| 1. |
- Baturova, Maria A., et al.
(author)
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Evolution of P-wave indices during long-term follow-up as markers of atrial substrate progression in arrhythmogenic right ventricular cardiomyopathy
- 2021
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In: Europace. - : Oxford University Press. - 1099-5129 .- 1532-2092. ; 23:Supplement_1, s. i29-i37
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Journal article (peer-reviewed)abstract
- AIMS: Patients with arrhythmogenic right ventricular cardiomyopathy (ARVC) have increased prevalence of atrial arrhythmias indicating atrial involvement in the disease. We aimed to assess the long-term evolution of P-wave indices as electrocardiographic (ECG) markers of atrial substrate during ARVC progression.METHODS AND RESULTS: We included 100 patients with a definite ARVC diagnosis according to 2010 Task Force criteria [34% females, median age 41 (inter-quartile range 30-55) years]. All available sinus rhythm ECGs (n = 1504) were extracted from the regional electronic ECG databases and automatically processed using Glasgow algorithm. P-wave duration, P-wave area, P-wave frontal axis, and prevalence of abnormal P terminal force in lead V1 (aPTF-V1) were assessed and compared at ARVC diagnosis, 10 years before and up to 15 years after diagnosis.Prior to ARVC diagnosis, none of the P-wave indices differed significantly from the data at ARVC diagnosis. After ascertainment of ARVC diagnosis, P-wave area in lead V1 decreased from -1 to -30 µV ms at 5 years (P = 0.002). P-wave area in lead V2 decreased from 82 µV ms at ARVC diagnosis to 42 µV ms 10 years after ARVC diagnosis (P = 0.006). The prevalence of aPTF-V1 increased from 5% at ARVC diagnosis to 18% by the 15th year of follow-up (P = 0.004). P-wave duration and frontal axis did not change during disease progression.CONCLUSION: Initial ARVC progression was associated with P-wave flattening in right precordial leads and in later disease stages an increased prevalence of aPTF-V1 was seen.
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| 2. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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Critically Examining Education Digitalisation – Nordic Empirical, Conceptual and Methodological Contributions
- 2023
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In: Symposium for the Nordic Education Research Association Conference, "Digitalization and Technologies in Education Opportunities and Challenges", 15-17 March 2023, Oslo Norway.
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Conference paper (other academic/artistic)abstract
- Symposium participants: Discussant(s): Neil Selwyn - Monash University, Australia 1 ‘We just have to trust them’ - Professional Responsibility in Digital Practices - Ida Martinez Lunde, University of Oslo 2 Lost in Digital Transformations? - Cathrine Tømte, University of Agder 3 Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools - Annika Bergviken Rensfeldt, Catarina Player-Koro, Thomas Hillman & Mona Lundin, University of Gothenburg 4 The Desires of Privatization in Ed-Tech Assemblages - Antti Paakkari, Anna Siippainen 5 Speculative Fiction of Digital Futures in Higher Education, Hanna Teräs, Marko Teräs & Juho Suoranta, Tampere University This symposium aims to draw together researchers engaged in research on education digitalisation in the Nordic countries who share an interest in critically examining how digital technologies are integrated into education systems, policies, institutions and practices. The overall question raised is: What are the critical issues on education digitalisation raised from the Nordic countries, and how can they be examined empirically, conceptually and methodologically? There are two important starting points for this symposium. Firstly, that the politico-economic push for education digitalisation is a decades-long process both on a global scale and within the Nordic countries. The ongoing push has had wide-ranging consequences for the power relations between public education, educational practices and actors as new alignments with private ed-tech businesses and digital platforms have been established. Secondly, that research on the topic is fruitfully based on the premise that many education practices nowadays are deeply interwoven with digital technologies and that new forms of inequalities and power imbalances appear. As the boundaries between digital and non-digital practices are blurring, this suggests that we re-think concepts and methods in line with the transformations referred to as the “postdigital turn” (Jandrić & Knox, 2022). The critical approaches often used in Nordic research on education digitalisation share interests in seeing digital technologies as mutually shaped with social practices, and education digitalisation as a dynamic and complex matter, played out socially, politically, economically and culturally. The research to be presented in this symposium includes, but is not limited to, explorations of concepts like relationality, processuality, network, assemblage, socio-materialism, and performativity (c.f. Castaneda & Williamson, 2021). As a part of this, a commonly shared interest is how different forms of education policy processes, regulations and discourses on digitalisation are enacted, translated and re-shaping education and educational practices. The research presented draws on ongoing discussions within critical and digital research in education, and on discussion of what the relevant contributions from the Nordic contexts are whether they be empirical, conceptual or methodological. The research to be discussed will include themes such as: –Platformisation, datafication and AI –Digital and non-digital inequalities and new power imbalances –Sustainable (post-)digital education work and futures The aim of the symposium is to address the NERA 2023 theme by: –providing empirical, conceptual and methodological contributions from scholars critically investigating opportunities and challenges related to the digitalisation of education. –identifying and discussing the critical questions and issues on the digitalisation of education that must be raised in the Nordic countries to create sustainable education systems that can contribute to the common good for both individuals and society.
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| 3. |
- Bergviken Rensfeldt, Annika, et al.
(author)
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“I log in to several systems then I flip between them” : Teachers’ work in digital platform infrastructures.
- 2021
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Conference paper (other academic/artistic)abstract
- School teachers’ work in the Nordics and elsewhere has become deeply affected by the ongoing school digitalization, through digital platform investments, digitalization reforms, and the pandemic situation. By focusing on how teachers’ work currently is shaped by emerging digital platform infrastructures, and how teachers’ themselves shape their digital work, this study aims to critically explore the implications of new platform ecologies. By drawing on a Swedish case project funded by Forte, we exemplify of how global commercial platform infrastructures have been integrated into and added to a highly marketized school system. While earlier studies critically approached school platform infrastructures mainly as managerial modes of governance, recent research has revealed its wider democratic implications for the public sector, e.g. the creating of technical lock-ins (Kerssens & van Dijck 2021). Based on a sociotechnical understanding of teachers’ digital work, digital platforms are not seen as simply ‘enablers’, but as agentic and carrying certain values alongside prescribed institutional uses that together regulate teacher work. Methodologically, trace and policy ethnography were used. First, we traced the digital work of four upper secondary school teachers (two men, two women) from two schools (one public municipal school, and one private consortia-owned school) via self-reported work activity time logs, followed up by focus group interviews, as well as a “go-along method”, for observing teachers’ online work. Lastly, we ‘moved out’ to trace the school and wider platform infrastructure from a national and international policy infrastructural perspective. Our preliminary results show how teachers operate within an institutional logic of bureaucratic, market and professional concerns (Friedson 2001) in their digital work, resulting in problems like work intensification and work-life imbalances. One related finding is also that different platform ecologies emerge across different private and public school forms. The dependence of global platform infrastructures in schools is currently increasing. This study hopefully can add a needed Nordic and critical dimension to how this affects teachers’ digital work.
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| 4. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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“I log in to several systems then I flip between them”: Teachers’ work in digital platform infrastructures.
- 2021
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In: Paper for Nordic Educational Research Association (NERA), Odense, Denmark, 3-5 Nov 2021..
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Conference paper (other academic/artistic)abstract
- School teachers’ work in the Nordics and elsewhere has become deeply affected by the ongoing school digitalization, through digital platform investments, digitalization reforms, and the pandemic situation. By focusing on how teachers’ work currently is shaped by emerging digital platform infrastructures, and how teachers’ themselves shape their digital work, this study aims to critically explore the implications of new platform ecologies. By drawing on a Swedish case project funded by Forte, we exemplify of how global commercial platform infrastructures have been integrated into and added to a highly marketized school system. While earlier studies critically approached school platform infrastructures mainly as managerial modes of governance, recent research has revealed its wider democratic implications for the public sector, e.g. the creating of technical lock-ins (Kerssens & van Dijck 2021). Based on a sociotechnical understanding of teachers’ digital work, digital platforms are not seen as simply ‘enablers’, but as agentic and carrying certain values alongside prescribed institutional uses that together regulate teacher work. Methodologically, trace and policy ethnography were used. First, we traced the digital work of four upper secondary school teachers (two men, two women) from two schools (one public municipal school, and one private consortia-owned school) via self-reported work activity time logs, followed up by focus group interviews, as well as a “go-along method”, for observing teachers’ online work. Lastly, we ‘moved out’ to trace the school and wider platform infrastructure from a national and international policy infrastructural perspective. Our preliminary results show how teachers operate within an institutional logic of bureaucratic, market and professional concerns (Friedson 2001) in their digital work, resulting in problems like work intensification and work-life imbalances. One related finding is also that different platform ecologies emerge across different private and public school forms. The dependence of global platform infrastructures in schools is currently increasing. This study hopefully can add a needed Nordic and critical dimension to how this affects teachers’ digital work. References Freidson, E. (2001). Professionalism, the third logic: On the practice of knowledge. Uni of Chicago Press. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology 46(3), 250-263. DOI: 10.1080/17439884.2021.1876725
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| 5. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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Pressed for Time? : How Platform Infrastructures and Professional Demands condition Teachers’ Digital Work
- 2021
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In: European Conference on Educational Research.
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Conference paper (peer-reviewed)abstract
- What had often been praised by techno-enthusiasts as “disruption” and “innovation” became more of a harsh reality during 2020 with the fast reorganization to online learning due to the pandemic. With a short timeframe, schools were forced to prepare for distance education and teachers had to adapt, creating online teaching activities while at the same time making sure students were well-cared for educationally, socially, emotionally, and technologically. With the fast reorganization to online learning during the pandemic, the global platform market received more influence and further reached into the core of schools’ everyday work (Williamson & Hogan, 2020). In this sense, fast digitalization has not only made the political economy of school digitalization more apparent, but also highlights how digital work is conditioned by time and the socio-technical coordination of people and technologies (Wajcman, 2015). This paper focus on how teachers regulate and are regulated by digital platform work and in particular, how digital work is regulated by time in different ways. Our interest is both the kind of work done by teachers on digital platforms and how platform infrastructures condition and challenge teachers’ work and work time. The purpose is to explore and problematize the temporal governance of digital work, inscribed in the uses and logics of digital platforms, and forms of governing powers where productivity is considered core value. Analytically, instances where there are pronounced tensions in terms of temporal issues, between the demands of digital infrastructures or professional performance, and school teachers’ everyday work priorities and regulated work hours is of particular interest. The study builds on analyses of already identified tensions in relation to school reforms more generally as existing between the regulating principles of market efficiency governance and the teaching profession’s work conditions (Anderson & Cohen, 2015; Ball, 2003; Lundström & Parding, 2011). The political economy that pushes for school digitization was already strong in Europe and many other parts of the world before the pandemic began. Platform infrastructures, commonly provided by global platform businesses like Google and Microsoft and through Learning Management Systems are not exotic anymore, but are instead everyday technologies in workplaces like schools. Even so, platform technology provided by for example Google increasingly has taken the role of an infrastructure, sociotechnically connecting clouds, software, people, data (Plantin et al., 2018). This “platformization” comes with the business logic of platform capitalism (Srnicek, 2017), profiting on the individuals’ data production with the arguments of making public sector workplaces more efficient and streamlined, and of facilitating teachers’ pedagogical and administrative work. Questions around workload and the intensification of teachers’ work have once again risen up the political agenda (c.f. Fitzgerald et al., 2019). However, research on how school teachers’ work and work situations are changing in relation to digitalization still is relatively scarce (Bergviken Rensfeldt, Hillman, Selwyn, 2018; Selwyn, 2020; Selwyn, Nemorin & Johnson, 2017; Shulte, 2019). We draw on a Swedish project case, in collaboration with and extending an Australian project (e.g. Selwyn, Nemorin & Johnson, 2017). Empirical material was collected in and connected to the digital work of teachers in two upper secondary school forms, two school forms that characterize the Swedish marketized education system, namely, one public school and one independent for-profit school. Methodologically, the ethnographical approach used is policy and infrastructure ethnography, combined with trace ethnography of teachers’ online and offline work. Methodology, Methods, Research Instruments or Sources Used For conducting the policy ethnography, we firstly examined the policies and infrastructures implicated in teachers’ work, combining analyses of policies and platform technologies (Kitchen & Laurialt, 2014). Policy material from the regional municipality or school consortia organizations of the two schools, including extensions to national and European or international levels, e.g. strategies, guidelines, agreements on work time, digital work and platform infrastructure implementation, maintenance and support, was combined with analyses of the digital platforms and applications used in the school organizations of the participating teachers in the study. Further information from stakeholders like IT management or external platform provider companies on decisions, regulations and functionality on these different levels of platform use or data platform infrastructures, e.g. classifications of work activities in data platform standards was also collected via policy documents and interviews. Starting from the schools in the selection of policies and moving out from them, have resulted in a variety of policies that can be considered influencing digital work. In line with this, rather than regarding policies as archival documents, we aimed at selecting policies that were in use, “at work” and perhaps contested in the school workplaces in different ways. The trace ethnography started with four teachers (one man and one woman from each school) self-reporting their own activity logs on digital work based on three selected work days, followed up by a form of online focus group interview which was based on the logs and questions raised from the researchers and focus of the study. The teachers were then also involved in identifying and documenting their own data production and the traces they leave on different digital platforms via a digital self-tracking application capturing time-based screen activity. Conducting digital trace ethnography raise ethical concerns around private integrity which we have tried to counteract by involving the teacher participants themselves in self-tracking of their digital activities of work and by providing tools (self-reported activity logs included) allowing self-reflection of when and where their digital work takes place. The integrative trace ethnography approach (Geiger & Ribes, 2011) used, hence include both ethnographic and computational social science methods. These methods are themselves characterized by temporal categories, timelines, etc. but invites for making visible different temporalities in the ethnographic material. Conclusions, Expected Outcomes or Findings Digital work was analyzed based on tensions between temporalities that could be both static and dynamic but nonetheless were shaping teachers’ work (c.f. Thompson & Cook, 2017). The temporalities were understood as constructs and intertwined with spatialities of school teachers’ digital work. A preliminary finding is that digital work of online learning follows the assigned task and rhythms of schooling, but also extends more widely with the global time of digital platforms and the different temporalities produced in such environments, expanding, fragmentarizing and interrupting work in different ways. In line with Alirezabeigi, Masschelein & Decuypere (2020, p. 203), the digital work activities “not only follow the school time-table and the script of the teacher, but it equally follows the global time”. For example, the analyses included the teacher’s officially-regulated working hours in terms of classroom and workplace time, their self-regulated work time (“förtroendearbetstid”) as well as non-regularized time, all governed by certain ideals of performativity (c.f. Ball, 2003). Similarly, such entities were also translated into platforms datafication classifications of standard school activities (mainly teaching, examining and “other activities”). Hence, digital work temporalities were co-created with the operating tasks prompted by commercial platforms and activities inscribed in the systems, and the overall life cycles of platform infrastructures (updates, procurements, etc). Furthermore, the pandemic situation from March 2020 made certain temporalities around digital work visible, describing a “before-during-after Corona”, with transformed digital work experiences around attending to students and fulfilling new work tasks, implicating work intensification, strategies for work-life balance and coping with presence bleed. In sum, different temporalities and concerns in teachers’ digital work are at work, co-shaped by professional concerns, and the political economy and governance of platform infrastructures, which further add to the aforementioned research which identified tensions of market governance and teachers’ work conditions and professional concerns. References Alhadeff-Jones, M. (2018). Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society. Routledge. Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020). Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school, Learning, Media and Technology, 45(2), 193-207. Anderson, G., & Cohen, M I. (2015). Redesigning for identities of teachers and leader: A framework for studying new professionalism and educator resistance. Education Policy Archives, 23(85), 1-25. Ball, S. J. (2003) “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18(2), 215-228. Bergviken Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Journal of Education Research, 44(2), 230-250. Decuypere, M. & Vanden Broeck, P. (2020). Time and educational (re-)forms: Inquiring the temporal dimension of education, Educational Philosophy and Theory, 52(6), 602-612. Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R. & Gavin, M. (2019). Intensification of teachers’ work under devolution:
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| 6. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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Teachers’ (future) digital work within platform infrastructures
- 2021
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In: Paper for "The Future of Work" - examining discourses and social practices. International and interdisciplinary conference, Sorbonne University, Paris, France November 25-26, 2021..
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Conference paper (other academic/artistic)abstract
- This paper focuses on the inscribed uses and imaginaries of teachers’ digital work, currently formed through school platform infrastructures. Based on Swedish and Australian project cases, where the public education sector has experienced a substantial marketization and deep penetration of commercial platform infrastructures, we explore current imaginaries and driving forces of digital work. Our ethnographical material is teacher and management interviews, platform studies, activity logs and infrastructural policies. Theoretically, we approach digital work as constituted by socio-technical assemblages, made from social practices and technology inscriptions within cross-platform infrastructures (Plantin et al 2018), that prescribe particular forms of digital work, which make the existing and future work of teachers visible, thinkable and actionable in particular ways. From our two cases superficial differences appear but ultimately the same logics are evident; a highly visible discourse of the teacher professional, in charge of the platform work and simply supported or augmented in their professional judgements. One example is how platform providers and policies promote interoperability and automation across platforms (cf. Perotta et al 2021). In reality and in combination with the business logic of educational platforms (Kerssens & van Dijck 2021), the discourse is highly questionable. It positions teachers as rentieers (Komljenovic 2021), expected to manage digital work seamlessly regardless of platform provider or accompanied by a (robot) colleague or application (Selwyn 2021). Concurrently, teachers are expected to act as creators of school data production for providing school results (Foucault 1975) on platforms where data exploitation however is rule and data ownership unregulated. At least three powerful forces elevate the digital work; 1) disruptive situations, such as the COVID-19 pandemic where teachers are to solve the situation, 2) public sector reform, exposing teachers to increased public accountability, and 3) teacher care for students to provide social support and compensating for structural inequalities. References: Foucault, M. (1975). Surveiller et punir. Gallimard. Kerssens, N., & van Dijck, J. (2021). The platformization of primary education in The Netherlands. Learning, Media and Technology. DOI: 10.1080/17439884.2021.1876725 Komljenovic, J. (2021). The rise of education rentiers: digital platforms, digital data and rents, Learning, Media and Technology, DOI: 10.1080/17439884.2021.1891422 Perotta, C., Gulson K.N., Wiliamson, B., and Witzenberger K. (2021). Automation, APIs and the distributed labour of platform pedagogies in Google Classroom. Critical Studies in Education, 62(1): 97- 113. https://doi.org/10.1080/17508487.2020.1855597 Plantin, J.-C., Lagoze, C., Edwards, P. N., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media & Society, 20(1), 293-310. Selwyn, N. (2021). Digital labor meets the classroom. Research Intelligence, 145. http://der.monash.edu/wp-content/uploads/2021/01/Research-Intelligence-DEC-2020.pdf
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| 7. |
- Bergviken Rensfeldt, Annika, 1969, et al.
(author)
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Tracing Global Platformisation Locally: Differences and Inequalities in Teachers’ Digital Work in Publicly and Privately Owned Schools
- 2023
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In: Paper for The Nordic Education Research Association Conference "Digitalization and Technologies in Education Opportunities and Challenges" 15-17 March 2023, Oslo Norway.
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Conference paper (other academic/artistic)abstract
- The research critically examining the platformisation and integration of global Big Tech - Google (Alphabet), Apple, Facebook (Meta), Amazon, and Microsoft - into education has grown considerably, as shown in recent special-issued and thematic journals (Decuypere et al., 2021; Nichols & Garcia, 2022). One critical question raised in the research is how the integration of platforms have created infrastructural lock-in effects as part of its business model (Kerssens & van Dijck, 2021). Therefore, as education institutions procure platform-compatible hardware, systems and apps, they not only buy into specific platform infrastructural ecosystems, they also need to accept their data extraction, automated synchronisations and algorithmic orderings of content. Based on a working life-funded research project study, we aim to show how the global platformisation is co-shaped by local edtech market governance and public procurement regulations within a domestic setting. This, we argue, creates different digital ecosystems and work conditions for schools and teachers. For investigating platformisation’s local establishments and consequences, we have ethnographically traced teachers’ work relating to platforms in the Swedish setting based on its two school ownership forms, public and private schools. This has been done from within, by shadowing teacher work and engaging them in reflective interviews, and out to policy ethnographies on platformisation regulations.The latter included that we infrastructurally traced the digital ecosystems of public and private schools by scraping techniques that mapped service providers that form their platform infrastructures respectively. We were able to match the service providers active in the Swedish edtech-market (visible in ‘the Edtech-map’, edtechkartan.se) with their school-clients. Even if there are many similarities in how education institutions and teacher work are conditioned by platformisation, significant differences appear. In contrast to private education who can set up their platform infrastructures more freely, public institutions are regularly required to perform labour-intensive public procurements of platforms and devices. These processes cause interruptions that require extra work and repairs. The study follows up on the forced acceleration of platformisation due to the pandemic in the Nordic and European countries (Cone et al., 2021). In particular, it should contribute methodologically and empirically to show the powers of platformisation are played out in local settings and affect the work and labour of teachers differently and unequally. The paper raises questions on how more sustainable work situations for teachers are possible as schools are platformised. References Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms. Critical Studies in Education, 62(1), 1-16. Nichols, T.P., & Garcia, A. (2022). Platform Studies in Education. Harvard Educational Review 92(2), 209-230. https://doi.org/10.17763/1943-5045-92.2.209 Cone, L., Brøgger, K., Berghmans, M., Decuypere, M., Förschler, A., Grimaldi, E., Hartong, S., Hillman, T., Ideland, M., Landri, P., van de Oudeweetering, K., Player-Koro, C., Bergviken Rensfeldt, A., Ronnberg, L., Taglietti, D., Vanermen, L. (2021). Pandemic acceleration: COVID-19 and the emergency digitalization of European education. European Educational Research Journal 21(5), 845–868.
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| 8. |
- Fernlund, Eva, et al.
(author)
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Novel Mutation in the KCNJ2 Gene Is Associated with a Malignant Arrhythmic Phenotype of Andersen-Tawil Syndrome.
- 2013
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In: Annals of Noninvasive Electrocardiology. - : Wiley. - 1082-720X. ; 18:5, s. 471-478
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Journal article (peer-reviewed)abstract
- Andersen-Tawil syndrome (ATS) is a rare inherited multisystem disorder associated with mutations in KCNJ2 and low prevalence of life-threatening ventricular arrhythmias. Our aim was to describe the clinical course of ATS in a family, in which the proband survived aborted cardiac arrest (ACA) and genetic screening revealed a previously unknown mutation (c.271_282del12[p.Ala91_Leu94del]) in the KCNJ2 gene.
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| 9. |
- Guenat, David, et al.
(author)
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Constitutional and somatic deletions of the Williams-Beuren syndrome critical region in Non-Hodgkin Lymphoma
- 2014
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In: Journal of Hematology & Oncology. - : Springer Science and Business Media LLC. - 1756-8722. ; 7
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Journal article (other academic/artistic)abstract
- Here, we report and investigate the genomic alterations of two novel cases of Non-Hodgkin Lymphoma (NHL) in children with Williams-Beuren syndrome (WBS), a multisystem disorder caused by 7q11.23 hemizygous deletion. Additionally, we report the case of a child with NHL and a somatic 7q11.23 deletion. Although the WBS critical region has not yet been identified as a susceptibility locus in NHL, it harbors a number of genes involved in DNA repair. The high proportion of pediatric NHL reported in WBS is intriguing. Therefore, the role of haploinsufficiency of genes located at 7q11.23 in lymphomagenesis deserves to be investigated.
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| 10. |
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