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Bergström, Peter
Publications (10 of 43) Show all publications
Mårell-Olsson, E., Bergström, P. & Jahnke, I. (2019). Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms (1ed.). In: Teresa Cerratto Pargman, Isa Jahnke (Ed.), Emergent practices and material conditions in learning and teaching with technologies: (pp. 89-105). Springer
Open this publication in new window or tab >>Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms
2019 (English)In: Emergent practices and material conditions in learning and teaching with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, 1, p. 89-105Chapter in book (Refereed)
Abstract [en]

The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.

Place, publisher, year, edition, pages
Springer, 2019 Edition: 1
Keywords
Teachers, one-to-one tablet classroom, Teaching, Learning, Students as consumers, Students as producers, Teacher tool, Student tool
National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-157499 (URN)10.1007/978-3-030-10764-2_6 (DOI)978-3-030-10763-5 (ISBN)978-3-030-10764-2 (ISBN)
Available from: 2019-03-25 Created: 2019-03-25 Last updated: 2019-04-04Bibliographically approved
Bergström, P., Rönnlund, M. & Tieva, Å. (2019). Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge. In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019.
Open this publication in new window or tab >>Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
2019 (English)In: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the ALC. The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’.  The data was analysed using Bernstein’s concepts of classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163629 (URN)
Conference
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved
Bergström, P. (2019). Merging three schools into one new school: training teachers for team-based teaching. In: Fjärde nationella konferensen i pedagogiskt arbete: Abstractbok. Paper presented at Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19-20 augusti, 2019.
Open this publication in new window or tab >>Merging three schools into one new school: training teachers for team-based teaching
2019 (English)In: Fjärde nationella konferensen i pedagogiskt arbete: Abstractbok, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on a project where three schools in one municipality are involved in a 2-years preparation process of merging three existing schools into one greater newly built school. In each of these schools, training arenas has been set up based on the architecture of the new school building (e.g. principles of room-in-the-room, small amphitheaters, varying furniture and rich access to ICTs). The new school highlights an organizational shift where teachers will move from individual work in classes of 23-30 students to team-based teaching. Each team teaches one whole grade with approx. 100 students in home arenas. This paper focuses on how the three existing schools prepare teachers for such a shift. The aim is to increase the understanding of what skills teachers need and develop for team-based teaching. The research question addressed: what characterizes the pedagogical practice in the training arenas in terms of how the arena is used and teacher-student communication and interaction? A participatory design-based research methodology (Holmgren, 2019) was applied where this paper focus on the initial phase of teachers’ work in the training arenas. The analysis draws on a) classroom observations based on audio recordings from the teachers’ communication, notes, and photographs, and b) teacher and principal interviews. The data were analyzed with support of a typology where Bernstein’s (2000) theory of classification and framing were operationalized into a two-dimensional typology based on the physical organization of space (classification), and teachers’ communication in practice (framing) (Bergström et al., 2017). Preliminary results indicate possibilities and challenges in the pedagogical practice. Possibilities concern a richer environment which provides variation in students’ learning, while challenges concern increase demands on students’ self-regulation when power and control was distributed to the students.     

National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163626 (URN)
Conference
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19-20 augusti, 2019
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-10-14Bibliographically approved
Bergström, P. (2019). Preparing for a 21st century school: prototyping space, organisation and practice. In: : . Paper presented at Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, Umeå University, Umeå, Sweden, 9-11 Oct 2019. Umeå
Open this publication in new window or tab >>Preparing for a 21st century school: prototyping space, organisation and practice
2019 (English)Conference paper, Oral presentation only (Other academic)
Place, publisher, year, edition, pages
Umeå: , 2019
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-164219 (URN)
Conference
Teaching and Teacher Education in the light of the digitalized K-12 school - a Nordic perspective, Umeå University, Umeå, Sweden, 9-11 Oct 2019
Note

Organizers: Professor Ola Lindberg and Professor Anders D. Olofsson, Umeå University

Available from: 2019-10-16 Created: 2019-10-16 Last updated: 2019-10-25Bibliographically approved
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Space for active learning: Envisioned and practiced school design.. In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world. Paper presented at NERA.
Open this publication in new window or tab >>Space for active learning: Envisioned and practiced school design.
2019 (English)In: NERA 2019, 6-8 March, Uppsala, Sweden: Education in a globalized world, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a case study of trends and transitions in the context of Nordic school design. The aim is to explore how local stakeholders in Sweden (principals, school leaders and architects) involved in school building projects envision a ‘good’ learning environment and what perceptions of teaching and learning that underlie their visions. By including various groups of stakeholders, we also aim at exploring how their views relate to each other. Drawn on the results, we discuss their ideas in relation to wider discourses on teaching and learning in late modern society with focus on local – global transitions.

The study draws on a relational understanding of space (Massey 2005; McGregor 2004), and the idea that physical, social and pedagogical dimensions of learning space are generated together and continuously in process. Furthermore, we understand learning spaces as areas where power relations, control and agency are performed. In line with this understanding the analysis draws on Bernstein’s concepts ‘classification’ and ‘framing’ (Bernstein 2000).

We conducted semi-structured interviews with stakeholders at different levels (municipality level, school level) involved in projects concerning construction and reconstruction of school buildings. At the level of municipalities, interviews where held with 8 officials/school leaders and 3 architects. At the school level, interviews where held with 9 principals (n 20). Interview data was analysed inspired by Critical Discourse Analysis as advocated by Wodac and Fairclough (1997).

We identified two main discourses about how learning space shall be constituted, that differed in terms of classification. One which celebrated clear boundaries and separations between different places/localities, i.e. strong classification in physical space, and one which celebrated more blurred boundaries and separations in physical space, i.e. weak classification between localities. Furthermore, the framing came in different forms in the two discourses - more strong framing of student-teacher relations and communication in the first discourse and more weak framing in the second discourse. Thus, strongly classified physical space seemed to entail (or operate with) strong framing of communication and behaviour (clear and explicit rules and principles for classroom practices), and weak classified physical space seemed to entail (or operate with) more weak framing of practices (the rules and principles for learning being merely implicit). No matter of what discourse or profession they represented, the stakeholders advocated a pedagogical approach directed towards ‘active’ learning and saw the student as an ‘active learner‘.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-156827 (URN)
Conference
NERA
Available from: 2019-02-28 Created: 2019-02-28 Last updated: 2019-03-06Bibliographically approved
Rönnlund, M., Bergström, P. & Tieva, Å. (2019). Teaching for Active Learning in relation to Design and Use of Physical and Digital Space. In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future. Paper presented at ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019.
Open this publication in new window or tab >>Teaching for Active Learning in relation to Design and Use of Physical and Digital Space
2019 (English)In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Educational practices are influenced by a complex interaction between different factors of school life and changes in the physical environment can affect teaching practices in different directions (e.g. (Blackmore et al., 2011; Gislason, 2010; Grannäs & Frelin, 2017; Sigurðardóttir & Hjartarson 2016; Stadler-Altmann 2016; Veloso et al 2014; Woolner & Uline, 2019). With this as a starting point, this paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching to become more student activity based, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom (ALC) model (Baepler et al. 2016). In line with the ALC model, they furnished the classroom with round tables for groups of students, access to whiteboards, and digital facilities i.e. smartboards, interactive pens, projectors, and student laptop access. Hence, a design that implies collaborative work, communication and intense interaction. We employed a participatory design-based research (DBR) methodology to study the teachers’ school development project, concentrating on three phases: the exploration phase, the development phase and the evaluation phase (Holmberg, 2019). This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the active learning classroom with regard to possibilities and challenges for students’ active learning. The questions addressed are: What characterize the pedagogical practices in the traditional vs. newly designed classroom in terms of communication and interaction? What characterizes the pedagogical change? The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analyzed using Bernstein’s concepts classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163628 (URN)
Conference
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Note

This paper was part of the symposium "Digital Learning Spaces: Hopes and Risks".

Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved
Bagger, A. & Bergström, P. (2019). The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles. In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future. Paper presented at ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019.
Open this publication in new window or tab >>The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles
2019 (English)In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

During the last decades, a neo-liberal governing of public education has emerged and been enhanced throughout the school- systems in nations (Au, 2016). Following from this, the vehicle of development in the nordic education systems are anchored in a corporate-logic in which economic competition and technological change have taken central places (Antikainen, 2006). An orientation towards goal-management and a marketisation of the school has been displayed in reforms especially from the 1990s and forward, encompassing choice, efficiency and accountability (Rönnberg, 2011).

Two examples of this is the very predominant practices of the increased use of ICT in teaching and learning and also, increased emphasis on national assessment (Verger, Lubienski & Steiner-Kamsi, 2017). Both of these practices are in the core of making education more efficient and holding higher quality, which is ultimately the teachers responsibility and something that the schools is held accountable for. Enhancement of knowledge and quality is assumed to be an engine for progress and are at the same time means for the state to govern a system that is imprinted by globalisation, decentrantralisation, privatization and local self-governing (Carlbaum, Hult, Lindgren, Novak, Rönnberg, Segerholm, 2014). Data-use in education have then become important tools for producing evidence, as quality indicators and for the settings of goals (Prøitz, Mausethagen & Skedsmo, 2017), which is seen both in the collection of results from the tests and in the use of ICT in the classroom.

This contribution explores two of the most prominent reforms made in the Swedish school system the last decade, and that have connections to the above depicted global and neo-liberal logic of governing education. 1: Increased emphasis on the use of ICT in teaching and learning and 2: Increased and earlier national assessment and grading. The Swedish context in particular provides a large number of ICT initiatives, so called one-to-one computing, with both laptops and tablets for each student reported in almost all of the 290 Swedish municipalities (Becker & Taawo, 2018). In addition, national testing has been advanced and is now administered to preschool class, third grade, sixth grade and ninth grade in compulsory school.

They are both very dominant as institutionalised practices in the Swedish school and we state that they carries with them disparate routines, rules and roles for how to be a teacher. At the same time, the nordic school model is characterized by “providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location“ (Lundahl, 2016, p. 3). These elements of equity and quality is also a point of departure and argument for implementing changes in school policy. Although equity is not very well demarcated, and heavily weighted with the neo-liberal logic and in addition, depicted as something the schools and teachers are held accountable for (Bagger, Norén, Boistrup & Lundahl, 2019). Therefore, the teachers role become in the core of these changes and how their space of action within the dominant practices of national testing and use of ICT in teaching and learning, important to explore further.

The purpose of this article is to contribute with knowledge on the teacher role in the practice of using ICT in education and the practice of giving national tests. Three research questions have guided the investigation: RQ1: What does the teachers role include in the practice of giving tests appear. RQ2: What does the teachers’ role include in the practice of using ICT in teaching and learning? RQ3: What differences and similarities are there in the two settings regarding demands, expectations, norms and routines - what “is” it to be a teacher and go between these contexts.

Methodology, Methods, Research Instruments or Sources Used: Van Leeuwens (2008) theories was the point of departure in our exploration of the teachers’ role in relation to the practice at hand. Therefore, both of these investigated practices are understood as social practices. We then draw on Van Leeuwens (2008) understanding of social practices and how they shape and contribute to the role of the teachers. Van Leeuwen define social practice from 10 different elements: participants, actions, performance modes, eligibility conditions (participants), presentations style, times, locations, eligibility conditions (locations), resources: tools and materials, eligibility conditions (resources). All these concepts shall be understood in relation to the social practice. Thus, the concept of participant concern a specific role of, for example, teachers and students in the two contexts.The actions were then framed as performed in sequences which includes, for example, the pace of an action, performance modes, time and location (Van Leeuwen, 2008). Teachers are within these assumed to construct specific knowledge situated within legitimate perspectives. Hence, prevalent social discursive practices shapes and contributes to the role of the teachers whilst creating a possible space for action at the same time as the teachers shapes and contributes to the social discursive practice. The empirical material originates from two larger research projects (dnr:721-2013-774; drn: 721-208-4646) founded by the Swedish research council. The data comprise 21 teachers in the national test project and 26 teachers in the ICT project. The material contains classroom observations assisted with video, audio and field note documentation and retrospective teacher interviews individually and in groups. In both projects, teachers were interviewed and observed with the purpose of exploring the role of the teacher in the social practice at hand - but with different focus areas. In the NP project the aim was to look into if and how the student was affected by testing and in the ICT project the aim was to examining the kinds of enacted practices that arise from teachers’ organisation of the physical space, including ICTs, and teachers’ communication. We have in this article revisited the data from both projects, with a common methodology which makes the two social practices and their effect on the teachers’ role, comparable. The analytical procedure was to explore which specific participants (teachers) take which particular actions and in which performance modes they are performed, to which time-aspects and locations for the two practices and thereafter compare the teacher's role. 

Conclusions, Expected Outcomes or Findings: The roles in the national test practice and the ICT practice are here considered as a liminal space between two different social practices. Individually, these bear with them significantly different spaces, times for action, levels of creativity, kinds of questions, answers and support and essentially how the teacher approaches the students and the tasks. The major differences indicate that in the social practice of ICT, the teacher's role is supposed to promote creativity and stimulate curiosity, creativity and activity. Activity is also crucial in the situation of national tests, but the teacher role is in essence supposed to promote students listening, following and focusing on individual achievement. Further, order issues as sound level and how and where to sit, differs greatly. A conclusion is that between these practices, there is a (dis)harmony of acting as a teacher. When we reflect on the outcome, these practices are significantly different in a way that makes us to consider them as a liminal space. Still, the teacher has to move effortless and presumably seamless between these two systems of norms regarding teaching and learning. In periods, it is not very unlikely that the half of the school day is national tests and the other half consists of some kind of collaborative and creative ICT supported learning activity. The liminal space is crucial to acknowledge in terms of the energy involved in changing role, and also that it might be had for some students to understand the changed appearance of their teacher and the changed demands of the situation. The contrasts between these practices highlight probably deeper questions about what knowledge is in today’s school and society, as well as, for whom education is aimed for, and whose interest it is supposed to serve?

National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163627 (URN)
Conference
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved
Bergström, P., Mårell-Olsson, E. & Jahnke, I. (2019). Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions. Scandinavian Journal of Educational Research, 63(1), 38-52
Open this publication in new window or tab >>Variations of symbolic power and control in the one-to-one computing classroom: Swedish teachers' enacted didactical design decisions
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 1, p. 38-52Article in journal (Refereed) Published
Abstract [en]

This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
One-to-one computing, power, control, didactics
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135207 (URN)10.1080/00313831.2017.1324902 (DOI)000451601200003 ()
Projects
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Funder
Swedish Research Council, 721-2013-774
Available from: 2017-05-22 Created: 2017-05-22 Last updated: 2018-12-19Bibliographically approved
Mårell-Olsson, E. & Bergström, P. (2018). A.I.D.A. the digital receptionist: An Artificial Intelligent Assistant solution for Dental Healthcare. In: Lili Jiang, Johanna Björklund, Monowar Hussain Bhuyan, Erik Elmroth, Kary Främling, Amro Najjar, Kai-Florian Richter (Ed.), The 6th Swedish Workshop on Data Science (SweDS18), Umeå, November 20-21, 2018: . Paper presented at The 6th Swedish Workshop on Data Science (SweDS18).
Open this publication in new window or tab >>A.I.D.A. the digital receptionist: An Artificial Intelligent Assistant solution for Dental Healthcare
2018 (English)In: The 6th Swedish Workshop on Data Science (SweDS18), Umeå, November 20-21, 2018 / [ed] Lili Jiang, Johanna Björklund, Monowar Hussain Bhuyan, Erik Elmroth, Kary Främling, Amro Najjar, Kai-Florian Richter, 2018Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

A.I.D.A. the digital receptionist – An Artificial Intelligent Assistant solution for Dental Healthcare

Swedish dental healthcare is facing several challenges that are shared with the rest of the western world regarding how to develop effective dental healthcare in a digitized society. For society, the challenges concern a growing population at the same time as growing staff shortages. It is not possible to address the shortage of dentists and dental nurses by traiing more and it is therefore necessary to find other solutions. In addition, there is an ongoing digitization of dental healthcare and increased demands are being made for developing new innovative solutions, as well as those made on existing structures and systems. The focus is on creating effective dental healthcare in combination with an agile and innovative way of meeting the challenges of the future. The use of Artificial intelligence (AI) in dental healthcare brings the hope of increased quality and effectiveness as well as increased growth and better welfare. This project is about an on-going applied study in dental healthcare. The study context embraces a newly built public dental clinic in the city centre of Umea, Sweden that opened for patients in September 2018.

The clinic’s vision is to become the world’s smartest dental clinic, using smart digital tools and developing smart working methods. Furthermore, the clinic aims to be a fully functioned test bed within two years. The clinic is fully digitized with the latest equipment it is possible to obtain for dental healthcare. The staff recruited have a specific responsibility to be part of the exploration and share their experiences of how to develop dental healthcare for the future. Another focus concerns how to conduct more effective dental healthcare for the patients. One of the on-going projects is an AI-based communication-solution under development called A.I.D.A. – the digital receptionist (e.g. Artificial Intelligent Dental Assistant).

Aim and method

The study aims to investigate how an AI-system can optimize the communication between patient and staff as well as the communication between the staff within the clinic. The research questions focus on patients’ and staffs’ experiences and their use of the developed AI-system concerning opportunities as well as challenges. Design-based research methods will be used as a means to develop an approach to meet the challenges of staff shortages based on the use of AI. Three types of data will be collected based on staff interviews, patient interviews and log data from the AI system. The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points. Activity theory embraces an exploration and an understanding of a context in relation to how social relations and materials, tools and intentions affect acting in different situations.

Thematic analysis will be used to construct an understanding and sense of the collected empirical material and to identify key themes and emerging patterns based on the study’s aim and research questions.

National Category
Educational Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-153687 (URN)
Conference
The 6th Swedish Workshop on Data Science (SweDS18)
Available from: 2018-11-27 Created: 2018-11-27 Last updated: 2018-11-27
Bergström, P. & Lindh, V. (2018). Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program: consequences of knowledge organisation. Nurse Education in Practice, 28, 196-201
Open this publication in new window or tab >>Developing the role of Swedish advanced practice nurse (APN) through a blended learning master's program: consequences of knowledge organisation
2018 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 28, p. 196-201Article in journal (Refereed) Published
Abstract [en]

This paper reports on a research study conducted with a group of nurses in Sweden enrolled in a newly developed blended learning master's programme to become advanced practice nurses (APNs). As background, the paper presents the regional needs the programme is intended to address and describes how the programme was designed. The aim was to understand how, from students' perspective, the nurse master's programme structured knowledge for their future position as APNs. The research question focuses on how the master's programme prepares students by meeting their diverse needs for knowledge. Empirical material was collected at two times during the students' first and second years of study through semi-structured qualitative interviews. The findings highlight the process in which these master's students gained a more advanced identity of becoming APNs. This process demonstrates how students perceive their current position as nurses based on a discourse of knowledge in relation to the practical and theoretical knowledge they encounter in the master's programme. This article concludes by recommending that attention should be paid to developing APN role models in the current Swedish healthcare system.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
qualitative, advanced practice nurse, knowledge structures, master's programme, blended learning
National Category
Pedagogical Work Nursing
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-141552 (URN)10.1016/j.nepr.2017.10.030 (DOI)000427210000033 ()29126056 (PubMedID)
Available from: 2017-11-07 Created: 2017-11-07 Last updated: 2018-06-09Bibliographically approved
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