implemented to supply organisations with relevant competencies and a well-educated workforce. Concepts such as work-based learning, workplace learning, and work-integrated learning (WIL) reflect the fact that learning is an important investment for organisations. Higher education WIL should be founded in a curriculum design in which learners spend part of their time in workplace settings. An important aspect of WIL is learners' exposure to authentic experiences where theoretical concepts from academia are applied to real-world organisational tasks. Higher education's provision of lifelong learning experiences needs to align with the idea of anytime and anywhere educational designs and be supported by user-friendly digital technologies. Moreover, the study pace of courses needs to be adapted to full-time working adult learners. Therefore, the traditional course modules can preferable be divided into micro credentials. This involves several challenges for higher education, implying a need for new educational infrastructure. The transition of higher education to enable lifelong WIL is an important topic to research and discuss. This discussion is an international challenge that needs to involve stakeholders' perspectives, in effect, employees, employers, researchers, policymakers, and teachers. This special paper session involves studies of lifelong learning and WIL and its implementation and relationship to higher education and work-life. These studies discuss models and cases from educational try-outs.
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| 6. |
- Mozelius, Peter, Docent, 1959-, et al.
(författare)
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Digging deeper with Delphi : The four step Alberta approach
- 2023
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Ingår i: Proceedings of the 22nd European Conference on Research Methodology for Business and Management Studies. - Reading, UK : ACI Academic Conferences International. - 9781914587719 - 9781914587726 ; , s. 123-128
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Konferensbidrag (refereegranskat)abstract
- Originally the Delphi method was created as a systematic research process for establishing agreement and structured forecasts in groups of experts. The method is based around the idea that the agreed judgement from several experts is more accurate and valuable than the judgement from a single expert. In a traditional Delphi study, the selected experts respond to several rounds of questionnaires with aggregated and shared answers among the expert group. A highlighted strength of the Delphi method is its ability to progress into new forms and implementations. Delphi studies have been used for different purposes such as identifying trends, creating guidelines and to develop theory. The aim of this study is to describe and discuss the Delphi study approach that has been developed by researchers in Alberta, Canada. In an effort to dig deeper into the ongoing transformation of higher education for technology enhanced and lifelong learning, the four steps were further modified in a Swedish Canadian study. In a qualitative Delphi study, the four steps were implemented as 1) A literature study to explore the chosen topic, with the selected publications sent out to the expert panel, 2) A survey with questions to the experts based on the findings in the literature study, 3) Email interviews to dig deeper into the answers from the survey, and finally 4) Focus group interviews based on the results from the previous steps. Findings from the various steps have been presented at conferences and published in research journals. The conclusion is that this modified and extended Delphi process has generated a rich set of data that can be used to develop a theoretical framework. At the same time the presented four step approach is time consuming and requires a research team that can work together during a longer time period.
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| 7. |
- Mozelius, Peter, Docent, 1959-, et al.
(författare)
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The transition of higher education for continuous lifelong learning : Expert views on the need for a new infrastructure
- 2023
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Ingår i: Proceedings of the 24th European Conference on Knowledge Management. - Lisbon : ACI Academic Conferences International. - 9781914587733 - 9781914587740 ; , s. 916-923
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Konferensbidrag (refereegranskat)abstract
- In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. While the traditional university programmes are designed for students in their early twenties our knowledge society has a demand for lifelong learning in a wider age span. This paper is a part of a Delphi study on the ongoing transformation of higher education for lifelong learning. A qualitative Delphi study has been carried out in the four steps of 1) A literature study to explore the chosen topic, with the selected publications sent out to an expert panel, 2) A survey with questions to the experts based on the findings in the literature study, 3) Email interviews to dig deeper into the answers from the survey, and finally 4) Focus group interviews. The aim of the paper is to analyse, present and discuss the international expert panels' views on the infrastructural needs in the transformation of higher education. Data gathered from the three first steps, with a focus on the email interviews, have been analysed according to the Grounded Theory concepts of open, axial coding and confirmatory coding. The categories from the Open coding analysis were later, in the axial coding, grouped around the central axis of 'Higher education transformation for lifelong learning'. The confirmatory coding found the common denominator of 'Infrastructure', and its interrelationships with the attributes of 'Multimodal delivery', 'Pedagogical change', 'Quality and organisation', 'Equity, diversity and inclusion', 'Digital literacy', 'Accessibility', and 'Financial aspects'. Findings align to the Anna Karenina principle in the sense that a happy and healthy infrastructure for continuous lifelong learning in higher education, depends on all the attributes listed above. This leads to the Tolstoyan conclusion that every variation of failing attributes would result in its own state of unhappiness.
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| 8. |
- Ahmad, Awais, 1981-, et al.
(författare)
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Exploring the Medical Caregivers' Perceptions of Technology Acceptance for an Online Speech and Language Assessment Application Among Stroke Patients
- 2023
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Ingår i: International Journal on Advances in Life Sciences. - : International Academy, Research and Industry Association (IARIA). - 1942-2660. ; 15:1-2, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- Stroke is a globally increasing disease and speech and language deficiencies are common in stroke survivors. To facilitate medical caregivers in their professional work and to improve patients’ quality of life, technology can play an important role. However, the use and acceptance of technology are uncertain and more research is needed in this direction. This study evaluates the technology acceptance and adoption of an online speech and language assessment application. The evaluation-focused Design Science Research strategy was adopted for that purpose. Two physiotherapists, one occupational therapist and three speech therapists participated in the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical base for interview questions formation and data analysis. The study findings show that the suggested application is useful and easy to use; however, it should be better synchronised with speech therapists’ daily work routines. The speech therapists stressed that the functionalities of the application should be designed in close collaboration with them, and it should be compatible with the already existing systems and services in place. Due to impairments after stroke, the patients have some specific preferences for software and hardware; such as a tablet with a touch pen is the preferred hardware. Additionally, the interface should have bigger text fonts and pictures, and highly contrastive colours in the graphics should be used for patients’ convenience. The user’s privacy and security, the patient’s current health, and their previous knowledge and experience with technology were also found important determinants for the intention to use the given technology.
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| 9. |
- Bergkvist, Linda, Assistant professor, 1979-, et al.
(författare)
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Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens
- 2023
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Ingår i: Proceedings of the 22nd European Conference on e-Learning - ECEL 2023. - : Academic Conferences and Publishing International Limited. - 9781914587900 - 9781914587917 ; , s. 25-32, s. 25-32
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Konferensbidrag (refereegranskat)abstract
- Regarding the ongoing digitalisation in the knowledge society, professional development seems more crucial than ever. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the life of full-time working learners. Content, pedagogical models and instructional design in university courses are often created for students in Bachelor's and Master's programs instead of tailored for adults working full-time. This study describes and discusses andragogy as a potential knowledge base for redesigning professional development courses on digital transformation. Evaluations from two instances of a course for professionals on digital transformation showed that the course participants overall are satisfied with the course. However, only a few course participants take the exam to get credits. Therefore, the research question that guided this study was, "What redesign options for increased pass rates and learner satisfaction in professional development for adult learners can be identified using andragogy as a theoretical lens?" The course is on distance and contains four modules with synchronous and asynchronous learning activities, resulting in five European Credit Transfer System (ECTS). The empirical material consisted of course participants' check-in presentation before the course started, mid-term evaluation, final evaluations, and a learning diary containing 58 entries. The data was deductively analysed using the theory of andragogy as an analytical lens. The findings imply that instructors should put effort into how different parts of the course are connected, supporting learners' need to know. Further, to enhance the course participants' prior experience as a resource for learning by adding learning activities, they exchange experiences and examples with each other, adding to their learning process and networking. The pedagogic parts of understanding the theoretical course material could be split into pieces through exercises where the participants apply conceptual models and concepts to real-situation problems. The learning diary could help the participants align the new knowledge with their prior knowledge with a focus on professional roles and work situations. The identified redesign options create opportunities to increase pedagogical parts like readiness, orientation, and motivation to learn according to the current higher education system.
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| 10. |
- Brodén, Karin, 1963-, et al.
(författare)
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Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
- 2023
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Ingår i: ICERI2023 Proceedings. - Sevilla : IATED. - 9788409559428 ; , s. 604-611
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Konferensbidrag (refereegranskat)abstract
- Professional development is more crucial than ever, especially in supporting ongoing digitalisation in the knowledge society. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the lives of full-time working learners. Content, pedagogical models and instructional design in university courses are often centred on students in their early twenties with little to no work experience instead of tailored for experienced professionals working full-time. One such course is the foundation for this study: a course on digitalisation and digital transformation targeting professionals with at least two years of work experience in digital transformation. Therefore, the research question that guided this study was: "How can a distance course for professionals be redesigned to facilitate lifelong learning?" The redesign aims to increase satisfaction with the course and the number of participants taking their exams. The course contains four modules with synchronous and asynchronous learning activities, resulting in 5 ECTS credits (the European Credit Transfer System). The analysed empirical material consists of course participants' check-in presentation before the course started, mid-term evaluation, final evaluation, and a learning diary containing 58 entries. The empirical material was inductively and iteratively analysed following the main steps of thematic analysis. Two of the researchers conducted the first steps of the analysis individually. The following steps were a joint coding procedure to reach a consensus. This part of the analysis included several discussions with the other researchers. The inductive analysis identified 70 initial codes that reflected issues related to course design, learning activities, course information, and instructions. The initial codes were clustered into seventeen more abstract themes based on similarities. The themes related to strengths and weaknesses/challenges with the course. The strengths were analysed as, among others, discussions with course participants in other domains, recordings introducing scientific articles, focused and direct instructions on the learning management system (LMS), and the course is held online at the same weekly time. Perceived challenges were, for example, reading scientific articles and understanding and transferring the content to their work situation, lack of correspondence among the modules, not all modules being published simultaneously on the LMS, and the general problem of mixing work and studies. Despite that, the material showed satisfied course participants, where only a few ended the course by taking the exam to get their credits, which is one of academia’s ways to quantify learning. Based on the data analysis, course and learning activities will be redesigned and developed to be tested and evaluated in a forthcoming course instance in autumn 2023.
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