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- Schmidt Burg, Helena, 1992, et al.
(författare)
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Litteraturöversikter med AI: En pedagogisk resa för studenter, lärare och bibliotekarier
- 2023
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Ingår i: Nätverksträffen för Forskningsbibliotekens pedagogiska roll.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Vad händer när studenterna inte själva söker upp, väljer ut och sammanfattar litteratur utan istället låter en AI-tjänst göra det? Vilken kunskap behöver studenterna ha för att åstadkomma goda och tillförlitliga sammanfattningar och tolkningar av litteraturen med hjälp av AI-baserade tjänster? Vilken blir vår roll som bibliotekarier i processen och hur kan vi bäst stötta studenterna i en etisk användning av tjänsterna? Vad innebär förändringarna för vad vår undervisning ska innehålla och hur den ska planeras? Kom och utforska dessa frågor i en workshop där vi testar och diskuterar olika AI-verktyg tillsammans.
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| 2. |
- Schmidt Burg, Helena, 1992, et al.
(författare)
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Litteraturöversikter med AI: En pedagogisk resa för studenter och lärare
- 2023
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Ingår i: Högskolepedagogisk konferens i Göteborg (HKG 2023).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Debatten kring hur högre utbildning ska förhålla sig till olika tjänster som baseras på generativ AI har tagit fart sen lanseringen av ChatGPT i november 2022. Inte minst uppmärksammad är problematiken med att avgöra om texter speglar studentens lärande av det som ska examineras (t.ex. Linderoth, 2023; Weber-Wulff et al. 2023). En vanlig examinationsuppgift är att skriva någon form av litteraturöversikt, en uppgift som ofta innefattar att söka fram, välja ut och sammanfatta vetenskaplig litteratur och att utifrån denna genomföra en egen analys eller tolkning. Detta är en uppgift som AI-baserade tjänster blir allt bättre på att utföra, inklusive att föreslå referenser för att backa upp påståenden i texten. I förlängningen leder detta till att vi behöver fundera på vad som lärs vid användning av AI-tjänster jämfört med mer traditionella metoder för litteraturöversikter. Vad händer när studenterna inte själva söker upp, väljer ut och sammanfattar, utan istället låter en AI-tjänst göra det? Vilken kunskap behöver studenterna ha för att åstadkomma goda och tillförlitliga sammanfattningar och tolkningar av litteraturen med hjälp av AI-baserade tjänster? Vilka är våra roller som lärare och som bibliotekarier i processen? Workshoppen fokuserar på att prova att skapa en litteraturöversikt med stöd av någon AI-baserad tjänst och att diskutera erfarenheter av resultaten. Exempel hämtas från deltagarnas egna områden och erfarenheter. Workshoppens genomförande 1. Inledning samt kort presentation av ett urval AI-tjänster 2. Deltagarna testar verktygen och skapar begränsade litteraturöversikter med hjälp av en eller flera AI-tjänster. 3. Resultaten som genererats av de olika AI-tjänsterna jämförs med varandra och en diskussion förs kring implikationerna av att studenterna använder tjänsterna i utbildningen. Workshoppen riktar sig till - universitetslärare som hanterar någon form av uppgift som inkluderar litteraturöversikter - universitetslärare som är intresserade av de förändringar som AI-baserade tekniker får för högre utbildning - undervisande bibliotekarier Referenser Linderoth, J. (2023-06-08). Varför vi inte längre kan ha skrivna hemuppgifter i högre utbildning. YouTube.com https://www.youtube.com/watch?v=GZOSh4ocpeI (visad 2023-06-30) Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S., Foltýnek, T., Guerrero-Dib, J., Popoola, O., Šigut, P., & Waddington, L. (2023). Testing of Detection Tools for AIGenerated Text (arXiv:2306.15666). arXiv. https://doi.org/10.48550/arXiv.2306.1566
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| 4. |
- Granström, Beate, 1995, et al.
(författare)
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Getting academic library staff up-to-speed on artificial intelligence
- 2024
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Ingår i: LIBER 2024: Slide and Poster Presentations.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- With the public release of generative artificial intelligence (AI) tools, most notably ChatGPT in 2022, interest in the technologies has swept across various organizations like wildfire. Higher education institutions and their libraries are no exception. Many academic library staff have found ways to develop their competence around AI and investigate what AI development will mean for academic libraries. Yet, if developing a better understanding for (generative) AI at academic libraries broadly is a goal for the organization, then the question arises of how a large proportion of a library’s staff can be reached, rather than a few engaged individuals, and what aspects of AI will then be relevant to address. These are questions that we have faced in a collaboration between three libraries at universities in western Sweden. In the presentation we will share experiences from this collaborative effort to further professional development among staff members concerning AI in libraries. The program runs during the academic year 2023/2024 and contains several online lectures and two active learning classroom (ALC) sessions. The lectures were streamed live to all staff and were also recorded and made available for the three institutions. The ALC sessions, which allow for active engagement with the technologies as well as other participants on campus, required registration and were attended by a subset of the staff. Although not all staff attended all or even parts of the program, it aimed to reach library staff beyond those who are particularly motivated to learn about AI. Apart from facilitating participation by making it less reliant on participation and time, the lectures and ALC sessions connected closely to issues of relevance in academic libraries, rather than at the university at large, and in different areas of responsibility to boot. They also linked to the local situation at the three universities, thus making them more immediately useful for the everyday work tasks. The fact that the sessions were planned and, for the most part, implemented internally has facilitated maintaining a local focus. Aspects of AI have been addressed from the perspective of their relevance to various library stakeholders (students, researchers, library staff), ongoing development projects have been presented, and issues around bias, privacy, security, and AI literacy have been discussed. In the presentation, we will discuss the challenges of designing content for professional development around AI at a time when so much is happening and happening fast, at the same time as much actual implementation in the library field is in its infancy. We will also share our approach to these challenges, with a particular focus on how to make the content relevant to academic library staff with varying professional backgrounds and working within different specialized areas of responsibility. The presentation aims to raise awareness of, but also problems involved with, how professional development can be conducted within an area such as AI which is at the same time ubiquitous and can be viewed as a very specialized area of expertise.
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| 6. |
- Bjur, Louise, 1973, et al.
(författare)
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Söksnurran: få koll på din informationssökningsprocess
- 2023
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Ingår i: Nätverksträffen för Forskningsbibliotekens pedagogiska roll.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Det finns många olika modeller av hur informationssökningsprocessen kan illustreras och förstås. Ofta stannar det med att den endast presenteras av bibliotekarier i undervisningen eller i digitala lärresurser. Vi vill visa och berätta om hur vi 1. har skapat en ny modell av informationssökningsprocessen 2. och hur vi integrerat denna i vår ALC-undervisning 3. och varför den är bättre än alla andra Kom och var med på denna workshop, så får du själv prova på att jobba processinriktat med söksnurran!
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| 7. |
- Lozano, Rafael, et al.
(författare)
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Measuring progress from 1990 to 2017 and projecting attainment to 2030 of the health-related Sustainable Development Goals for 195 countries and territories: a systematic analysis for the Global Burden of Disease Study 2017
- 2018
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Ingår i: The Lancet. - : Elsevier. - 1474-547X .- 0140-6736. ; 392:10159, s. 2091-2138
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Tidskriftsartikel (refereegranskat)abstract
- Background: Efforts to establish the 2015 baseline and monitor early implementation of the UN Sustainable Development Goals (SDGs) highlight both great potential for and threats to improving health by 2030. To fully deliver on the SDG aim of “leaving no one behind”, it is increasingly important to examine the health-related SDGs beyond national-level estimates. As part of the Global Burden of Diseases, Injuries, and Risk Factors Study 2017 (GBD 2017), we measured progress on 41 of 52 health-related SDG indicators and estimated the health-related SDG index for 195 countries and territories for the period 1990–2017, projected indicators to 2030, and analysed global attainment. Methods: We measured progress on 41 health-related SDG indicators from 1990 to 2017, an increase of four indicators since GBD 2016 (new indicators were health worker density, sexual violence by non-intimate partners, population census status, and prevalence of physical and sexual violence [reported separately]). We also improved the measurement of several previously reported indicators. We constructed national-level estimates and, for a subset of health-related SDGs, examined indicator-level differences by sex and Socio-demographic Index (SDI) quintile. We also did subnational assessments of performance for selected countries. To construct the health-related SDG index, we transformed the value for each indicator on a scale of 0–100, with 0 as the 2·5th percentile and 100 as the 97·5th percentile of 1000 draws calculated from 1990 to 2030, and took the geometric mean of the scaled indicators by target. To generate projections through 2030, we used a forecasting framework that drew estimates from the broader GBD study and used weighted averages of indicator-specific and country-specific annualised rates of change from 1990 to 2017 to inform future estimates. We assessed attainment of indicators with defined targets in two ways: first, using mean values projected for 2030, and then using the probability of attainment in 2030 calculated from 1000 draws. We also did a global attainment analysis of the feasibility of attaining SDG targets on the basis of past trends. Using 2015 global averages of indicators with defined SDG targets, we calculated the global annualised rates of change required from 2015 to 2030 to meet these targets, and then identified in what percentiles the required global annualised rates of change fell in the distribution of country-level rates of change from 1990 to 2015. We took the mean of these global percentile values across indicators and applied the past rate of change at this mean global percentile to all health-related SDG indicators, irrespective of target definition, to estimate the equivalent 2030 global average value and percentage change from 2015 to 2030 for each indicator. Findings: The global median health-related SDG index in 2017 was 59·4 (IQR 35·4–67·3), ranging from a low of 11·6 (95% uncertainty interval 9·6–14·0) to a high of 84·9 (83·1–86·7). SDG index values in countries assessed at the subnational level varied substantially, particularly in China and India, although scores in Japan and the UK were more homogeneous. Indicators also varied by SDI quintile and sex, with males having worse outcomes than females for non-communicable disease (NCD) mortality, alcohol use, and smoking, among others. Most countries were projected to have a higher health-related SDG index in 2030 than in 2017, while country-level probabilities of attainment by 2030 varied widely by indicator. Under-5 mortality, neonatal mortality, maternal mortality ratio, and malaria indicators had the most countries with at least 95% probability of target attainment. Other indicators, including NCD mortality and suicide mortality, had no countries projected to meet corresponding SDG targets on the basis of projected mean values for 2030 but showed some probability of attainment by 2030. For some indicators, including child malnutrition, several infectious diseases, and most violence measures, the annualised rates of change required to meet SDG targets far exceeded the pace of progress achieved by any country in the recent past. We found that applying the mean global annualised rate of change to indicators without defined targets would equate to about 19% and 22% reductions in global smoking and alcohol consumption, respectively; a 47% decline in adolescent birth rates; and a more than 85% increase in health worker density per 1000 population by 2030. Interpretation: The GBD study offers a unique, robust platform for monitoring the health-related SDGs across demographic and geographic dimensions. Our findings underscore the importance of increased collection and analysis of disaggregated data and highlight where more deliberate design or targeting of interventions could accelerate progress in attaining the SDGs. Current projections show that many health-related SDG indicators, NCDs, NCD-related risks, and violence-related indicators will require a concerted shift away from what might have driven past gains—curative interventions in the case of NCDs—towards multisectoral, prevention-oriented policy action and investments to achieve SDG aims. Notably, several targets, if they are to be met by 2030, demand a pace of progress that no country has achieved in the recent past. The future is fundamentally uncertain, and no model can fully predict what breakthroughs or events might alter the course of the SDGs. What is clear is that our actions—or inaction—today will ultimately dictate how close the world, collectively, can get to leaving no one behind by 2030.
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| 8. |
- Skogström, Helena, 1966-
(författare)
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Skolämnesspecifikt läsande i tidiga skolår
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this licentiate thesis is to shed light on how reading is constructed in different year 1 school subjects. The focus of the study is reading and how teachers create conditions for students to understand text via text conversations and via textbook texts used in Mathematics, Swedish and Technology. The study aims to shed light on reading from a disciplinary literacy perspective. The study is conducted in two sub-studies. In the first sub-study three lessons in year 1 are analyzed in terms of how reading is constructed via the following research questions:1) How are the students invited into the text and text conversations through the teacher’s questions?2) What everyday language, school language and subject-specific words and concepts do the students encounter in the text conversations?The second sub-study analyzes text sections from ten textbook texts with associated written questions:1) What ways of using texts are encouraged by the questions in the text-book texts?2) What everyday language, school language and subject-specific words and concepts can be identified in the textbook texts?The analyzes are based on an adapted text mobility model (Folkeryd et al., 2006; Liberg et al., 2010; Liberg et al., 2012), adaptations of PIRLS processes of comprehension (PIRLS 2016; Mullis & Martin, 2017) and adaptations of Lindberg’s (2007) categorization of words and concepts in everyday, school language and subject-specific vocabulary. The results show that the teachers create conditions for text comprehension by initiating text conversations in whole groups and in pairs where information in texts is identified, words and concepts are defined, the texts are interpreted and more information is added to the texts. Based on the textbook texts, conditions for reading are created via the texts’ everyday language use and when subject-specific words and concepts occur, via the teacher’s alternating use of everyday and subject-specific words and concepts and through repetitions of the subject-specific ones.The teachers and the textbooks create different conditions for text comprehension in different subjects. In Mathematics the text is read carefully and repeatedly to identify information before calculation and finding the correct solution. In Swedish the text is read to be interpreted. In Technology the purpose of reading is to convey facts and innovative technology.
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| 10. |
- Suhonen, Riitta, et al.
(författare)
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European orthopaedic and trauma patients perceptions of nursing care : a comparative study
- 2009
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Ingår i: JOURNAL OF CLINICAL NURSING. - : Wiley. - 0962-1067 .- 1365-2702. ; 18:20, s. 2818-2829
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Tidskriftsartikel (refereegranskat)abstract
- Aim. To compare English, Finnish, Greek and Swedish orthopaedic and trauma patients perceptions of nursing care received during hospitalisation. Background. Patient perceptions are important when evaluating nursing care delivery. Evaluations usually take place sub-nationally though European citizens may be treated throughout the European Union. International comparative studies are possible because of the universal nature and philosophical roots of quality in nursing care. They are needed to assist in improving care outcomes. Design. A cross-sectional, comparative study design was used. Method. The Schmidt Perception of Nursing Care Survey was used to obtain data from orthopaedic and trauma patients in acute hospitals in four countries: Finland (n = 425, response rate 85%), Greece (n = 315, 86%), Sweden (n = 218, 73%) and UK (n = 135, 85%). Data were first analysed using descriptive statistics, then between-country comparisons were computed inferentially using a one-way analysis of variance and a univariate analysis of covariance. Results. Between-country differences were found in patients perceptions of the nursing care received. Over the whole Schmidt Perception of Nursing Care Survey the Swedish and Finnish patients gave their care the highest assessments and the Greek patients the lowest. The same trend was seen in each of the four sub-scales: Seeing The Individual Patient, Explaining, Responding and Watching. Responding was given the highest assessments in each participating country and Seeing the Individual Patient the lowest except in Greece. Conclusions. Further research is needed to consider whether the between-country differences found are caused by differences between cultures, nursing practices, roles of healthcare personnel or patients in the different countries. The Schmidt Perception of Nursing Care Survey is suitable for the assessment of European orthopaedic and trauma patients perceptions of nursing care received during hospitalisation. Relevance to clinical practice. The results are useful in evaluating and developing nursing care in hospitals from different European countries.
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