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  • 1.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Do You Know Your Outcome of Realistic Scenario Training?2012Ingår i: Procedia - Social and Behavioral Sciences: 4TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2012), 2012, s. 863-869Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study compares a realistic scenario training used for examining student police officers with a scenario training used for training student police officers. It is based on individual interviews with 11 teachers and 8 student police officers in focus groups of 2-3 students. The result showed that in the examining scenario, the students' learning takes place mainly before the training and the teachers' focus is on assessment and grading. In the training scenario the students' learning is related to during and after the training and the teachers' focus is on learning climate, feedback and reflection. The results indicate that the difference between the two scenarios construct different approaches to future professions. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu

  • 2.
    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 Training2014Konferensbidrag (Refereegranskat)
  • 3.
    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 scenarioträning2014Ingår i: / [ed] Umeå universitet, Luleå tekniska universitet, Mittuniversitetet samt skogsvetenskapliga fakulteten vid SLU, 2014Konferensbidrag (Refereegranskat)
  • 4.
    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 scenarioträning2014Ingår i: 5th Nordic Police Research Seminar: Seminars and Posters, Linköping: Linnéuniversitetet , 2014, s. 27-27Konferensbidrag (Refereegranskat)
    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.

  • 5.
    Sjöberg, David
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Preparation phase in a live simulation model2018Ingår i: ICERI2018 Proceedings, 2018, s. 7339-7344Konferensbidrag (Refereegranskat)
    Abstract [en]

    The main principle in International and Swedish crisis management is collaboration between emergency services (police, fire brigade and ambulance service). Collaboration is a complex concept and a number of studies show that many practical problems during crisis management can be attributed to problems related to how the collaboration is organized and implemented. One way to train how critical events should be handled is through live simulation exercises. The authors have developed a validated live simulation model to improve collaboration between emergency services. The live simulation model is developed within the framework of the project Safety and Security Test Arena in Sweden. The model focusses on learning for the participants and is based on theories on learning, previous research on collaboration and live simulation together with professional experience from conducting live simulation. The model includes preparation, acting in scenarios and structured reflection seminars. In this paper, the preparation phase is in focus. A digital preparation material has been developed to support learning before and during the live simulation. The preparation aims to develop knowledge about equipment, tasks and needs of the other services as well as knowledge on functional collaboration. The preparation also aims to create a good learning climate and better conditions for learning from participating in the scenarios of the live simulation. The digital material is an interactive material, which includes instructional films from each emergency services, structured reflective questions, short lectures from researchers on collaboration and live simulation knowledge. The digital preparation material has been tested, evaluated and further developed in two collaboration live simulations. After each live simulation focus group interviews were conducted with both participants and instructors. The result showed a need to increase the interactive elements of the digital preparation material in order to stimulate active discussion and reflection, which are central theoretical bases for the model.

  • 6.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Neely, Gregory
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för psykologi.
    On the relationship between computer simulation training and the development of practical knowing in police education: 2019Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, nr 3, s. 231-242Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing.

    Design/methodology/approach: The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation.

    Findings: The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation.

    Originality/value: Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing.

  • 7.
    Söderström, Tor
    et al.
    Umeå universitet.
    Lindgren, Carina
    Umeå universitet.
    Neely, Gregory
    Umeå universitet.
    Tacit knowing: Implications for the design of computer simulation training in police education2018Ingår i: ICICTE 2018 - The!International!Conference!on!Information! Communication!Technologies in!Education!2018: Proceedings / [ed] L. Morris & C. Tsolakidis, ICTE , 2018, s. 235-244Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper focuses on the practical knowing that is central in police education.Drawing on perspectives about tacit knowledge and embodied learning (e.g.,Argyris & Schön, 1974; Merleau-Ponty, 1945/1997; Polanyi, 1966) as well asempirical examples, this paper will discuss the design of and what can beexpected from computer simulation training for the development of policestudents' professional knowing. Based on the the lessons learned fromworking with computer simulations in police education we argue thatcomputer simulations can be a useful aid for practical training, but they cannotreplace exercises in scenario training or drill exercises.

  • 8.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sjöberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderlund, Roger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Widing, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Virtual Police Cases: Impact on Performance in Practical Scenario Training2015Ingår i: 8 th International Conference of Education, Research and Innovation: Conference Proceedings / [ed] In L. Gómez Chova, A. López Martínez and I. Candel Torres, 2015, s. 3970-3975Konferensbidrag (Refereegranskat)
    Abstract [en]

    Police students must learn skills to manage different complex situations. Students must master both specific practical techniques and the thinking and decision-making required to use these techniques effectively. This is normally learned through a variety of practical exercises such as drill exercises and practical scenario training where students´ should act as police officers (Söderström, et al, 2014). Practical scenario training, which is in focus in this article, is usually arranged in such a way that students are prepared for the training through a teacher-led lesson before the actual scenario training. However, since practical training generally requires large investments, limiting opportunities for sufficient training, there is a need to raise the students' level of knowing for increasing possibilities to learn through scenario training. Therefore a virtual case was developed that allow students to practice tactical skills, decision making and receive feedback on their actions based on the national basic police tactics manual (Polishögskolan, 2005). This study compares the influence of two learning conditions – a virtual police case and conventional teacher led lesson – that prepare police students for the upcoming practical scenario training. The study focused on a) how the students´ experienced the different learning conditions and how it prepared them for the scenario training and b) how the different learning conditions influenced their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) or conventional-training group (CON) with 5-6 students in each group. The VCASE group worked 1.5 hour with a virtual police case to perform two exercises (a stolen car incident and observation of a house with suspects). The CON group had a teacher led lesson with the same content. This was followed by practical scenario training. The objectives with the practical scenario training was that the students should learn to perform various police tasks and acquire an understanding of these tasks based on the national basic police tactics manual (Polishögskolan, 2005). A questionnaire was used to collect the students´ experiences of the both the preparation and practical scenario training. A blind expert assessment, by police officers, was used to collect students´ performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation, a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements (stop the car and approach the suspects, reporting and treatment of the arrested). To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.

  • 9.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sjöberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Söderlund, Roger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Åström, Elisabeth
    Umeå universitet, Samhällsvetenskapliga fakulteten, Enheten för polisutbildning vid Umeå universitet.
    Widing, Mats
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Virtual police cases: impact on performance in practical scenario training2015Ingår i: ICERI 2015: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2015, s. 3970-3975Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study compares the influence of two learning conditions - a virtual police case and conventional teacher led lesson - that prepare police students for a practical scenario training. The study focused on how the students' experience the different learning conditions and a) how they prepare them for the scenario training and b) how they influence their task completion in the practical scenarios. The sample consisted of 66 participants and used a comparative group design with 35 participants assigned to a virtual case training group (VCASE) and 31 participants to a conventional-training group (CON) with 5-6 students in each group. The VCASE group worked two hours with a virtual police case to perform two exercises. The CON group had a two hour teacher led lesson with the same content. This was followed by practical scenario training. A questionnaire was used to collect the students' experiences of both the preparation and practical scenario training. A blind expert assessment, carried out by police officers, was used to collect the students' performance in the practical scenario training. The results showed that a majority of the students in both groups believed that the task they did before the practical training was meaningful and motivating. However, the results showed (independent t-test) that the VCASE group in significantly higher extent thought that the preparation helped them when they conducted the practical training (e.g. confident how to act, sufficient knowledge to solve the situation and a feeling of being sufficiently prepared). The expert assessment of a stolen car incident during practical training showed (independent t-test) that the VCASE group performed better according to three out of five base tactics measurements. To conclude, the different learning conditions produced different results with respect to how they prepared for practical scenario training.

  • 10.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pettersson, Fanny
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Häll, Lars O.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Holmgren, Robert
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Carina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sjöberg, David
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Simulations in education - How useful?2010Ingår i: Poster presented at AMEE conference, Glasgow, Scotland, Sept. 4-8, 2010., 2010Konferensbidrag (Övrigt vetenskapligt)
1 - 10 av 10
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  • en-GB
  • en-US
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