Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals' learning in this context. Accordingly, this study aimed to explore professionals' experience with a work-integrated learning - designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals' learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals' learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.

Appears in: INTED2023 Proceedings Publication year: 2023Pages: 1375-1384ISBN: 978-84-09-49026-4ISSN: 2340-1079doi: 10.21125/inted.2023.0397Conference name: 17th International Technology, Education and Development ConferenceDates: 6-8 March, 2023Location: Valencia, Spain

INTRODUCTION:Interprofessional collaboration in education and practice has been highlighted as a premise for providing good care. Both the intraprofessional and interprofessional impacts have bearing on healthcare professionals' performance and learning. Likewise, from the perspective of work-integrated learning, intraprofessional and interprofessional learning play an enduring part in studies about the development of healthcare organisations and professional competence. Educational-intervention research has become significant, which may indicate challenges the healthcare, for example, the area of disabilities is confronting. Earlier studies on intraprofessional and interprofessional learning have often focused on the learning outcome, whereas the learning process remains unexplored. The learning process is complex and is normally influenced by several factors. Therefore, develop knowledge about the intraprofessional and interprofessional learning processes initiated by an educational-intervention and the factors influencing this process may contribute to educational-intervention research, which is also the aim of the forthcoming study. METHODS AND ANALYSIS:An inductive qualitative study design with interpretivism as the epistemological stand will be applied. Professionals in healthcare services for people with intellectual disabilities in four residential settings in Sweden are included in the educational-intervention based on web-based training and structured group reflections. Intended data collections are videorecordings of group reflections and individual interviews. An ethnomethodological approach will be applied for studying the details of conversation and interaction in group reflections. The interviews will be analysed using qualitative content analysis to gain participants' viewpoints of the intervention. ETHICS AND DISSEMINATION:Approval was obtained from the Swedish Ethical Review Authority, Dnr 35 517. In Addition, a supplemental application to the extended part of the intervention in the forthcoming study has been submitted and approval was received on 21 September 2021. Ethical principles following the Declaration of Helsinki will be strictly followed. TRIAL REGISTRATION NUMBER:NCT03390868; Post-results.

Since the 1970s, the government in Sweden has developed many activities aimed at facilitating immigrants’ integration processes and their sense of belonging; one such activity that emerged in the 2010s is civic orientation. This activity is characterized by a high degree of standardization of both processes and content. The intention is for local activities and participants to adjust to general levels and standards. But even though standards can be seen as a solution for a set of problems, one must consider that standards do not perform any tasks by themselves; their functions depend on organizational routines, resources available, and staff members’ use of the standards. Therefore, one must consider how integration workers handle standards and how they bridge standards of routines and procedures with participants, immigrants, responses, and needs. The interest in this study concerns how such a dilemma intervenes at the local level and what it means for professional knowledge and autonomy. This study takes place at an integration unit in Sweden where integration workers meet in workshops to interpret standards and find ways to adapt them to local needs. The results show how cultural and pedagogical awareness form the basis for professional knowledge and how this also creates a space for action but also how standards form a structure through which expectations and demands are understood and form arguments and interaction patterns.

Education programs with internship components have been around for hundreds of years and are expected to provide knowledge and skills that students need for their future profession and future requirements in a changing environment and market, to move from being peripheral to being a master. The expectation that an internship can bridge different forms of knowledge systems, and thus, contribute to synthesizing knowledge, can easily be taken for granted. However, we need more knowledge about how the relationship between different forms of work and knowledge domains can be understood. The aim of the study is to develop knowledge about the relationship between various models of work and knowledge domains. We examined the organization and implementation of internships in two programs at a university in Sweden, which have internships and state that they see workplace setting as a point of departure to reflect and synthesize knowledge in science and theory. The data consists of policy documents, curricula, and student assessment work and written reflections on internships. The results show the programs have somewhat different conceptions of scientific knowledge, practice, knowledge, and the relationship between. Documents from one program are based on theoretical perspectives, but those from the other program have a practical perspective. In some texts, an internship is viewed as a means of developing professional skills and in others, as a means of theoretically analyzing practice. These differences have implications for pedagogical design, and how students understand and make meaning and what knowledge is developed. We conclude that ambiguity and the formulation of different perspectives may confuse students. To further develop internships pedagogically, increased clarity and transparency are needed at ontological and epistemological starting points and perspectives.

As the digital transformation of society accelerates, sophisticated Information Technologies (IT) emerge and are introduced into organizations and institutions of society. An example of such technologies is the Virtual Reality (VR) technology that has re-emerged and become a frequently used solution for supporting collaboration and workplace learning in immersive spaces. The deep sense of immersion in VR enables users to learn and develop working skills in an authentic virtual space, which facilitates an increased feeling of user presence and mapping with real world working scenarios. However, due to the emerging nature of using VR for collaboration and workplace learning, there are wide possibilities for Information Systems (IS) scholars to explore the prescriptive knowledge space of how to design and theorize VR technologies through Design Science Research (DSR). In this research in progress paper, we scrutinize the question of how to design immersive collaborative spaces for industrial workplace learning, and subsequently perform a preliminary round of literature review to address the question. Consequently, the findings of the review are reported as three meta-requirements, which we target as the contribution and input for further development of an information systems design theory.

The development of information technology has urged the enhancement of other fields. Education is not an exception, especially higher education. Accordingly, learning management systems (LMSs) emerged as collaborative and intelligent systems which support learners and educators. This study is performed at a university in Sweden. The university faced to the challenge which was the diverse flora of different IT systems combined with the old learning platform being perceived as outdated. For this reason, Canvas was chosen as the new LMS at the university. Thus, the study aims to discover how the university implemented Canvas in the organization to resolve the obstacle. With the Canvas implementation process, this research exposes the decision-changing process about LMS to draw a holistic picture for the implementation process with the detailed activities, the involved stakeholders, and the stages lasting from 2016 to 2018. The study is based on interviews with four people including decision makers and other stakeholders who have been in charge of the implementation and documents. The interviews are conducted after six months as of the implementation completion. To reveal the implementation process in an intelligible insight, we also demonstrate the expectations of the university on Canvas before the implementation to figure out how Canvas helps to deal with the previous difficulties. Additionally, we investigate on what basic assumptions the design of the implementation was based, list the involved stakeholders with their commissions in the process, and inspect the ways they implemented and accomplished Canvas within the organization. The outcomes of the study manifest what have been done so far and what are needed to be done in the future, so the decision makers have deeper insights of the entire process, whereby they are able to make superior decisions of the improvement. The co-workers, on the other hand, have invaluable knowledge of the organization in which the decisions are to be implemented, as a result, the co-workers ameliorate how a decision should be implemented to produce the best performance. The synthesis perspective addresses the possibility of merging the perspectives of top-down and bottom-up. The study is viewed as a bullet trajectory to exhort researchers within this field to generate more innovations of intelligent systems in general and LMS in specific. Additionally, the research fosters universities or academies which have not applied LMS to their organizations to implement LMS with the purpose of learning process and education quality enhancement.

This article highlights and problematizes the social pedagogical knowledge domain as a resource in inclusion work that aims to increase opportunities to become active citizens in a digitalized society.Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds.This question is highly relevant in contemporary digitalized society, a society characterized by growing social differentiation and increasing individualisation.One, maybe obvious, solution is to provide people the opportunity to participate in various social communities, creating conditions for a more inclusive society.An inclusive society provides all citizens equal opportunities to education, housing, work, and consumer participation.When people are not provided these equal opportunities, society becomes exclusionary.And if an individual is excluded from one of these basic needs (e.g., the labour market), the opportunities to participate in other areas are also reduced.Research, political discussions, and educational assessments are increasingly questioning society's role with respect to inclusion.As a result, this article specifically questions how well placed social pedagogy is in light of the increasing pressures and challenges placed upon our clients, work context and models of practice by various types changes that are brought through increasing digitalization.The article begins with a brief overview of how to understand the modern society.It then moves into an examination of influential theoretical frameworks and concepts inclusion, identity and acknowledgement.From this foundation I proceed to scrutinize the origin ideas of social pedagogy and finally, I reflect on theoretical pathways for change that might be employed to address the current intimidations and challenges that digitalization has posed for social pedagogy, both in research and in practice.

This study concern how professional knowledge is discussed, understood and employed by integration workers in an integration activity in Sweden called Civic Orientation. The changing and complex nature of integration work imply that integration workers need specialized knowledge to ensure quality of the activity. Defining what is meant by professional knowledge is especially important and to address these issues, this study focuses on what constitutes professional knowledge with respect to the efforts made to support immigrant integration. Our study reveales that professional knowledge in Civic Orientation encompasses the understanding and responding to the heterogeneity of the groups in daily interactions, developing standardized procedures; and knowledge about how to establishing a cumulative approach to knowledge in the organization. We argue that these motives are embedded in different perspectives on culture and knowledge. Furthermore, these different perspectives are expressed as tensions between values of creativity and standardization as well as between equality and heterogeneity.

For att utveckla kunskap om relationen mellan rektorers vardagliga arbete och larande utvecklades en studie med syftet att studera och utveckla kunskap om hur rektorer i gymnasieskolor arbetar med ...

Throughout history, people have concerned themselves with how people can live and work together in an inclusive society that encourages cooperative and productive bonds. This question is highly relevant in contemporary society that is characterized by growing migration and social differentiation. One, maybe obvious, solution is to provide people the opportunity to participate in education, creating conditions for a more inclusive society. In that context, questions are often raised about the relation between education and integration of immigrants. Social pedagogy aims to combine educational and social interventions. This study takes place at a school for adult Roma students and the aim is to identify and explain social pedagogical strategies with respect to inclusion processes. The results show how theoretical foundations of social pedagogy works as a ‘facilitator’ and guide the teachers’ actions. By taking cultural belonging into account, shed light on issues relating to learning processes as well as mobilization and inclusion.

Appears in: INTED2017 Proceedings Publication year: 2017Page: 8018 (abstract only)ISBN: 978-84-617-8491-2ISSN: 2340-1079doi: 10.21125/inted.2017.1889Conference name: 11th International Technology, Education and Development ConferenceDates: 6-8 March, 2017Location: Valencia, Spain

The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. "entrepreneurial university", the triple-helix model and the increasingly popular adoption of "work-integrated learning" (WIL). Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. At University West with more than 25 years' experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question "what?" is responded to, there is an important sub-question to be addressed, namely: "so what?". When adopting different WIL activities, both small and large-scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized? Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for "Wil-value". This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

The research reported in this paper re-visits the question of "what is perceived as central qualities in a digital infrastructure for higher education?" The data was collected at a Swedish university in conjunction with a potential switch from an old and well-established learning management system (LMS) to a new cloud based platform service that was considered by several Swedish universities. A pilot-project was defined with the purpose of exploring whether a switch from the old LMS to a new one could be defended by arguments of added pedagogical qualities. The authors of this paper participated in a series of workshops and focus group interviews with students, teachers, researchers and managers from all departments of the university where they were encouraged to put words on what were the pivotal qualities that must be preserved and/or qualities that was currently lacking and thereby hampering pedagogical progress and innovation. The results points at six themes that together is proposed as a set of tentative design principles for E-quality in higher education. The principles are divided into conservative principles with broad support among respondents (i) ease-of-use and usability, and (ii) time savings, and four principles that are oriented towards expansion and innovation of the role and functionality of an LMS-platform: (iii) open participation, (iv) collaborative creation, (v) data-driven development, and (vi) work-integrated learning. Further research is needed in order to develop and validate the design principles.

Appears in: ICERI2016 Proceedings Publication year: 2016Page: 6923 (abstract only)ISBN: 978-84-617-5895-1ISSN: 2340-1095doi: 10.21125/iceri.2016.0582Conference name: 9th annual International Conference of Education, Research and InnovationDates: 14-16 November, 2016Location: Seville, Spain

This study analyses dialogue as an aspect of professional knowledge when integration workers are orienting newly arrived immigrants about Swedish society and everyday life in an integration activity called civic orientation. The data consists of interviews with integration workers and observations of classes in Sweden. The results show that using dialogue involves knowing how to mobilise a contextual foundation for mediating between different experience-based meanings and how to re-contextualise information, which requires skilful handling of various knowledge sources. To bridge between standardised information and contextually relevant meanings is central in integration processes and here, dialogue could support future integration work.

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