umu.sePublikasjoner
Endre søk
Begrens søket
123 1 - 50 of 113
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Andersson, Per
    et al.
    Umeå universitet, Humanistiska fakulteten, Universitetspedagogiskt centrum (UPC).
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Virtuell utbildning på distans: erfarenheter från ledarskaps- och coachingprogrammet2006Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    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.

  • 2.
    Dahlgren, Ethel
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hamilton, David
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Folkbildare om folkbildningssjälen - tidlös, samtidig och omskapad?2002Inngår i: Mimers forskarkonferens, 5-6 november, Tollare, 2002Konferansepaper (Annet vitenskapelig)
  • 3.
    Dahlgren, Ethel
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hamilton, David
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Folkbildare om folkbildningssjälen - tidlös men omskapad?2005Inngår i: Folkbildning - samtidig eller tidlös?: Om innebörder över tid, Mimer, Linköping , 2005, s. 115-132Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 4.
    Dahlgren, Ethel
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hamilton, David
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Samtal på distans - en möjlig väg för folkbildningen?2001Inngår i: Mimerkonferens, Härnösand, 6-7 november, 2001Konferansepaper (Annet vitenskapelig)
  • 5.
    Dahlgren, Ethel
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hamilton, David
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Att fånga folkbildning på nätet2004Inngår i: Folkbildning och lärande med IKT-stöd : en antologi om flexibelt lärande i folkhögskolor och studieförbund: Delbetänkande / av Utredningen för statens utvärdering av folkbildningen 2004, Fritzes offentliga publikationer, Stockholm , 2004, s. 73-92Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Roos, Bertil
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    When performance is the product - problems in the analysis of on-line distance education2003Inngår i: The 2003 - NERA´s 31th Congress – Copenhagen, Denmark, 2003Konferansepaper (Annet vitenskapelig)
  • 7.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Roos, Bertil
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    When performance is the product - problems in the analysis of online distance education2004Inngår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 30, nr 6, s. 841-854Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 8.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Folkbildning på distans. Om samtal, kommunikation och diskurs2001Inngår i: Mimerkonferens, Härnösand, 6-7 november, 2001Konferansepaper (Annet vitenskapelig)
  • 9.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    From message posting to dialogue?2002Inngår i: The Annual Conference of the European Educational Research Association”, Lisbon, 2002Konferansepaper (Annet vitenskapelig)
  • 10.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Message posting Or dialogue? On the dialectics of on-line practice in adult education2005Inngår i: Seminar.net: International journal of media, technology and lifelong learning, ISSN 1504-4831, Vol. 1, nr 1Artikkel i tidsskrift (Fagfellevurdert)
  • 11.
    Hamilton, David
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hult, Agneta
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Samtal över nätet - ett verktyg för demokrati?2002Inngår i: Konferensen om Folkbildning, IT och lärande - tema demokrati, 17-19 april, Sigtuna, 2002Konferansepaper (Annet vitenskapelig)
  • 12.
    Holmgren, Robert
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Haake, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Firefighter learning at a distance: a longitudinal study2017Inngår i: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 33, nr 5, s. 500-512Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 13.
    Holmgren, Robert
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Haake, Ulrika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Firefighting training at a distance: a longitudinal study2019Inngår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, nr 1, s. 65-86Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 14.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hamilton, David
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Tangling teachers on the net. The synchronicity of teaching in an asynchronous on-line community?2004Inngår i: The NERA´S 32th congress - Reykavik, Island, 2004Konferansepaper (Annet vitenskapelig)
  • 15.
    Hult, Agneta
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Dahlgren, Ethel
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Hamilton, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Teachers' invisible presence in net-based distance education2005Inngår i: International Review of Research in Open and Distance Learning, ISSN 1492-3831, E-ISSN 1492-3831, Vol. 6, nr 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 16.
    Hultin, Magnus
    et al.
    Umeå universitet, Medicinska fakulteten, Institutionen för kirurgisk och perioperativ vetenskap.
    Hedberg, Hans
    Umeå universitet, Medicinska fakulteten, Institutionen för kirurgisk och perioperativ vetenskap.
    Härgestam, Maria
    Umeå universitet, Medicinska fakulteten, Institutionen för omvårdnad.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Thorstensson, Mirko
    Swedish Defense Research Agency (FOI), Linköping, Sweden.
    Brulin, Christine
    Umeå universitet, Medicinska fakulteten, Institutionen för omvårdnad.
    Has five years of team training in non-technical skills improved trauma team performance in our University Hospital?2011Inngår i: Inspire... and be inspired: AMEE 2011 Abstract Book: 29-31 August 2011, Vienna, Austria, Scotland: Association for Medical Education in Europe , 2011, s. 447-447Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 17.
    Häll, Lars O.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Designing for learning in computer-assisted health care simulations2012Inngår i: Informed design of educational technologies in higher education: enhanced learning and teaching / [ed] J.Ola Lindberg & Anders D. Olofsson, Hershey, PA: Information Science Reference , 2012, s. 167-192Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    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.

  • 18.
    Häll, Lars O
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ahlqvist, Jan
    Umeå universitet, Medicinska fakulteten, Institutionen för odontologi, Oral diagnostisk radiologi.
    Nilsson, Tore
    Umeå universitet, Medicinska fakulteten, Institutionen för odontologi, Oral diagnostisk radiologi.
    Collaborative learning with screen-based simulation in health care education: an empirical study of collaborative patterns and proficiency development2011Inngår i: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 27, nr 5, s. 448-461Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 19.
    Häll, Lars-Olof
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Hällgren, Camilla
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Elev- och lärarerfarenheter av fjärrundervisningen i Pajala2007Rapport (Annet vitenskapelig)
  • 20.
    Häll, Lars-Olof
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Nilsson, Tore
    Umeå universitet, Medicinska fakulteten, Institutionen för odontologi.
    Ahlqvist, Jan
    Umeå universitet, Medicinska fakulteten, Institutionen för odontologi.
    Integrating computer based simulation training into curriculum: complicated and time consuming?2009Inngår i: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, s. 90-98Konferansepaper (Fagfellevurdert)
  • 21.
    Karp, Staffan
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    I skuggan av fotbollen. Handslagsprojektens betydelse för de mindre idrotterna2007Rapport (Annet vitenskapelig)
  • 22.
    Karp, Staffan
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att utveckla verksamhet i mindre idrotter2015Inngår i: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU idrottsböcker , 2015, 1, s. 127-140Kapittel i bok, del av antologi (Fagfellevurdert)
  • 23.
    Klingvall, Mats
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Practicum - A virtual world for distance education1995Inngår i: Computer Aided Learning, Cambridge, 1995Konferansepaper (Annet vitenskapelig)
  • 24.
    Klingvall, Mats
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Utveckling av ett datorbaserat läromedel1995Inngår i: Kvalitéer i studier och utbildning: Universitetspedagogisk konferens i Umeå den 15-16 februari 1995 : konferensrapport, Personalutvecklingsenheten och Undervisningscentret, Umeå universitet, Umeå , 1995, s. 238-250Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 25.
    Lindgren, Carina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Widing, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderlund, Roger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Education through Technologies: Preparing Police Students for Realistic Scenario Training2014Konferansepaper (Fagfellevurdert)
  • 26.
    Lindgren, Carina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Widing, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderlund, Roger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En modell för design av scenarioträning2014Inngår i: / [ed] Umeå universitet, Luleå tekniska universitet, Mittuniversitetet samt skogsvetenskapliga fakulteten vid SLU, 2014Konferansepaper (Fagfellevurdert)
  • 27.
    Lindgren, Carina
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Widing, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderlund, Roger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En modell för design av scenarioträning2014Inngår i: 5th Nordic Police Research Seminar: Seminars and Posters, Linköping: Linnéuniversitetet , 2014, s. 27-27Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 28.
    Lund, Stefan
    et al.
    Institutionen för utbildningsvetenskap, Linnéuniversitetet.
    Nilsson, Leif
    Institutionen för pedagogik, Linnéuniversitetet.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Magkänslan styr i fotbollens talangjakt2016Inngår i: Idrottsforskning.seArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 29.
    Lund, Stefan
    et al.
    Department of Education, Center for Cultural Sociology, Växjö, Sweden.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. School of Sport Sciences, Umeå University, Umeå, Sweden.
    To See or Not to See: Talent Identification in the Swedish Football Association2017Inngår i: Sociology of Sport Journal, ISSN 0741-1235, E-ISSN 1543-2785, Vol. 34, nr 3, s. 248-258Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 30. Mattsson, Hans
    et al.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Trafikantutbildning i gymnasieskolan. Studie kring försök med frivillig trafikantutbildning vid Dragonskolan i Umeå1993Rapport (Annet vitenskapelig)
  • 31.
    McPhee, Iain
    et al.
    Institute for Applied Social and Health Research, University of the West of Scotland, Paisley, UK.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Distance, Online and Campus Higher Education: Reflections on Learning Outcomes2012Inngår i: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 29, nr 3, s. 144-155Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 32.
    McPhee, Iain
    et al.
    University of the West of Scotland, UK.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Distance, online and campus higher education: reflections on learning outcomes and teaching conditions2011Inngår i: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, Rhodes, Greece: ICICTE 2011 , 2011, s. 521-534Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 33.
    Mikaels, Jonas
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Lundberg, Johan
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Tärnklev, Conny
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Andersson, Per
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Can video cases stimulate in-depth learning in PE teacher education?2003Inngår i: Proceedings of Society for Information Technology and Teacher Education International Conference 2003, 2003, s. 2329-2332Konferansepaper (Fagfellevurdert)
  • 34. Nilsson, T
    et al.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Häll, Lars-Olof
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Ahlqvist, J
    Collaborative learning efficiency in simulator-based and conventional radiology training2006Inngår i: the 10th European Congress of DentoMaxilloFacial Radiology, Leuven, Belgium, 31st May to 3rd June, 2006Konferansepaper (Annet vitenskapelig)
  • 35.
    Olofsson, Anders D.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stödberg, Ulf
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Do Students’ Former ICT Experiences Influence Patterns of Participation in Online Higher Education?: A Case Study on a Swedish Leadership and Coaching Programme2009Inngår i: Readings in Technology and Education: Proceedings of ICICTE 2009 / [ed] Fernstrom Ken, University of the Fraser Valley Press , 2009, s. 295-308Konferansepaper (Fagfellevurdert)
  • 36.
    Pettersson, Fanny L. M.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ljungberg, Christina
    Umeå universitet, Medicinska fakulteten, Institutionen för kirurgisk och perioperativ vetenskap.
    Educating students in a Swedish regionalized medical program through the use of digital technologies2011Inngår i: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, Rhodes, Greece: ICICTE 2011 , 2011, s. 282-293Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 37.
    Pettersson, Fanny L. M.
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Anders D.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ljungberg, Christina
    Umeå universitet, Medicinska fakulteten, Institutionen för kirurgisk och perioperativ vetenskap.
    Medical education through the use of digital technologies: The implementation of a Swedish regionalized medical program2013Inngår i: The University of the Fraser Valley Research Review, ISSN 1715-9849, Vol. 4, nr 3, s. 16-30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 38.
    Renström, Anna
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lund, S
    Talent Selection in Swedish Youth Football : the Relative Age Effect and Parental Support 2015Inngår i: 20th annual Congress of the EUROPEAN COLLEGE OF SPORT SCIENCE 24th - 27th June 2015, Malmö – Sweden BOOK OF ABSTRACTS / [ed] Radmann, A., Hedenborg, S., Tsolakidis, E., 2015, s. 293-294Konferansepaper (Fagfellevurdert)
    Abstract [en]

    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.

  • 39.
    Sjöberg, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The impact of preparation: conditions for developing professional knowledge through simulations2015Inngår i: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 67, nr 4, s. 529-542Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    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.

  • 40.
    Sjöberg, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Vad var det som hände?: Efterbearbetning av en simulering för utvecklande av professionell kunskap hos polisstudenter2014Inngår i: Nordic Journal of Vocational Education and Training, ISSN 2242-458X, E-ISSN 2242-458X, Vol. 4, nr 2, s. 1-11Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    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

  • 41.
    Sjöberg, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Vad var det som hände?: Om simuleringar för lärande i polisutbildning 2013Inngår i: Vi Lär, Högskolan Väst, 16 – 17 december 2013, 2013Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    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.

     

  • 42. Synnes, Kåre
    et al.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Parnes, Peter
    Learning in Desktop Video Conferencing Environments2002Inngår i: On distributed real-time systems: The mStar Environment, Net-based Learning and Context-aware Applications, Department of computer Science and Electrical Engineering Division of Software Engineering, Luleå , 2002, s. 167-176Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 43.
    Söderström, Mikael
    et al.
    Umeå universitet, Samhällsvetenskaplig fakultet, Informatik.
    Klingvall, Mats
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Practicum: A Virtual World for Distance Education1996Rapport (Annet vitenskapelig)
  • 44.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Do teacher students experience that video feedback support reflections of their teaching skills?2008Inngår i: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, nr 3-4, s. 163-174Artikkel i tidsskrift (Fagfellevurdert)
  • 45.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Evaluation of MediaSite. Report in workpackage 5, deliverable D5.6., Demonstration report2002Rapport (Annet vitenskapelig)
  • 46.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Gymkulturen: En observationsstudie1997Inngår i: Svensk idrottsforskning, nr 2Artikkel i tidsskrift (Annet vitenskapelig)
  • 47.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    Gymkulturens disciplin2001Inngår i: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning. 2001, Lunds universitet, Lund , 2001, s. 177-184Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 48.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Gymkulturens logik: Om samverkan mellan kropp, gym och samhälle1999Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The purpose of this thesis is to deal with gym culture, specifically what happens at a gym, how the interplay between gyms, body and society is to be understood. The collection of data required for the thesis took place in two different gyms, and in all 62 observations were made and 974 questionnaires were filled in by gym visitors. One of the results is that people training at a gym may be divided into a number of categories, such as the beginner, the everyday person, the rehabilitator, the complement trainer, the experienced body-builder, the gym girl and the muffler. Important motives for training, for women as well as for men, are to be in good physical shape, to get muscles, to get a firm body, to get inner satisfaction, and because it is supposed to be good for one's health. On the basis of certain theories bearing on consumption in modern society these results were interpreted as a desire to have a better body, which is in harmony with present-day body ideals. With the aid of the theoretical concept occupational value it was also demonstrated that gym training starts a process which generates a special hierarchy among the participants, a process in which muscles, strength, firmness, behaviour and clothes rank high and are important for one's position in the hierarchical order. This process was similar at both gyms, which indicates that there is a general gym culture. In spite of the tendencies to reduce gender differences, shown in previous research, the author draws the conclusion that gym culture increases gender differences rather than reduces them. The desire of the participants to imitate prevalent gender ideals may be seen as attempts to define clearly what is manly and what is womanly, hence perpetuating these ideals. Finally, it was shown that the styles and games found at the gyms are parts of a symbolic postmodernist consumption language, but at the same time the gyms are to a large extent characterised by what is typical of modern society (order, routines, systems). These modern processes were prominent and guided the activities at the gyms and created their logic.

  • 49.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskaplig fakultet, Pedagogik.
    On the interplay between body, gyms and society2001Inngår i: Exercise & Society Journal of Sports Science: supplement issue, No 28, 2001Konferansepaper (Annet vitenskapelig)
  • 50.
    Söderström, Tor
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Online education and online learning communities - some reflections2010Inngår i: Readings in technology and education: Proceedings of ICICTE 2010 / [ed] Ken Fernstrom, University of the Fraser Valley Press , 2010, s. 21-28Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The paper examines online education and online learning communities. Does online learning necessarily support student interaction, the sharing of ideas and the creation of a community? It is based on an analysis from two cases, folkbildning and special needs, of online higher education in Sweden. The analysis suggests that the special needs case shows more evidence of an online learning community but also a stronger pedagogical steering. The participation and sharing opportunities among the students in these courses differed and communication technology learning systems may provide opportunities for conversation and community formation when pedagogical steering is applied. Adoption of the label “online learning community” for online education can be misleading. It may underwrite an ideal of online education, while masking the fact that practices often fail to honour such ideals. It may lead to educational regressive consequences as handbooks for teachers that simplify complex phenomena where the delivery of information takes priority over the exchange of meaning.

123 1 - 50 of 113
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf