| 1. |
- Bergkvist, Linda, Assistant professor, 1979-, et al.
(författare)
-
Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens
- 2023
-
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
-
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.
|
|
| 2. |
- Brodén, Karin, 1963-, et al.
(författare)
-
Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
- 2023
-
Ingår i: ICERI2023 Proceedings. - Sevilla : IATED. - 9788409559428 ; , s. 604-611
-
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.
|
|
| 3. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
-
I skuggan av mobbning och kränkande behandling på mellanstadiet från ett genusperspektiv : Resultat från en fallstudie
- 2024
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten är en sammanställning av en studie beställd av en kommun med syfte att få en ökad förståelse för varför förhållandevis många flickor på mellanstadiet i kommunen upplever sig mer utsatta än pojkar. Studien tar fasta på forskning som visar på att det inte finns starka biologiska förklaringar till eventuella skillnader mellan könen, vilket pekar mot vikten av att synliggöra kulturens inverkan på könsmönster, så kallad genusmönster. Det finns en ansenlig mängd forskning idag som pekar på att mobbning tar form och vidmakthålls i en socioekologisk miljö där mikro-, meso- och makronivåer samverkar. Med denna bas som utgångspunkt har 44 personer på tre skolor av olika karaktär intervjuats med stöd i semi-strukturerad intervjuteknik och kategoriserats med hjälp av fallstudier och innehållsanalys. De nästan 800 sidorna transkriberat material synliggör en nyanserad bild av elevers, lärares, skolledares, elevhälsopersonal och administrativ personals förståelse och beskrivna handlingar av hur de närmar sig skolans värdegrunds- och trygghetsuppdrag med särskilt fokus på kön. Det finns en stor kompetens och förhållandevis djup förståelse för frågor som rör utsatthet och mobbning i den grupp som har intervjuats – en kompetens som i mångt och mycket ligger i linje med forskning idag. Vi hoppas att en studie som denna kan bidra som ett systematiskt underlag och stöd för professionellt omdöme. Resultaten visar på; a) en bred variation av sätt att förstå vissa flickors utsatthet; b) metoder/åtgärder som används på de tre skolorna; samt, c) olika hinder för att stimulera en trygg socioekologisk miljö. De övergripande resultaten visar att de intervjuade är medvetna om att pojkar och flickor överlag är unika individer och där inte bara vissa flickor, utan även vissa pojkar mår dåligt och behöver lyftas fram liksom ges stöd. Samtidigt finns mönster avseende på hur flickor mår, beter sig och behandlas som är viktiga att lyfta fram. Beskrivningarna av flickors och pojkars skillnader handlar generellt om att de upplevs och upplever sig befinna sig på två olika arenor där könsstereotypa roller utvecklats vilka bygger på stereotyper om den utåtagerande och aggressiva pojken och den tysta flickan som förtrycks och tar åt sig och som ibland själv utöver mobbning i form av exempelvis subtila blickar, förtal och utfrysning. Det är viktigt att påpeka att de stereotypa föreställningar om kön som tycks finnas på skolorna, inte per automatik betyder att enskilda personers sätt att vara och handla i daglig praktik samstämmer med dessa förenklade föreställningar. Stereotyper handlar mer om att ordna och hierarkisera individer på ett visst sätt som stärker en viss maktordning. Användning av social media är något som särskilt tycks skada flickors välbefinnande och känsla av utsatthet, liksom platser i skolan där vuxna inte eller sällan finns och där tävling förekommer. I de fall där flickor är utåtagerande och högljudda så upplever vissa sig inte behandlas på samma sätt som pojkarna. Det framkommer även återkommande berättelser om att flickor och pojkar överlag leker olika lekar och inte blandas under rasterna vilket förstärker särskiljning av de två arenorna.Samtidigt framkommer ett stort engagemang och bred repertoar av åtgärder i aktörernas intervjuer som bygger på en medvetenhet om att mikro, makro- och meso- nivån behöver samverka. Eleverna lyfter särskilt fram vikten av att lärare ser dem, skapar ordnade former av aktiviteter på raster och är konsekventa i sin hantering av olika former av utsatthet. När det kommer till hinder nämns; a) de genusnormer som finns i samhället inklusive social medias inverkan; b) negativa konsekvenser av ökad dokumentation; c) relationella och existentiella villkor; d) ökning av diagnoser; e) bristande tid; f) svårigheter att veta vad man förväntas se och synliggöra i enkät och praktik; g) inkonsekvent beteende bland personal; h) brister i kommunikation mellan olika aktörer; i) svårigheter att nå samsyn och svårigheter att rekrytera vikarier; j) att skapa långsiktighet i ledarskap i skola och klassrum på grund av personalbyten: samt, k) ökning av ett grovt och kränkande språk som väver sig in i dagligt tal.
|
|
| 4. |
- Flygare, Erik, 1960-, et al.
(författare)
-
Lessons From a Concurrent Evaluation of Eight Antibullying Programs Used in Sweden
- 2013
-
Ingår i: American Journal of Evaluation. - : SAGE Publications. - 1098-2140 .- 1557-0878. ; 34:2, s. 170-189
-
Tidskriftsartikel (refereegranskat)abstract
- Sweden has a low prevalence of bullying and Swedish schools are legally obliged to have anti-bullying policies. Many commercial programs are available. A mixed methods, quasi-experimental, concurrent evaluation of 8 programs, chosen from a pool of 21 widely used anti-bullying programs, was planned. Preliminary data, based on 835 stakeholder interviews, both individual and group, revealed extensive program-contamination in "treatment" schools (n = 31), and extensive program use in nominally designated control/comparison schools (n = 8). An evolved evaluation strategy focused on arrays of program components, use of which was assessed through detailed qualitative data gathered from principals, teaching and non-teaching staff, anti-bullying teams, and pupils. Bullying victimization, Grades 4-9, in 39 schools, was assessed by questionnaire, administered in three waves. Responserates were 76.1% (with N = 10,919) at the first wave, 74.3% (of 10,660) at the second wave, and70.6% (of 10,523) at the final wave. Longitudinal aggregate and individual outcomes (3,487 pupils answered all three questionnaires) were assessed. Prevalence of victimization was 8.1% at first wave and (7.4% at last). Based on individual data, persistent victimization (bullied at both waves) was estimated at 1.5% with 4.7% experiencing a worsening situation (not bullied at the first wave but bullied at last) and 4.8% with an improved situation. Hierarchical cluster analysis was used to designate intervention types (shared arrays of strong, weak, or absent component use) and schools with similar approaches. A quasi-experimental, longitudinal design with individual data and an aggregate cross-sectional follow-up indicated differences in effective, ineffective, and iatrogenic components, component clusters (intervention types), and successful schools.
|
|
| 5. |
|
|
| 6. |
- Hellfeldt, Karin, 1985-, et al.
(författare)
-
Longitudinal Analysis of Links Between Bullying Victimization and Psychosomatic Maladjustment in Swedish Schoolchildren
- 2018
-
Ingår i: Journal of School Violence. - : Informa UK Limited. - 1538-8220 .- 1538-8239. ; 17:1, s. 86-98
-
Tidskriftsartikel (refereegranskat)abstract
- Cross-sectional studies of bullying mask variability in categories of and persistence of bullying victimization. Longitudinal, individual-level data offers a greater insight into schoolchildren’s psychosomatic maladjustment as a consequence of bullying. Swedish schoolchildren (n = 3,349), with unique identifiers, in 44 schools (4th–9th grade), answered a questionnaire at baseline and 1-year follow-up. Longitudinal trends for nonvictims (88%), ceased victims (4.7%), new victims (5.7%), and continuing victims (1.6%) revealed that new victims had the largest decrease in well-being; continuing victims had a smaller though not significant decrease; while ceased victims showed a small, (nonsignificant) increase in well-being over the measurement period. It was also discovered that children not bullied at baseline but bullied subsequently, differed, at baseline, from their never-bullied peers through lower levels of overall well-being. It is argued that this finding has implications for prevention strategies.
|
|
| 7. |
- Johansson, Anna, et al.
(författare)
-
Biografi- och livsberättelseforskning
- 2008. - 1
-
Ingår i: Forskningsmetodik för socialvetare. - Stockholm : Natur & Kultur. - 9789127109650 ; , s. 71-88
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
- Michaelson, Peter, et al.
(författare)
-
Factors predicting pain reduction in chronic back and neck pain after multimodal treatment.
- 2004
-
Ingår i: The Clinical Journal of Pain. - : Ovid Technologies (Wolters Kluwer Health). - 0749-8047 .- 1536-5409. ; 20:6, s. 447-454
-
Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: To determine whether treatment related pain reduction on the short- and long-term is predicted by different baseline variables, and with different accuracy, in patients with chronic low back pain as compared with those with chronic neck pain. DESIGN AND METHODS: A single blinded prospective cohort study based on patients with chronic musculoskeletal pain in the lower back (N = 167) or the neck (N = 136) who completed a 4-week multimodal rehabilitation program. At admission, each patient was evaluated on 17 potential predictors, including pain characteristics and physical, sociodemographic, and psychosocial-behavioral variables. Changes in self-reported pain intensity in the lower back or the neck between the pretreatment evaluation and those performed immediately after, and 12 months after the rehabilitation program, were assessed. RESULTS: Logistic regression models revealed that change in pain intensity could be predicted with good specificity but with poor sensitivity both for patients with chronic low back pain and chronic neck pain. Significant predictors among the neck pain patients were high endurance, low age, high pain intensity, few other symptoms, low need of being social, to do things with others, and to be helped, along with optimistic attitudes on how the pain will interfere with daily life. Among the low back pain patients, high pain intensity, low levels of pain severity, and high affective distress were important predictors. Variables such as sex, sick leave history, working status, accident, pain duration, and depressive symptoms demonstrated no predictive value. Short- and long-term pain outcome was equally predictable and predicted by almost the same variables. CONCLUSIONS: Patients who reported unchanged or increased pain after multimodal treatment could be predicted with good accuracy, whereas those who reported decreased pain were more difficult to identify. Treatment-related pain alteration in chronic low back pain seems to be predicted by partly different variables than in chronic neck pain.
|
|
| 9. |
- Nyman, Teresia, et al.
(författare)
-
Reliability and Validity of Six Selected Observational Methods for Risk Assessment of Hand Intensive and Repetitive Work
- 2023
-
Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 20:8, s. 5505-
-
Tidskriftsartikel (refereegranskat)abstract
- Risk assessments of hand-intensive and repetitive work are commonly done using observational methods, and it is important that the methods are reliable and valid. However, comparisons of the reliability and validity of methods are hampered by differences in studies, e.g., regarding the background and competence of the observers, the complexity of the observed work tasks and the statistical methodology. The purpose of the present study was to evaluate six risk assessment methods, concerning inter- and intra-observer reliability and concurrent validity, using the same methodological design and statistical parameters in the analyses. Twelve experienced ergonomists were recruited to perform risk assessments of ten video-recorded work tasks twice, and consensus assessments for the concurrent validity were carried out by three experts. All methods’ total-risk linearly weighted kappa values for inter-observer reliability (when all tasks were set to the same duration) were lower than 0.5 (0.15–0.45). Moreover, the concurrent validity values were in the same range with regards to total-risk linearly weighted kappa (0.31–0.54). Although these levels are often considered as being fair to substantial, they denote agreements lower than 50% when the expected agreement by chance has been compensated for. Hence, the risk of misclassification is substantial. The intra-observer reliability was only somewhat higher (0.16–0.58). Regarding the methods ART (Assessment of repetitive tasks of the upper limbs) and HARM (Hand Arm Risk Assessment Method), it is worth noting that the work task duration has a high impact in the risk level calculation, which needs to be taken into account in studies of reliability. This study indicates that when experienced ergonomists use systematic methods, the reliability is low. As seen in other studies, especially assessments of hand/wrist postures were difficult to rate. In light of these results, complementing observational risk assessments with technical methods should be considered, especially when evaluating the effects of ergonomic interventions.
|
|
| 10. |
- Palm, Peter, et al.
(författare)
-
Differences in cashiers work technique regarding wrist movements when scanning groceries
- 2012
-
Ingår i: Work. - : IOS Press. - 1051-9815 .- 1875-9270. ; 41, s. 5436-5438
-
Tidskriftsartikel (refereegranskat)abstract
- Checkout cashier work can be repetitive and hand-intensive. Differences in workstyle might explain why some cashiers develop symptoms and other do not. Work technique is one part of the workstyle concept. The aim of this study was to analyze if there were differences in work technique among cashiers in to what extent they use large or small wrist movements when scanning groceries. Wrist movements of 17 cashiers were video recorded. The results revealed large variation among the cashiers in if they use large or small wrist movements when handling the groceries. This indicated there is a potential for some cashiers to improve their work technique.
|
|
