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  • 1.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Developing and running a web-based programme in Pharmaceutical Science: new roles, new strategies?2006In: ICDE Conference on Open Learning & Distance Education, New Delhi, India, New Delhi, India, 2006Conference paper (Other academic)
    Abstract [en]

    In 2003 the University of Umeå, Sweden, started a web-based Pharmaceutical Science programme. The programme was developed in response to the need for qualified pharmacists in rural, sparsely populated areas. A web-based programme offers many possibilities such as increased access to higher education for citizens living in remote areas, but at the same time the development and delivery of such a programme are associated with difficulties, such as the creation of a favourable online environment and the introduction of online teaching into a ‘traditional’ university setting.

  • 2.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Educating the ne(x)t generation2008In: NU2008 Proceedings: Lärande i en ny tid - samtal om undervisning i högre utbildning / [ed] Anders Sonesson & Maria Hedberg, Lund: Centre for Educational Development, Lunds universitet , 2008Conference paper (Other academic)
    Abstract [en]

    The purpose of this presentation is to report on the process and emerging results of a European project, eLene-TLC that aims to define and validate the competencies needed for the pedagogical use of ICT in higher education, and to design and implement training actions to support university staff in the development of these competences.

    There is an irrevocable shift towards an increased use of ICT-supported teaching and learning in higher education. The use of social software and digital tools offers a wide range of options to enhance teaching and learning, if they are embedded into innovative pedagogical concepts. It is also undeniable that we are facing a generation of students who regard access to information and teaching materials via Internet as the norm and who daily communicate and network using social software such as blogs, Wikis, Facebook etc.

    This raises many questions for institutions of higher education: What competencies are required by the university teacher wishing to design innovative teaching scenarios that use ICT effectively? What should the objectives of training activities for teachers be in order to develop specific, appropriate ICT competencies and how should we assess and certify them?

    The eLene network consists of a group of 9 higher education institutions from 8 countries who began working together informally in November 2003, and who have cooperated in three projects funded by the European Commission e-learning program: eLene-TT (e-Learning network for Teacher Training), eLene-EE  (Economics of eLearning) and eLene-TLC (Teaching and Learning service Centre).

    Building on earlier work on competence frameworks, such as the European eCompetence Initiative, and using national focus groups of teachers and teacher trainers from each partner institution, the eLene network identified the main roles of an online teacher and the competences associated with those roles, providing a uniquely European dimension to the development of a competency framework. These competences were then validated by means of an international group of 50 experts in the field of ICT enhanced teaching and learning, who took part in a final Internet-based validation process.

    As a complement to the work carried out on ICT-related competences for teachers, work has also been carried out within the project on ICT-related competences for students, instructional designers and at university leadership level.

    Working from the ICT-related competences identified, training actions have been developed that link the required competence with appropriate development activities, based on a needs analysis of the specific teaching and learning context of the university teacher. These training activities will be tested and evaluated by university teachers from the nine partner institutions 2007-2008,

    Throughout the process of development and implementation, partners and participants reflect and continuously review both the process and results of work carried out and it is hoped that we will be able to contribute to the understanding of ICT-related competence development for university teachers.

    A discussion of our choice of competences, working methods and results with other participants at the NU2008 conference would be more than welcome in our work to further develop training activities.

  • 3.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Emerging technologies – emerging practices?2013In: Electronic Portfolio: ISSOTL13, 2013Conference paper (Refereed)
    Abstract [en]

    Over the last twenty years the use of information and communication technologies (ICT) [1] in higher education has increased rapidly and institutions of higher education have increasingly invested in technical infrastructure and virtual learning environments to support teaching and learning (de Freitas and Oliver, 2005). A critical review of research on the educational use of technology, however, reveals very little evidence of significant impact on teaching practices, rather, educational technology is being used to replicate or supplement existing practices. (Hannafin and Kim, 2003; Lovelace and Ellis, 2001; Conole and Oliver, 2007). Further research that can promote the development of a scholarship of teaching and learning with technology is essential.

    The pedagogical adoption of ICT is a complex process influenced by many factors, both contextual and individual in nature. The strategies adopted by individual teachers are shaped by external factors such as technical support or the structural and organizational constraints of the university context (Russel, 2009; Kreber, 2010). However, teachers’ beliefs and attitudes and their confidence and competence with ICT are also centrally important in the pedagogical adoption of ICT (Somekh, 2008).

    In the present study, the context and practices of a group of teachers on an online Pharmacy Program have been investigated in a longitudinal study, providing insight into changes in teaching practice and approaches to teaching in a technologically rich teaching and learning environment. The study focuses on two particular aspects: How do teachers’ approaches to teaching and learning affect uptake and implementation of new practices with technology? Do practical experiences in the area of teaching and learning with technology lead to transformation of pedagogical practices?

    METHOD: Qualitative and quantitative data concerning the program have been gathered regularly since 2003 as part of the quality assessment and development agenda of the Pharmacy Program. Data includes teacher questionnaires, semi-structured interviews, observation and analysis of online teaching practice. Documentation concerning program organization and management, student course evaluations and student results are also included in the study.

    DISCUSSION: Preliminary results indicate that there are important individual factors governing teachers’ responsiveness to ICT. In similar teaching contexts, faculty reacted very differently to the challenges and opportunities afforded by technology enhanced teaching and learning on the Pharmacy Program. Differences in the individual teachers’ approaches to teaching and learning with technology, in departmental teaching culture and in the individual’s openness to change were all factors evidenced in the case-studies.

    There is an urgent need to identify and implement strategies that promote the effective implementation of learning technologies in higher education if the quality of teaching and learning is to be maintained. This study aims to explore and suggest strategies that can support academic development activities that enable transformation in teaching practice and stimulate further the development of scholarship in the field of technology supported teaching and learning.

    [1] Information and communication technologies refer here to the broad range of technologies used in education.

  • 4.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL). Umeå University, Faculty of Social Sciences, Department of Education.
    Exploring approaches to teaching in three-dimensional virtual worlds2017In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 34, no 2, p. 140-151Article in journal (Refereed)
    Abstract [en]

    Purpose

    The purpose of this paper is to explore how teachers’ approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education.

    Design/methodology/approach

    Data were collected through thematic interviews with eight teachers to elicit their approaches to teaching in a 3DVW and their conceptions of teaching and learning with technology in online health care education.

    Findings

    Results indicate that teaching in 3DVWs necessitates the adoption of a student-centred approach to teaching. The teachers’ underlying approaches to teaching and learning became evident in their student-centred approach and use of problem-based activities. The immersive, social nature of the environment facilitated the creation of authentic, communicative learning activities created by the health care teachers and was in alignment with their disciplinary approaches to teaching and learning.

    Research limitations/implications

    The sample size of the study is relatively small which limits the degree of external validity and generalisability of the results.

    Practical implications

    If sustainability of 3DVWs is to be achieved, academic development activities for teachers and their communities of practice may be necessary to support conceptual change and facilitate a shift to student-centred teaching where necessary.

    Originality/value

    There is limited research concerning the relationship between teachers’ approaches to teaching and the use of educational technologies, in particular the implementation of 3DVWs.

  • 5.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Exploring interdisciplinary academic development: the Change Laboratory as an approach to team-based practice2018In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 4, p. 698-714Article in journal (Refereed)
    Abstract [en]

    Higher education institutions are under increasing pressure to offer interdisciplinary education programmes; however, their implementation is not uncomplicated. Particularly where parts of a programme are delivered by different departments, academic development activities to change practices and develop a coherent interdisciplinary programme are problematical. This paper describes a team-based academic development activity aimed at improving student experiences of an interdisciplinary programme by seeking to resolve pedagogical, organisational and structural tensions. The activity is in the form of a Change Laboratory, a formative intervention method that builds on the theoretical framework of Cultural–Historical Activity Theory. Using this approach, participants were able to analyse and discuss the programme in a neutral interdisciplinary forum not available in academic development initiatives at the micro level of the individual teacher.

  • 6.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Påverkar IKT universitetslärares pedagogiska förhållningssätt?2013In: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv / [ed] Erik Lindenius, Umeå: Umeå universitet , 2013, p. 155-158Conference paper (Other academic)
  • 7.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Quality assurance in online education: a Scandinavian example2009In: "In dreams begins responsibility": choice, evidence, and change, 2009Conference paper (Other academic)
    Abstract [en]

    The number of students studying partially or wholly net-based courses at Umeå University, Sweden has tripled in the last five years. Parallel with this development there is also an increase in the use of learning technologies in campus-based courses. That interactive, communicative technology (ICT) has had a profound effect on the learning environment in higher education is clear, but what is not as clear is how quality in technology enhanced education can and should be assessed by the institutions themselves and within the framework of a national quality assurance system.

    In their report,  E-learning quality. Aspects and criteria for evaluation of e-learning in higher education, (2008) the Swedish National Agency for Higher Education (HSV) present a model for evaluating quality in net-based education with the intention of integrating this model into the national quality assurance system. The model consists of ten aspects that HSV regard as being central to the assessment of quality in net-based learning: material/content, structure/virtual environment, communication, cooperation and interactivity, student assessment, flexibility and adaptability, support (student and staff), staff qualifications and experience, vision and institutional leadership, resource allocation and finally, a holistic and process aspect.

    The Pharmaceutical Science programme at Umeå University is a net-based three-year programme programme delivered using a virtual learning environment, with an annual intake of around 100 students.   From the initiation of the programme in 2003, evaluation and quality assessment has been a prioritized feature of the programme. The individual courses are evaluated using online questionnaires, information on the structure and overarching goals of the programme is collected by means of focus interviews and questionnaires with students and staff and the resulting feedback is continually presented to the programme board and staff responsible for course content, thus ensuring a continual revision and improvement of the programme.

    With the pharmacy programme as a starting point, this paper presentation aims to share the results of the existing quality assurance system and the benefit s and difficulties experienced in applying the model presented by the Swedish National Agency for Higher Education. And finally, is a separate quality assurance model for net-based education necessary?

    Åström, Eva (2008) E-learning quality. Aspects and criteria for evaluation of e-learning in higher education, (2008), Swedish National Agency for Higher Education (HSV) Report 2008:11 R, Stockholm

  • 8.
    Englund, Claire
    Umeå University, Faculty of Social Sciences, Department of Education. Centre for teaching and learning (UPL), Umeå University.
    Teaching in an age of complexity: exploring academic change and development in higher education2018Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Higher education (HE) has expanded and diversified at an unprecedented rate over the last two decades in response to a rapidly changing educational and political climate. Change and development are omnipresent, a constant part of university teachers’ sociocultural and organisational practice at multiple levels; the micro-level, the meso-level and the macro-level Against this background, the aim of this thesis is to gain a deeper understanding of the factors that influence academic change. A further aim of the thesis is to provide insight into factors that may be relevant in the design of academic development activities to support teachers and managers in the enhancement of teaching and learning. A twelve-year longitudinal study of teachers on an online pharmacy programme forms the basis for the research, where a multilevel approach is used to investigate academic change and development in a teaching and learning environment supported by educational technology (Edtech). The approach captures the influence of factors such as conceptions and approaches to teaching at the micro-level of the individual teacher, as well as the influence of systemic factors such as the sociocultural context at the meso-level of the department or programme and the structural context at the macro-level of the institution.

    To explore and understand the complexity of change and development in academic practice at micro-, meso- and macro-level two theoretical frameworks are used: conceptions of and approaches to teaching (CAT), and Cultural-Historical Activity Theory (CHAT). An interventionist method based on the tenets of CHAT was also employed. Data analysed in the thesis includes interviews with teachers (n=57), observations (n=27 hours), student evaluation surveys (n=30) and document analysis (n=11) collected over a 12-year timespan (2004-2016). The analysis indicated that at the micro-level a critical factor in the choice and use of Edtech is the underlying conception of and approach to teaching and learning of the teacher. Opportunities for change and development were found to be facilitated by the sociocultural context at the meso-level of the department, where support from the community and mediating tools for communication were present, but could also be hindered when this was lacking. At macro-level, institutional policy and strategy documents were seen to impede change and development, where research is consistently prioritised over teaching. At the meso-level of the department or programme, the opportunity to work together as a team to collaboratively construct and develop practice was found to be of significance in the development of agency and academic practice.

    Taking into account a combined analysis of the five papers included, it can be concluded that if a deeper understanding of academic change and development is to be achieved, it is necessary to adopt a holistic approach, considering factors at micro-, meso- and macro-level and the interrelationships between these factors. This thesis discusses the consequences of the research for the facilitation of academic change and development. A multilevel, holistic approach is suggested, building on the principles of the Scholarship of Teaching and Learning (SoTL) model. SoTL initiatives at all levels should be aligned to promote academic change and development through: the development of teachers’ individual practice at micro-level, the collaborative development of scholarly practice at the meso-level of the department and a strategic institutional approach at macro-level linking SoTL to employment and promotion frameworks and the recognition of teaching quality.

    The main contribution of this thesis lies in the adoption of a holistic approach to understanding academic practice in higher education, taking into consideration factors at micro-, meso- and macro-level and the interrelationships between these factors. 

  • 9.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Teaching in immersive virtual worlds: conceptual challenges and opportunities2016In: The proceedings of the International Conference on Information Communication Technologies in Education 2016 / [ed] Linda Morris, Costas Tsolakidis, 2016, p. 428-438Conference paper (Refereed)
    Abstract [en]

    The immersive and social affordances of virtual worlds offer many new opportunities for educators but also challenge established teaching practices in higher education. This study describes the experiences of eight teachers from the fields of Pharmacy and Nursing who have chosen to used immersive virtual worlds in their courses. Results indicate that the immersive, social nature of the environment challenges teachers’ conceptions of teaching and learning, requiring a student-centred approach to design and implementation of activities. 

  • 10.
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
      Utvärdering för kvalitet i nätbaserat lärande – hur fungerar det i praktiken?2009In: Kvalitetskonferensen 2009: presentationer på Kvalitetskonferensen 2009, Stockholm, 2009Conference paper (Other academic)
    Abstract [sv]

    Antalet studenter på nätbaserade utbildningar har vid Umeå universitet tredubblats de senaste fem åren. Parallellt med detta ökar IKT-inslag markant på campusbaserade utbildningar. Att IKT påverkar utbildningars utformning och lärandets förutsättningar är tydligt men hur bedömer vi god kvalitet i nätbaserad undervisning i högre utbildning?

    I sin rapport, E-learning quality. Aspects and criteria for evaluation of e-learning in higher education, (2008) har Högskoleverket (HSV) presenterat en modell för utvärdering av kvalitet i e-lärandet. Modellen består av tio kvalitetsaspekter som HSV menar är centrala vid bedömning av kvaliteten i e-lärande: Material/innehåll, struktur/virtuell miljö, kommunikation, samarbete och interaktivitet, bedömning av studenternas prestationer, flexibilitet och anpassning, support (till studenter och anställda), anställdas kompetens och erfarenhet, ledarskap och visioner, resursallokering och process och helhetssyn.

    Dessutom kräver utvärdering av kvaliteten i nätbaserade kurser och program en helhetssyn som tar i beaktande de särskilda villkor som gäller för lärande vid nätbaserad undervisning.

    Receptarieutbildningen vid Umeå universitet är ett nätbaserat program omfattande 180 högskolepoäng och bedrivs via webbplattformen PingPong. Studenterna på programmet erbjuds två former av undervisning: helt på distans eller med stöd av lokala studiegrupper. Redan från programmets början 2003 har utvärdering varit en integrerad del av utbildningen; de separata kurserna utvärderas via nätbaserade enkäter som innehåller både frågor som är gemensamma för hela programmet och frågor som är specifika för kursen.  Information om programmets utformning och genomförande erhålls både genom enkäter och intervjuer där lärare, handledare och studenter deltar.  Återkoppling av synpunkter och information till kursansvariga och programansvariga sker kontinuerligt, vilket leder till en framgångsrik revision och vidareutveckling av programmet.

    Med utgångspunkt i receptarieutbildningen kommer jag att diskutera hur utvärderingsarbetet har fungerat hittills och huruvida Högskoleverkets modell för utvärdering av kvalitet i ”e-lärande” kan tillämpas i detta fall.  

    Hur fungerar HSVs modell i praktiken? Finns det kvalitetsaspekter som saknas? Hur kan de olika kvalitetsaspekterna bäst bedömas? Kan modellen tillämpas på de flesta kurser eller program?

    Välkommen till ett rundabordssamtal för att diskutera dessa, och kanske många andra frågeställningar kring kvalitet i nätbaserat lärande och undervisning i högre utbildning!

  • 11.
    Englund, Claire
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Andersson, Per
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    ICT-coaches: an example of a strategic network for the development of technology enhanced teaching and learning2010In: ICED Conference 2010: enhancing strategies for global quality learning in higher education, 2010Conference paper (Other academic)
    Abstract [en]

    A network of ICT coaches has been formed at Umeå University, Sweden, with the aim of creating a grass-roots ICT support to inspire, support and assist staff within their own institutions in planning, developing and implementing technology enhanced teaching and learning. This presentation will describe the reasoning behind their creation and their strategic importance for professional development.

    The objective of this seminar is to describe the purpose and role of ICT (interactive communications technology) -coaches AT Umeå University, Sweden, and also to discuss their strategic importance for the development of technology-enhanced teaching and learning at the university.

  • 12.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Gustafsson, Maria
    Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience, Pharmacology.
    Gallego, Gisselle
    Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience, Pharmacology. School of Medicine, The University of Notre Dame, Australia, New South Wales 2010, Australia.
    Pharmacy Students' Attitudes and Perceptions of "Virtual Worlds" as an Instructional Tool for Clinical Pharmacy Teaching2017In: Pharmacy, ISSN 2226-4787, Vol. 5, no 1, article id 5Article in journal (Refereed)
    Abstract [en]

    The objectives of this study were to explore pharmacy students’ perceptions and experiences of three-dimensional virtual worlds (3DVWs) as an instructional tool for clinical pharmacy teaching. Semi-structured interviews were carried out with Master of Science in Pharmacy students who had participated in communicative exercises in a 3DVW. Interviews were digitally recorded, transcribed and analyzed using thematic analysis. More than half of the students were positive to using 3DVWs for educational purposes and see the advantages of having a setting where communication can be practiced in an authentic but ‘safe’ environment available online. However, many students also reported technical difficulties in using the 3DVW which impacted negatively on the learning experience. Perceived ease of use and usefulness of 3DVWs appears to play an important role for students. The students’ level of engagement relates to not only their computer skills, but also to the value they place on 3DVWs as an instructional tool.

  • 13.
    Englund, Claire
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Price, Linda
    Centre for Higher Education Research and Practice (CHERP), Kingston University, Kingston-upon-Thames, London, UK.
    Teaching with technology in higher education: understanding conceptual change and development in practice2017In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 36, no 1, p. 73-87Article in journal (Refereed)
    Abstract [en]

    Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

  • 14.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Price, Linda
    University of Bedfordshire, UK.
    The influence of sociocultural and structural contexts in academic change and development in higher education2018In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 76, no 6, p. 1051-1069Article in journal (Refereed)
    Abstract [en]

    Teaching quality improvements frequently focus upon the ‘development’ of individual academics in higher education. However, research also shows that the academics’ context has considerable influence upon their practices. This study examines the working environments of teachers on an online pharmacy programme, investigating contextual conditions that facilitate or impede academic change and development. Interview data and institutional policy documents are examined within a Cultural-Historical Activity Theory framework. Distinct differences in the teachers’ sociocultural context were identified as influencing change and development. Departmental teaching cultures and patterns of communication influenced practice both positively, by offering collegial support, and negatively by impeding change. The findings have significance for academic development strategies. They suggest that departmental-level support should include communicative pathways that promote reflection upon and development of conceptions of teaching and learning.

  • 15.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Price, Linda
    Universoty of Bedfordshire, UK.
    Facilitating agency: the Change Laboratory as an intervention for collaborative sustainable development in higher education2018In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 23, no 3, p. 192-205Article in journal (Refereed)
    Abstract [en]

    To cope with the rapidly changing Higher Education climate, teachers need the agency to act proactively to initiate and steer changes to meet their needs. The results of this study indicate that transformative agency emerges when teachers are given the opportunity to analyse, envision and redesign their practice collaboratively with the help of mediating conceptual tools. This has implications for academic development, suggesting that activities providing a 'third space' for discussion and criticism of current practices is needed to support the development of agency. 

  • 16.
    Englund, Claire
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Sjöström, Hans-Erik
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Fick, Hanna
    Umeå University, Faculty of Science and Technology, Department of Chemistry.
    Communication training in a virtual pharmacy2013In: Reformation, revolution, evolution: universitetslärandet ur ett tidsperspektiv / [ed] Erik Lindenius, Umeå: Umeå universitet , 2013, p. 11-26Conference paper (Refereed)
  • 17.
    Englund, Claire
    et al.
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Wester, Maria
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Educating pharmacists: the perfect prescription?2015In: Academic Bildung in Net-Based Higher Education / [ed] Trine Fossland, Helle Mathiason and Mariann Solberg, Abingdon, UK: Routledge, 2015, 1, p. 90-106Chapter in book (Refereed)
  • 18.
    Gustafsson, Maria
    et al.
    Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience, Pharmacology.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Gallego, Gisselle
    Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience, Pharmacology. School of Medicine, The University of Notre Dame, 160 Oxford Street, Darlinghurst, New South Wales 2010, Australia.
    The description and evaluation of virtual worlds in clinical pharmacy education in Northern Sweden2017In: Currents in Pharmacy Teaching and Learning, ISSN 1877-1297, Vol. 9, no 5, p. 887-892Article in journal (Refereed)
    Abstract [en]

    Background and purpose: The purpose of this article is to describe and evaluate the use of a three-dimensional virtual world (3DVW) in a clinical pharmacy course.

    Educational activity and setting: Students are provided with training opportunities in simulated ward rounds and patient meetings in a 3DVW. The 3DVW enables students to practice communication with patients and colleagues in a professional manner. To evaluate the course and use of the 3DVW, an online course evaluation was completed by students after they had finished the clinical pharmacy course.

    Findings: Forty-two students completed the online course evaluation (62%). Most students (83%) reported that they could adopt the role of a clinical pharmacist in the 3DVW. Sixty percent reported that the environment felt authentic, although some noted that “it can never be quite the same as sitting next to a real person to talk”. More than half of the students (66%) described the use of the 3DVW as a worthwhile exercise. The majority (93%) rated the overall quality of the course as good or very good, with 76% reporting that the pedagogical design of the course helped them with their studies.

    Discussion and summary: Students at Umeå University valued the use of 3DVWs in clinical pharmacy teaching. However, there is a need to make the virtual environment more realistic and easier to use. The invaluable feedback gathered from students will help to improve the future use of virtual worlds in pharmacy education.

  • 19.
    Idberger, Karl
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Hälsostödjande samtal i virtuell miljö2012In: NU2012 : Gränslöst lärande: Konferenskatalog, 2012, p. 148-149Conference paper (Refereed)
    Abstract [sv]

    Huvudsyftet med denna studie var att undersöka om utbildning i hälsostödjande samtal med familjer kan bedrivas i en virtuell miljö (Adobe Connect).

    Inom vården ökar användning av telemedicin och vårdpersonal förväntas ha kompetens att genomföra virtuella samtal med patienter och närstående samt vårdgivare på andra orter. Det är därför önskvärt att kunna genomföra utbildningar där vårdpersonal tränas att genomföra dessa känsliga hälsostödjande samtal i en virtuell miljö.

    Utbildningen ställer krav på att de medverkande ska kunna avläsa både verbal och icke- verbal kommunikation samt interaktionen mellan familjemedlemmarna även om personerna under det virtuella samtalet inte fysiskt sitter i samma rum. Då möjligheten att avläsa icke- verbala signaler och ansiktsuttryck är begränsad i virtuella miljöer som använder s.k. avatarer, tex Second Life, har Adobe Connect (AC) testats i denna studie som virtuell samtalsmiljö.

    ”Hälsostödjande familjefokuserad omvårdnad” 7,5 hp utvecklades som en nätbaserad kurs av lärare från Institutionen för Omvårdnad, Umeå universitet, i samarbete med pedagogiska utvecklare från Universitetspedagogiskt centrum, Umeå universitet. Den pedagogiska ansatsen i utbildningen baseras på ett antal case (familjer med hälsoproblem) och situerat lärande där studenter genomför familjesamtalet i ett rollspel med ett reflekterande team av lärare som observatörer.

    Under vårterminen 2011 genomförde 17 studenter kursen och utbildningen i familjesamtal via AC. Innan kursstart fick både studenter och lärare en introduktion till AC och möjlighet att testa den egna utrustningen.

    Kursen utvärderades via enkätfrågor och fokusgruppsintervjuer med studenter. Intervjuer med lärarna genomfördes både före och efter kursen.

    Innan kursens början uttryckte många studenter en oro över tekniken. Utvärderingen visar dock att tekniken fungerade väl och att studenterna var mycket nöjda med utbildningen och positiva till att genomföra familjesamtal i AC. Före kursen uttryckte även lärarna oro och betänksamheter vad gäller tekniken. Lärarna underströk betydelsen av att tekniken skulle fungera smärtfritt och inte ta fokus från kursens innehåll. Genom att tekniken fungerade tillfredställande kunde diskussionen efter kursen koncentreras på kursens pedagogik, tex att inspelning av familjesamtalen ger möjlighet för studenterna att titta på interaktionen i lugn och ro och reflektera över sina framsteg.

    Hälsostödjande samtal i en virtuell miljö har upplevts som framgångsrikt av såväl lärare som studenter i denna studie. Viss icke-verbal kommunikation saknas i AC men ansiktsuttryck och verbal kommunikation har fungerat bra. Utvärderingen visar att de negativa aspekterna av virtuella samtal övervägs av möjligheten att träna familjesamtal oavsett geografisk läge och av att kunna spela in samtalen och reflektera över den egna insatsen samt se progressionen genom utbildningen.

  • 20.
    Lindh, Viveca
    et al.
    Umeå University, Faculty of Medicine, Department of Nursing.
    Persson, Chatrin
    Umeå University, Faculty of Medicine, Department of Nursing.
    Saveman, Britt Inger
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences. Umeå University, Faculty of Medicine, Department of Nursing.
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Idberger, Karl
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Östlund, Ulrika
    Umeå University, Faculty of Medicine, Department of Nursing.
    An initiative to teach family systems nursing using online health-promoting conversations: A multi-methods evaluation2013In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 2, p. 54-66Article in journal (Refereed)
    Abstract [en]

    Background: Family systems nursing embraces the view that one family member’s illness affects other family members and vice versa. Family nursing developed as a way for nurses to work with families to promote health. Previously, teachers performed most of the education on health-promoting conversations with families on campus. Because online education is increasingly requested in nursing, this article evaluates teaching family systems nursing by using synchronous online health-promoting conversations.

    Methods: Fifteen registered nurses attended the course “Health-Promoting Family Focused Nursing”, an advanced-level nursing elective 10-week course. The course used technology enhanced learning and was evaluated qualitatively and quantitatively. Students and teachers participated in semi-structured focus group interviews analyzed qualitatively. The students filled in a traditional course evaluation. Students responded before and after the course to the multidimensional research instrument “Families’ Importance in Nursing Care—Nurse’s Attitudes” (FINC-NA).

    Results: The students were satisfied with the course and the synchronous health-promoting conversations. They learned to “think family” and acknowledged the importance of inviting families to take part in the care of a family member. They stated that the online practice had helped them gain a useful tool for their future family nursing practice. The teachers appreciated working in a team to develop the course. At the start of the project they viewed the online technology as a challenge. However, during the course they saw many pedagogical possibilities with the synchronous meetings and that the online family conversation training worked well. The ability to record the meetings offered educational advantages and the opportunity for students to reflect on the conversations. Even if the students rated families importance in nursing care positively prior to the course on FINC-NA, the students still gave the following domains even stronger support post-course: Family as a resource in nursing care, Family as a burden, and Family as own resource.

    Conclusions: Family systems nursing and health-promoting conversations with families, comprising interaction between several participants, can be learned using online pedagogical methods. Furthermore, the belief that health-promoting family conversations need to be held with all participants in the same room has been challenged.

  • 21.
    Mattsson, Sofia
    et al.
    Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience, Pharmacology.
    Sjöström, Hans-Erik
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Englund, Claire
    Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
    Using a Virtual Tablet Machine to Improve Student Understanding of the Complex Processes Involved in Tablet Manufacturing2016In: American Journal of Pharmaceutical Education, ISSN 0002-9459, E-ISSN 1553-6467, Vol. 80, no 5, article id 87Article in journal (Refereed)
    Abstract [en]

    Objective. To develop and implement a virtual tablet machine simulation to aid distance students' understanding of the processes involved in tablet production.

    Design. A tablet simulation was created enabling students to study the effects different parameters have on the properties of the tablet. Once results were generated, students interpreted and explained them on the basis of current theory.

    Assessment. The simulation was evaluated using written questionnaires and focus group interviews. Students appreciated the exercise and considered it to be motivational. Students commented that they found the simulation, together with the online seminar and the writing of the report, was beneficial for their learning process.

    Conclusion. According to students' perceptions, the use of the tablet simulation contributed to their understanding of the compaction process.

  • 22.
    Mattsson, Sofia
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC). Umeå University, Faculty of Medicine, Department of Pharmacology and Clinical Neuroscience.
    Sjöström, Hans-Erik
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Lampe Persson, Jonas
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Use of a virtual tablet machine in pharmaceutical education2012In: NGL 2012 Next Generation Learning Conference Falun: Book of Abstracts, 2012Conference paper (Refereed)
    Abstract [en]

    One of the pedagogical problems frequently faced by distance students, particularly on web-based vocational programmes, is the lack of opportunity to train practical elements in the course. This presentation describes a project to provide a technological solution to this problem and also to enhance distance students’ understanding of the processes involved in tablet production by means of a virtual tablet machine. The web-based Master of Science in Pharmacy Programme at Umeå University includes the course Drug Formulation. One of the expected learning outcomes of the course is to understand and explain relationships between composition, compaction process and properties of tablets. In order to facilitate this, a tablet simulation (virtual tablet machine) was created. Simulations can be successfully used in education to illustrate rather complex relationships during a limited time frame and they are also ideal in distance education since they do not require access to expensive laboratory facilities and can be carried out by the student at any time and place. A web-based tablet simulation was created enabling the students to choose different compositions, compaction pressures and compaction speeds in order to observe which effect these parameters have on the properties of the tablet produced. The simulation is performed and the results are displayed in the form of graphs. Once the results have been generated the students then interpret and explain the results on the basis of current theory using a Wiki. During the course the students also manufacture tablets in real life; the tablet simulation therefore also serves as preparation for these practical experiments. After the simulation had been carried out it was evaluated by the students in the form of a written questionnaire and a focus group interview. The students found the tablet simulation easy to use, motivational and considered the simulation to have contributed to their understanding of the compaction process. The students also considered the simulation to be a good theoretical preparation for the practical experiments. Some operational problems were reported, for example difficulties in changing the compaction pressure and the presentation of the results may also be improved. In conclusion, we found that the use of the tablet simulation, in combination with practical experiments and assignments, improved the student’s understanding of the compaction process and provided a suitable technological solution to a pedagogical problem in a web-based Pharmaceutical Science Programme. The project would like to thank “Flexible education at Umeå University” for financial support.

  • 23.
    Winka, Katarina
    et al.
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Englund, Claire
    Umeå University, Faculty of Arts, Centre for Teaching and Learning (UPC).
    Enhancing strategies for pedagogical development2010In: ICED 2010 Proposals, 2010, p. 138-138Conference paper (Refereed)
    Abstract [en]

    We have recently finished two projects focusing on staff development and pedagogical innovations. The projects have had a major impact on the working culture of our unit, and also for the teaching staff directly involved in our teaching activities. However, when the project funding runs out, the emerging questions are ”are these initiatives sustainable or not?” and ”will the money invested in them yield long-term effects?”

     

    The objectives of this seminar are to describe strategies for pedagogical development and the impact of short-term initiatives for pedagogical change. During the last three years, the Center for Teaching and Learning at Umeå University, Sweden, has run two projects focusing on staff development and pedagogical innovations. The overarching purpose of these projects was to provide support for teaching staff and management at all levels in the acquisition of the skills necessary for excellent teaching and the pedagogical implementation of ICT in education.

     

    The projects have resulted in a well-developed and comprehensive range of training activities for staff in the form of courses, seminars and workshops on various aspects of teaching, for example the pedagogical use of ICT in education. To provide additional support, a Virtual Educational Resource (ViPER) has been established where university employees can obtain information and exchange experiences with colleagues concerning teaching and learning in higher education. The existing pedagogical action plan was evaluated and then revised to better fit the current university organization and the needs of teaching staff. A network of ICT coaches has been formed with the aim of creating a grass-roots ICT support to inspire, support and assist staff within their own institutions in planning, developing and implementing technology enhanced teaching and learning. Finally, work on strategic issues related to the value of excellence in teaching and environments for technology-enhanced education has identified the need for a clear vision and strategy for the implementation of these principles in higher education at Umeå University.

     

    These projects have had a major impact on the working culture of our unit, and also for the teaching staff directly involved in our teaching activities. In our own unit, there has in the past been a tendency to separate the “pedagogical” from the “technical” support and professional development offered to the university’s teaching staff, with personnel working mainly within their own field of technology-enhanced learning or campus-based teaching. However, one of the direct effects of working with the two projects has been to integrate the two fields resulting in an increase in the pedagogical implementation of ICT in the courses offered by the unit and a corresponding increase and blending in the competences of the unit’s staff.

     

    However, when the project funding runs out, the emerging questions are ”are these initiatives sustainable or not?” and ”will the money invested in them yield long-term effects?” We don’t have answers to these questions yet, but it is our hope that a discussion of these issues and any other questions raised during the seminar will provide a useful exchange of ideas and experiences. 

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