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Pedagogik betraktas som en nyckelfaktor för hur kommunikation utvecklas i online utbildning. Det är emellertid inte bara pedagogik som är av betydelse för interaktions- och kommunikationsmönster. IT-systemen, t.ex. lärplattformar, strukturerar informationen på olika sätt (se t.ex. Kear 2001; Lövheim, 2002) och flera kommunikationskanaler kan också upprätthålla och öka kommunikationen bland studenter (Haythornthwaite et al., 2000). Utgångspunkt för pedagogiska institutionens utveckling av IT-stöd i utbildning bygger på en kombination av ett pedagogiskt förhållningssätt och nya moderna tekniska lösningar. Utifrån den utgångspunkten utvecklas modeller för IT-stöd, som kombinerar och pedagogiska och tekniska aspekter, i både campus- och distansutbildning.

Institutionens senaste projekt är ledarskaps- och coachingprogrammet som är en 80-poängs distansutbildning under 3,5 år. Programmet sker i samarbete med flera idrottsförbund. En av ambitionerna med programmet är att försöka utveckla former för IKT-stödd undervisning mot idrottsområdet. T.ex. inom områden som av tradition starkt varit knutna till campus som t.ex. metodikundervisning. En viktig del i projektet är att skapa modeller och riktlinjer för utveckling av flexibla studentanpassade IKT-baserade lärmiljöer, där t.ex teknik som streaming, podcasting, synkrona möten, nätbaserad examination mm. byggs in som, naturliga kursverktyg. Utgångspunkten för den IT-pedagogiska basen i programmet bygger vidare på resultat från tidigare projekt inom pedagogiska institutionen. Dessa projekt är videoanvändning inom VFU för reflektion och diskussion (se t.ex. Söderström et al, 2004) och United Network for Educational Technology (UniNet). I samband med att utbildningen genomförs pågår ett forskningsprojekt om det IT-stödda lärandet inom ledarskaps- och coachingprogrammet.

Utgångspunkten för ledarskaps och coachingprogrammet har handlat om att (se t.ex. Davies, 2002; Tolmie & Boyle, 2000):

• Ge stöd och support (guider, webbaserade instruktioner mm)

• Skapa meningsfulla och stimulerande uppgifter

• Som lärare vara synlig

• Stimulera samarbete och kollaboration

Utbildningens virtuella lärmiljö (Open Source plattform) underlättar för att praktiskt, reflektivt och i interaktion med lärare och andra studenter förena teori och praktik. Miljön stödjer olika typer av digitalt material. T.ex. via synkrona (direkta) möten streamade föreläsningar, ljudfiler, forum för återkoppling och diskussion. Lärmiljön som används bygger på forskning runt lärgemenskaper där ljud och video har stor betydelse och textkommunikationen medvetet tonats ner. Utbildningen är åtkomlig via olika teknologier som mobiltelefoni (wap) och via www och stödjer ljud, bild och text. Programmets ca 60 studenter är för närvarande inne på sitt tredje moment. Vi kan konstatera att vi haft minimala teknikproblem vilket borgar för att vi kan fokusera resurserna mot pedagogiska och innehållsliga frågor. De data som samlats in inom ramen för forskningen om gemenskaper kommer att analyseras under 2006.

This article examines two ideologies that have been prominent in recent, if not current, education thinking. The first is that means can be separated from ends (or processes from products); the second is that learning is merely a process of knowledge acquisition. Attention to these ideologies arises from two projects in the overlapping fields of information and communications technology (ICT) and instructional design. Both projects attend to conversation as an educational resource. They are animated by the questions: should a conversation be regarded as an activity in context or can it be decoupled from the circumstances that define it as a conversation? In other words, does a conversation take place within an environment, or by means of the environment? Relating these questions to the changing view of ICT held within the European Community, the article uses a bricolage of ideas from economic history, communication theory and discourse analysis to summarise how such inherited ideologies might be realigned in the analysis of online conversation.

This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students’ learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students’ learning processes.

This article presents an analysis of a five-year study on the implementation of a technology-supported distance programme in Swedish firefighter training. Based on activity theory and four interview studies, the attention is directed to firefighter instructors' perceptions and use of digital technologies with a focus on challenges, contradictions and changes. Two phases are identified, viz an implementation phase and a dissemination phase. During the implementation phase a clear contradiction emerges regarding how the object of the training should be interpreted, which results in the instructors responsible for the implementation reconsidering previous beliefs and, with the support of digital technologies, developing more theoretical and process-oriented approaches and improving the course design. However, during the dissemination phase, when all instructors are involved, a number of conflicts and dilemmas emerge, resulting in the changes achieved in the distance programme to some extent being normalised in the direction of the instructor-centred and exercise-oriented approaches of the campus programme. The article concludes with a discussion about contradictions as well as opportunities that may emerge during the implementation process of a vocational technology-supported distance programme.

Conferencing – or dialogue – has always been a core activity in liberal adult education. More recently, attempts have been made to transfer such conversations online in the form of computer-mediated conferencing. This transfer has raised a range of pedagogical questions, most notably “Can established practices be continued? Or must new forms of participation and group management be established? This paper addresses these questions. It is based on two sources: (1) 3,700 online postings from a variety of Net-based adult education courses in Sweden; and (2) interviews with participants and course-leaders. It comprises a discussion of online conversational activity and, in particular, the absent presence and pedagogic orientation of teachers who steer learners towards explicit and implicit course goals. In other words, it is a reminder that adult education is not a free-floating form of self instruction but, rather, operates within boundaries created and managed by other human beings.

Background: For five years our emergency ward has trained non-technical skills using trauma scenarios in a simulator environment. Reflection-on-action was accomplished by 60 minutes video-facilitated structured debriefing. The aim of this study was to explore whether teams trained in non-technical skills are more efficient in the management of severely wounded patients.

Summary of work: The standardized trauma patient scenario started with an ambulance crew being called

to a location outside the hospital. Patient care was followed from the site of trauma, in the ambulance and

in the emergency room. When the hand-over was finished, the condition was worsened. All ambulance crew and trauma team communication were recorded, synchronised in F-REX and key events time-logged. Nineteen teams with 144 participants were included in the study.

Summary of results: 56% of the participants had trained non-technical skills. 78% of those with ontechnical

skills training, and 62% of those without previous simulator based training, estimated themselves to have appropriate training for the task. The time from the induced worsened condition until the trauma team had assessed airways, breathing, circulation and disabilities were 74±39, 104±45, 172±85 and 223±194 s respectively. No significant effect on the medical performance on basis of previous training in non-technical skills could be detected. Further video analysis is required to more deeply understand the links between teamwork and medical performance.

Conclusions: Trauma team training in CRM principles improves the self-confidence in trauma teams, but not the medical performance.

Take-home messages: Improved non-technical skills might be difficult to translate into improvements in technical skills.

This chapter is about designing for learning in educational computer-assisted simulations (ECAS) in health care education (HCE). This is an area in need of an informed educational framework for analysis and design, on a research level as well as on a practice level. Drawing upon the works of Luckin (2008, 2010), an Ecology of Resources framework is proposed, which, informed by experiences from the research field (Gaba, 2004; Issenberg et al., 2005), can support researchers as well as practitioners in analyzing and designing health care simulations. Using this framework, we will discuss original empirical data from two studies from the Learning Radiology in Simulated Environments project, and more specifically how changes in design, or adjustments to the Ecology of Resources, impact the simulation process. Data include video-recorded observations of collaborative simulation training, a student questionnaire directly after training and later follow-up interviews. We will illustrate the usefulness of the framework and point out some challenges and suggestions for future development and research.

This article is about collaborative learning with educational computer-assisted simulation(ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject-specific terminology differs between simulation training and more conventional training. We also investigate how the student-simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty-six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject-specific terminology. However, no relation to proficiency development was revealed.We identified turn-taking as well as dominance patterns of student-simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.

The integration of theory and practice is an eternal question for educators. The article reports from a project in progress concerning the design of realistic scenario training. The aim with the project is to develop a virtual learning space that takes into account the preparation before, the actions during and the debriefing after the realistic scenario training. The preparation phase will be done collaboratively with help of videos of different situations in order to achieve reflections that guides the actions in the coming scenario (implementation phase). The online debriefing phase, where recordings of their own actions will be used, aim to help students to reflect on their experiences of their training. The goals are to create a model that will increase the students´ activity and involvement to enable for increased knowledge and competence but also for better used teacher time. Results from the pilot study show that students are very satisfied and believe that the preparation concept enhances their learning and use of the scenario exercise. A larger study will be carried out in the spring of 2014 in order to investigate the impact of structured preparation and debriefing for police students learning of police knowledge and skills.

The purpose of this article is to explore whether context and coaching cultures influence coaches’ practical experience and their unarticulated and embodied knowledge, and thus their different ways of seeing and defining talent. Using a cultural sociological perspective, we challenge the commonly held assumption that talent identification is, or can be made into, a rational and objective process. Our interpretations and analyses are based upon interviews with 15 soccer coaches in four districts within the Swedish Football Association’s talent organization program. The results imply that coaches’ talent identification is guided by what feels “right in the heart and stomach”; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite soccer entails, and the coaching culture in which they find themselves.

Purpose - This paper discusses performance in postgraduate education in Sweden and Scotland. Drawing on two cases, we consider three themes: differences in students´ performance by study mode, differences in students´ performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden.

Design/methodology/approach - The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from student performance scores and grades

Findings - The results indicate that students in both countries foremost use the VLE as a forum for accessing information, to access asynchronous postings in the forums and access streaming- synchronous online lectures which are also accessed asynchronously in the VLE. The results show that there are no differences between the grades or test scores between campus students with face-toface education and distance students with electronically (VLE) mediated education These differences and similarities will form the basis of these reflections in this paper

Limitations - The study is limited because the examples given are only a few cases and small samples and there is a need to more rigorously investigate different educational programs in different academic disciplines.

The paper draws on empirical data from Scotland and Sweden. The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from performance measures comparing online and on campus study modes, interviews with teachers and Lecturer field notes. The results indicate that students in both countries foremost use the Virtual Learning Environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access synchronous online lectures which are also accessed asynchronously in the VLE. The results in the online and campus modes in Scotland and Sweden indicated no significant differences in grades scores. In the paper we will discuss some reasons why study modes do not appear to influence grades.

The aim of this study was to contribute to the research field of children’s rights in sports by synthesizing the scientific approaches applied and topics addressed in previous social science research focused on children’s rights per se. A scoping literature review was conducted via database searches (Scopus, Web of Science, SPORTDiscus). The search strategy yielded 44 articles eligible for inclusion. The analysis showed that the articles covered 17 identified topics in total, most frequently abuse. Fewer than half had a direct focus on children’s rights in sports. The research was mostly descriptive, non-theoretical and encompassed few countries, sports and ages. The sample of empirical studies generally encompassed child participants or international policy and regulations. In conclusion, studies with more explanatory and theoretical designs and a clearer, direct focus on children’s rights would be beneficial for enhancing general and theoretical understanding of children’s rights and explaining associated problems.

In 2011, the first regionalized medical program (RMP) started in Sweden. Digital technologies are used for educational and administrational purposes. This paper explores medical teachers and administrators understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP. A survey was distributed to teachers and administrators. Early findings indicate that the use of digital technologies began at a small scale, but there is potential for increased development. It is concluded that although teachers and administrators have a limited experience of distance education, the faculty has been able to create a feeling of being prepared.

In 2011, the first regionalized medical program (RMP) started in Sweden. The Swedish RMP means that students are distributed in groups while doing their five clinical clerkship semesters. To enable the medical students' theoretical studies when being regionalized, digital technologies are used for educational and administrational purposes. This paper explores medical teachers' and administrators' understanding of faculty preparations, their own preparedness and expectations related to the implementation of the RMP supported by digital technologies. A survey was distributed to teachers and administrators before the first regionalized semester was conducted. Findings indicate that the use of digital technologies began at a small scale, but that there is potential for increased development. It is concluded that although teachers and administrators have limited experience of distance education, the faculty has been able to create a feeling of being prepared.

Introduction This study reports empirical data from an ongoing project, investigating talent development in football. The purpose is to examine predictors that impact on 14-year old football players´ possibilities to enter and proceed through the Swedish Football Associations´ talent development system. Drawing on deliberate practice and deliberate play (Côté, Baker & Abernethy, 2003), the relative age effect (RAE)(Romann & Fuchlosher, 2011) and sporting habitus (Bourdieu, 2010) we focus on football training in clubs and school, training time in football and other sports, birth dates and parental support. Method The analysis is based upon questionnaires from one large and one medium district. The study included 166 boys and 117 girls who at the age of 14 participated in the first selection camp at each district. They were then followed until their last selection the year thereafter, in which 16 boys and 16 girls where selected to represent the district in a national elite camp. Result The results show that 67% of the boys and girls where born in the first six month, RAE then increased for boys, with 83% in the last selection being born the first six months girls RAE were constant. Boys practiced more football both in and outside their club, 61% of the boys and 40% of the girls reaching the last selection practiced 7 hours or more in their club. 33% of the boys and 8% of the girls practiced 5 or more hours on their own. For girls selected, on each level parental support was stronger than for not selected girls, for both boys and girls who were selected for the final district team parental support was almost twice as big in terms of presence at games and practice. The parents of the players who were selected had to a great extent a competitive sport background. Discussion The results show that RAE is a threshold for entering the system and then increase for boys. The 14-year old football players´ proceeding through to the district team seem to be related to training hours, especially for boys, and parental support, especially for girls. These results suggest a need to further explore how these factors shapes the selection processes for boys and girls and the recruitment of the final 16 players in the district team. References Bourdieu, P. (2010). Distinction: A Social Critique of the Judgment of Taste. London: Routledge Côté, J., Baker, J. & Abernethy, B. (2003). From play to practice: a developmental framework for the acquisition of expertise in team sport. In Starker, J. & Ericsson, A.K. (Eds.) Recent advances in research on sport expertise. Champaign, IL: Human Kinetics Romann, M., & Fuchlosher, J. (2013). Relative age effects in Swiss junior soccer and their relationship with playing position. European Journal of Sport Science, 4, 356-363.

Background: Anterior cruciate ligament (ACL) ruptures are common in soccer players, and reconstructive surgery is often performed to restore knee stability and enable a return to play.

Purpose: To investigate whether an ACL reconstruction for talented youth soccer players affects their potential to become elite players at the senior level.

Study Design: Cohort study; Level of evidence, 3.

Methods: All soccer players who participated in the Swedish National Elite Camp for 15-year-old players between 2005 and 2011 (N = 5285 players; 2631 boys and 2654 girls) were matched with the Swedish National Knee Ligament Registry to identify the players who had undergone ACL reconstruction. Information on player participation in Swedish league games and level of play was collected from the Swedish Football Association’s administrative data system. The players with an ACL reconstruction who were injured at the ages of 15 to 19 years were compared with the rest of the players who participated in the National Elite Camp to see whether an early ACL reconstruction affected whether they remained active as soccer players and their chance to play at the elite level as seniors.

Results: A total of 524 (9.9%) players had undergone an ACL reconstruction, and 292 (5.5%; 75 male and 217 female) had sustained their injury at age 15 to 19 years. During the follow-up period, 122 (23.3%) players underwent ACL reconstruction: revision (11.5%; n = 60) or contralateral (11.8%; n = 62). Male and female soccer players undergoing an ACL reconstruction at age 15 to 19 years experienced no significant effect on being active or playing at the elite level in the season that they turned 21 years old. Of the youth players who underwent ACL reconstruction, 12% of the male players and 11.5% of the female players progressed to the elite level at the age of 21 years compared with 10.3% of the men and 11.1% of the women among the uninjured players.

Conclusion: ACL reconstructive surgery in talented youth soccer players offers them the opportunity to become elite players as seniors and permits an activity level on a par with that of their uninjured peers. However, almost 1 in 4 requires further ACL surgery, so the players’ future knee health should be considered when deciding on a return to play.

This article examines simulations of critical incidents in police education by investigating how activities in the preparation phase influence participants’ actions and thus the conditions for learning professional knowledge. The study is based on interviews in two stages (traditional and stimulated recall interviews) with six selected students and video analysis of one student police patrol’s short-term preparation. The results showed that simulation and associated activities informed the students of their responsibilities and pre-determined tasks without effectively helping them to cope with the situation. The analysis suggests that an understanding of the social and interactional requirements for producing the kind of situation that the students were to be trained for and learn from were not mediated. Thus our conclusion is that good conditions for learning in and through simulations require a simulation competence among the participants and that it is a responsibility of the instructors to consider how this competence is to be developed.

Att öva för att lära sig att hantera polisiära situationer utgör ett viktigt inslag i polisstudenters utbildning. Lärandet sker genom praktiska övningar t.ex. drillövningar och övningar av specifika momentmen även via simuleringar där studenter agerar som polis imera komplexa situationer. Simuleringar ärinte unika för polisutbildningutan utgör ett vanligt inslag i professionsutbildninggenom sin koppling till ”verkliga” situationer (Peters & Vissers, 2004; Lederman, 1984). Under de senaste årtiondena har simuleringar använts för utbildning inom så skilda professionsfält som medicin och hälsovård, flyg och blåljusverksamhet. Simuleringar kan vara av skiftande karaktär t.ex. fysiska i form av rollspel men även datorbaserade. Simuleringar kan syfta till att utveckla en specifik färdighet (se t.ex. Windsor, 2009; Stefanidis, Acker, & Heniford, 2008; Wallin, Meurling, Hedman, Hedengård, & Felländer-Tsai,2007),som t ex att lära sig hur man avläser röntgenbilder (se t.ex. Söderström, Häll, Nilsson, & Ahlqvist2012) eller till att lära hur man ska agera i komplexa situationer (Andersson, Carlström, & Berlin, 2013; Bauman, Gohm & Bonner,2011), t.ex. vid svåra olyckshändelser med många personer inblandade (se t.ex. McConnell & Drennan, 2006). Simuleringar av komplexa situationer med många inblandade brukar benämnas som fullskaliga(se t.ex. Andersson, Carlström, & Berlin, 2013). Simuleringar antas träna och utveckla professionell kunskap genom att förbereda studenter på att hantera komplexa och ibland farliga situationer som de kan komma att ställas inför i enkommande yrkespraktik. Användningen av simuleringar i utbildningarbygger således på ett antagande om överföring av erfarenheter och kunskaper från ett sammanhang till ett annat(se t.ex. Söderström, Åström, Anderson & Bowles, 2014). I denhär artikeln utgår vi från simulering som en utbildningsresurs där deltagarna interagerar med varandra och miljön (situationen) på ett målorienterat sätt i syfte att lära sig polisära kunskaper

En vanlig undervisningsmetod för att underlätta för polisstudenter att omsätta teoretiska kunskaper i praktisk handling är simuleringar. Genom att delta i ett scenario som efterliknar möjliga händelser i en kommande yrkespraktik eller aspekter av den förväntas studenten utveckla professionell kunskap. I tidigare forskning har man uppmärksammat att inte bara vad som sker i simuleringen har betydelse för vad studenten lär sig utan också vad som görs i efterbearbetningen. I den här artikeln fokuseras tre fullskaliga simuleringar där polisstudenter agerar som första patrull på vid tre olycksplatser. Studiens övergripande syfte är att förstå om och på vilket sätt avslutningssamtalet i en simuleringsbaserad övning i polisutbildning fungerar som ett redskap för lärande av professionella kunskaper hos de deltagande polisstudenterna. Studien baseras på djupintervjuer med sex studenter samt enkäter till de 50 polisstudenter som deltog i simuleringen. Vid intervjuerna har videoupptagningar av hur studenterna faktiskt agerade använts för att stimulera tankar kring vad som skedde i scenariot och för video-baserad debriefing. Resultaten visar att studenterna fick förståelse för andra deltagande myndigheters uppgifter men att för de sex studenter som var första patrull på plats bidrog det avslutningssamtal som samtliga studenter deltog i inte i tillräcklig utsträckning till att utveckla professionell kunskap kring hur de ska lösa sina arbetsuppgifter i situationen. Enligt studenterna var avslutningssamtalet allt för allmängiltigt och oprecist för att bidra till deras lärande. Däremot visade det sig att den video-baserade debriefingen fungerade som ett redskap för att identifiera och överbrygga luckor hos studenterna och utgjorde på detta sätt ett stöd för att mer precist och meningsfullt efterbearbeta simuleringen. En slutsats som dras är att videoupptagningar kan öka möjligheten till en djupare efterbearbetning och att utformning av efterbearbetning av simuleringar därför är viktigt att beakta om målet är att utveckla professionell kunskap.

Using questionnaire data collected from one gym in 1995, 2005, and 2015 this study examines 861 women’s and 1827 men’s training patterns and their motives for weight training. Between 1995 and 2015, the gym increased its membership, equipment, and machines. The analysis shows that the participants increased the time they trained in gyms and changed the muscle groups they prioritized. The motives to become stronger, healthier, and more fit remained stable over time, but both the men’s and women’s training de-emphasized building muscles and firmer shapes and emphasized fun, attractiveness, and endurance. The analysis suggests that how the socially constructed body should be shaped and the goal with the shaping has changed. In conclusion, the 20-year perspective captures changes that have not been reported previously and contributes to knowledge about the intersection of gyms and gender, shedding light on how gym culture has changed and the reasons for these changes.