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Holmgren, R. & Sjöberg, D. (2024). Who should i talk to?: informal workplace learning among teachers in police education. Studies in Continuing Education, 46(1), 82-100
Open this publication in new window or tab >>Who should i talk to?: informal workplace learning among teachers in police education
2024 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 46, no 1, p. 82-100Article in journal (Refereed) Published
Abstract [en]

Previous research has shown that teachers' informal learning in social networks is of great importance for their professional development. Participation in social networks is often characterised by knowledge exchange between employees with the aim of dealing with work-related challenges or improving the work practice. In this study, attention was focused on teachers at a Swedish police education unit and their participation in work-related social networks. The findings were based on two data collections, logbooks of social networking interactions and follow-up interviews with 23 teachers. The purpose was to explore who they talked to, for what purpose and what means of communication they used, and the analysis included mapping of their interactions in social networks and a qualitative analysis of their narratives. Overall, the study shows that the teachers' participation in social networks was extensive and valuable for their professional development as teachers. Furthermore, the analysis shows that the teachers' interactions in social networks are usually intentional and based on knowledge needs related to pedagogical aspects of teaching, that the composition of course content and teaching teams can affect teachers' readiness to participate in several different networks and that the type of knowledge need affects which means of communication are used.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Informal workplace learning, police education, social networks, teachers
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-199095 (URN)10.1080/0158037X.2022.2111411 (DOI)000843843400001 ()2-s2.0-85136480084 (Scopus ID)
Available from: 2022-09-21 Created: 2022-09-21 Last updated: 2024-05-14Bibliographically approved
Zechner, O., García Guirao, D., Schrom-Feiertag, H., Regal, G., Uhl, J. C., Gyllencreutz, L., . . . Tscheligi, M. (2023). NextGen training for medical first responders: advancing mass-casualty incident preparedness through mixed reality technology. Multimodal Technologies and Interaction, 7(12), Article ID 113.
Open this publication in new window or tab >>NextGen training for medical first responders: advancing mass-casualty incident preparedness through mixed reality technology
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2023 (English)In: Multimodal Technologies and Interaction, E-ISSN 2414-4088, Vol. 7, no 12, article id 113Article in journal (Refereed) Published
Abstract [en]

Mixed reality (MR) technology has the potential to enhance the disaster preparedness of medical first responders in mass-casualty incidents through new training methods. In this manuscript, we present an MR training solution based on requirements collected from experienced medical first responders and technical experts, regular end-user feedback received through the iterative design process used to develop a prototype and feedback from two initial field trials. We discuss key features essential for an effective MR training system, including flexible scenario design, added realism through patient simulator manikins and objective performance assessment. Current technological challenges such as the responsiveness of avatars and the complexity of smart scenario control are also addressed, along with the future potential for integrating artificial intelligence. Furthermore, an advanced analytics and statistics tool that incorporates complex data integration, machine learning for data analysis and visualization techniques for performance evaluation is presented.

Place, publisher, year, edition, pages
Basel: MDPI, 2023
Keywords
mixed reality, immersive technology, VR applications, human–computer interactions, stress, performance, paramedic training
National Category
Pedagogy Interaction Technologies Other Medical Sciences not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-218104 (URN)10.3390/mti7120113 (DOI)2-s2.0-85180644049 (Scopus ID)
Funder
EU, Horizon 2020, 101021775
Available from: 2023-12-15 Created: 2023-12-15 Last updated: 2024-01-12Bibliographically approved
Sjöberg, D. & Inzunza, M. (2022). Improving emergency preparedness with a live collaboration exercise model for first responders. International Journal of Emergency Management, Vol. 17(3-4), 195-216
Open this publication in new window or tab >>Improving emergency preparedness with a live collaboration exercise model for first responders
2022 (English)In: International Journal of Emergency Management, ISSN 1471-4825, E-ISSN 1741-5071, Vol. Vol. 17, no 3-4, p. 195-216Article in journal (Refereed) Published
Abstract [en]

Collaboration is essential for successful emergency event management. Live exercises are one method to prepare for such emergencies. In this paper, we present and evaluate an exercise model for multi-agency collaboration between first responders that focuses on learning collaboration. The model design emphasises preparation, the learning climate, scenarios that support learning, and reflection. The model is underpinned by a practice perspective on learning and structured reflection. Data were collected from three collaboration exercises using questionnaires in conjunction with the exercise and interviews at a later time after the exercise. The analysis showed that the participants developed a knowledge of collaboration and improved their ability to collaborate in real emergency events. The main contribution of the paper is the validation of a small-scale exercise model that places learning of the subject matter in the foreground, which is shown to be a successful method for developing relevant knowledge. It is concluded that this live exercise model both complements the more commonly used large-scale collaboration exercise model and strengthens emergency preparedness.

Place, publisher, year, edition, pages
InderScience Publishers, 2022
Keywords
exercise, learning, collaboration, first responders, reflection, preparation, emergency preparedness, small scenarios, police, ambulance, emergency services, live simulation
National Category
Pedagogy Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:umu:diva-198855 (URN)10.1504/IJEM.2022.10050172 (DOI)000848322900001 ()2-s2.0-85138021869 (Scopus ID)
Available from: 2022-08-26 Created: 2022-08-26 Last updated: 2023-10-12Bibliographically approved
Söderström, T., Lindgren, C., Sjöberg, D., Söderlund, R., Åström, E. & Widing, M. (2022). The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training. Journal of Vocational Education and Training, 74(3), 355-372
Open this publication in new window or tab >>The impact of a preparation phase on the development of practical knowledge in police education: a comparison of two conditions for preparing a practical scenario training
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2022 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 74, no 3, p. 355-372Article in journal (Refereed) Published
Abstract [en]

This article examines how a virtual case that prepares students for practical scenario training affects police students' performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers – 35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students' performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students' performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
Vocational education and training, higher education, pedagogy, virtual case, computer-based training, scenario training, simulation-based training
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-173072 (URN)10.1080/13636820.2020.1786441 (DOI)000549455900001 ()2-s2.0-85087519780 (Scopus ID)
Available from: 2020-06-29 Created: 2020-06-29 Last updated: 2022-12-14Bibliographically approved
Holmgren, R. & Sjöberg, D. (2022). The value of informal workplace learning for police education teachers’ professional development. Journal of Workplace Learning, 34(7), 593-608
Open this publication in new window or tab >>The value of informal workplace learning for police education teachers’ professional development
2022 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 34, no 7, p. 593-608Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this study is to explore Swedish police education teachers’ informal workplace learningand its perceived value for their professional development. Two categories of teachers, police teachers and universityteachers,with different professional knowledge and experience, work together at the police education unit.

Design/methodology/approach – The method used was in-depth interviews with teachers working at aSwedish police education unit.

Findings – Informal workplace learning was perceived by both teacher groups to be of great value forgaining knowledge about the local practice and for their professional development. Their learning emerged indiscussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, theteachers’ informal workplace learning was socially and practice-oriented and learning emerged in acollaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in theteachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the localpractice to become a professional teacher in this kind of education. Fourthly, an educational structure whereacademic knowledge and experience can be integrated with police knowledge and experience constitutes animportant basis for teachers’ professional development in police education and training.

Originality/value – The study’s focus on police education and the professional development of teachers inthis specific practice contributes to increased knowledge of the social, practice-oriented and embodied natureof informal workplace learning.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
Informal workplace learning, Teacher professional development, Police education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-195550 (URN)10.1108/JWL-04-2021-0040 (DOI)000783689400001 ()2-s2.0-85129219034 (Scopus ID)
Available from: 2022-05-30 Created: 2022-05-30 Last updated: 2022-08-22Bibliographically approved
Sjöberg, D. & Holmgren, R. (2021). Informal Workplace Learning in Swedish Police Education: A Teacher Perspective. Vocations and Learning, 14, 265-284
Open this publication in new window or tab >>Informal Workplace Learning in Swedish Police Education: A Teacher Perspective
2021 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 14, p. 265-284Article in journal (Refereed) Published
Abstract [en]

In the literature, informal learning is considered to be of great importance to employees' development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers' informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers' conditions for informal learning. 2) The teachers' informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers' informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Informal workplace learning, Informal learning conditions, Informal learning, activities, Awareness of learning, Police teachers, Police education
National Category
Pedagogy
Research subject
police science
Identifiers
urn:nbn:se:umu:diva-181624 (URN)10.1007/s12186-021-09267-3 (DOI)000625749900001 ()2-s2.0-85102313321 (Scopus ID)
Available from: 2021-03-19 Created: 2021-03-19 Last updated: 2022-05-31Bibliographically approved
Löfgren, H. O., Hansson, J., Sjöberg, D. & Åström, J. (2021). Kaliber .22: en systematisk studie kring faktorer som kan påverka polisstudentens skjutresultat. Umeå: Enheten för polisutbildning, Umeå universitet
Open this publication in new window or tab >>Kaliber .22: en systematisk studie kring faktorer som kan påverka polisstudentens skjutresultat
2021 (Swedish)Report (Other academic)
Abstract [sv]

Enheten för polisutbildning vid Umeå universitet har under 2019 genomfört en studie i samband med vapenutbildning på grundnivå. Bakgrunden till denna studie var att vapenlärarna vid enheten uppmärksammade att många studenter hade problem med avfyrningstekniken. Problemet kan bero på att när avfyrningen med tjänstevapnet (kaliber 9 x 19 mm) sker kan både rekylen och ljudet upplevas som olustig. Detta kan leda till att skytten försöker kontrollera sin reaktion av ljudet från avfyrningsexplosionen genom att själv bestämma när avfyrningen ska ske, dvs rycker av skottet, och påverkar vapnets rörelse i samband med avfyrning. 

Resultatet blir att skytten inte uppnår önskade träffresultat även om förhållandena mellan korn-sikte-mål är idealiska ögonblicket innan avfyringen. En hypotes är att studenten/skytten kan koncentrera sig bättre på ett korrekt utförande i samband med avfyrning av vapnet om de börjar sin träning med en mindre kaliber (kaliber .22 LR), som ger mindre rekyl och ljud än det ordinarie tjänstevapnet. Fokus kan då i högre utsträckning läggas på avfyrningstekniken istället för att fånga upp rekylen och uthärda ljudet. 

Syftet med studien är att undersöka om träning med en mindre kaliber, och därmed hantering av startle reaction-reflexen, förbättrar resultatet på kompetensprovet samt att undersöka vilka andra bakomliggande faktorer som kan påverka skjutresultatet. Studien använder en kvasiexperimentell design som involverar två grupper polisstudenter: 28 i kontroll- och 27 i interventionsgruppen och undersöker faktorer som kan påverka skyttet. Interventionsgruppen fick en justerad version av Sig Sauer-pistolen som konverterats med en växelsats till att skjuta ammunition med kaliber .22 LR, medan kontroll-gruppen genomförde skjututbildningen utan justeringar i ammunition. 

Intervjuer genomfördes för att undersöka vilka tankar studenterna har kring kompetensprovet i relation till de kvantitativa faktorerna. I den totala gruppen (dvs alla deltagare i studien) var 86 % godkända i kompetensprovet vid första tillfället. Det bästa resultatet för skjutprovet under de senaste 15 terminerna. Resultaten av denna studie indikerar dock att kvinnliga studenter med hög kognitiv oro har lägre skyttepoäng än manliga studenter med mindre kognitiv oro. Denna pilotstudie är ett första steg att undersöka området och kommer att ligga till grund för ytterligare studier i området.

Abstract [en]

In 2019, police training at Umeå University conducted a quasi-experimental study in connection with weapons training at the undergraduate level. The background for this study was that many students have problems with the firing technique. The reason for this may be the recoil and a loud sound of the firing explosion of the 9 x 19 mm calibre, which often can be perceived as unpleasant. This can lead to the shooter trying to control the firing of the gun by deciding when it should take place, jerking of the shot in order to control the reaction to the sound of the firing explosion. Consequently, the grip on the weapon hardens and the shooter does not achieve the desired hit results, even if the barrel-sight-target conditions are ideal. One hypothesis for the study is that the student / shooter can instead start their training with a smaller calibre (.22 LR), and therefore they can better concentrate on a correct firing technique, instead of the recoil and the sound of the firing explosion. 

The aim of the study is to investigate whether training with smaller calibre, and therefore the students' coping with the star-tle reflex, could result in an increase in the number of students who pass the firearm examination and to investigate correlated factors that might impact on the shooting result. This study employs a quasi-experimental design involving two groups of police students: 28 in the control group and 27 in the intervention group. The intervention group received an adjusted version of the Sig Sauer handgun that was changed to fire .22 long rifle calibre ammunition, while the control group carried out the firing training without adjustments in ammunition. 

Interviews were conducted to investigate what the students' thoughts are about the competence test in relation to the quantita-tive factors. Although both control group and intervention group had the best results (86%) in the firearm examination over the past 15 semesters, the difference was not significant between the intervention group and the control group. The results of this study indicate that female students with high cognitive anxiety have lower shooting scores than do male students with less cognitive anxiety. This pilot study is a first step in exploring the area and will form the basis for further studies in the area. 

Place, publisher, year, edition, pages
Umeå: Enheten för polisutbildning, Umeå universitet, 2021. p. 22
Series
Polisutbildningens skriftserie ; 12
Keywords
calibre, police, shooting, police training, weapon training, kaliber, polis, skytte, polisutbildning, vapenträning
National Category
Other Social Sciences not elsewhere specified Pedagogy
Identifiers
urn:nbn:se:umu:diva-189057 (URN)9789178556335 (ISBN)9789178556182 (ISBN)
Available from: 2021-11-02 Created: 2021-11-02 Last updated: 2021-11-03Bibliographically approved
Sjöberg, D. & Lindgren, C. (2020). Modeller för reflektion i scenarioträning: Erfarenheter från övningar med studenter och yrkesverksamma. In: Staffan Karp och Oscar Rantatalo (Ed.), Reflektion som professionsverktyg inom polisen: (pp. 111-120). Umeå: Enheten för polisutbildning, Umeå universitet
Open this publication in new window or tab >>Modeller för reflektion i scenarioträning: Erfarenheter från övningar med studenter och yrkesverksamma
2020 (Swedish)In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 111-120Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Enheten för polisutbildning, Umeå universitet, 2020
National Category
Pedagogy
Research subject
police science
Identifiers
urn:nbn:se:umu:diva-181623 (URN)978-91-7855-333-4 (ISBN)978-91-7855-334-1 (ISBN)
Available from: 2021-03-19 Created: 2021-03-19 Last updated: 2022-03-28Bibliographically approved
Rantatalo, O., Sjöberg, D. & Karp, S. (2019). Supporting roles in live simulations: how observers and confederates can facilitate learning. Journal of Vocational Education and Training, 71(3), 482-499
Open this publication in new window or tab >>Supporting roles in live simulations: how observers and confederates can facilitate learning
2019 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 3, p. 482-499Article in journal (Refereed) Published
Abstract [en]

Live simulations in which students perform the roles of future professionals or act as confederates (i.e. student actors) are important training activities in different types of vocational education. While previous research has focused on the learning of students who enact a professional, secondary roles in scenario training, such as student observers and confederates, have received inadequate attention. The present study focuses on student observers and confederates in order to examine how these roles can support the learning of other participants in live simulations and to determine how the experience of performing these roles can become a learning experience for the performers. A total of 15 individual interviews and 1 group interview of students attending Swedish police training were conducted. The study findings indicated that the observer role is characterised by distance and detachment, and the confederate role by directness and sensory involvement. Both roles can support as well as inhibit intentional learning for primary participants and offer learning experiences for those playing the roles. The study theorises these roles and lists practical implications for planning live simulations in vocational education and training.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
live simulation, scenario training, observer, confederate, learning
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-152316 (URN)10.1080/13636820.2018.1522364 (DOI)000479042900009 ()2-s2.0-85054296042 (Scopus ID)
Note

First published online: 01 Oct 2018

Available from: 2018-10-02 Created: 2018-10-02 Last updated: 2019-08-30Bibliographically approved
Holmgren, R., Holmgren, T. & Sjöberg, D. (2019). Teaching and learning in redesigned digitalized learning environments: A longitudinal study at the police education in sweden. In: Chova, LG Martinez, AL Torres, IC (Ed.), ICERI2019 Proceedings: . Paper presented at 12th annual International Conference of Education, Research and Innovation, 11-13 November, 2019, Seville, Spain (pp. 1976-1985). IATED Academy
Open this publication in new window or tab >>Teaching and learning in redesigned digitalized learning environments: A longitudinal study at the police education in sweden
2019 (English)In: ICERI2019 Proceedings / [ed] Chova, LG Martinez, AL Torres, IC, IATED Academy , 2019, p. 1976-1985Conference paper, Published paper (Refereed)
Abstract [en]

This paper deals with an ongoing digitalisation process in Swedish police education seen from a teacher perspective. It is based on a one-year study conducted at a police education unit, which has undergone major changes as a result of the implementation of new technology-rich environments. The study is focused on teachers' use of digital technology and their perceptions of its value for teaching, student learning and education quality. In order to describe and analyse the teachers' perceptions of these aspects and whether they changed during a one-year period, data was collected using questionnaires administered in two stages, one 3 months after the implementation and the other after 15 months. The results obtained from the questionnaires show low use of the technology by the teachers, low estimated value for teaching and student learning, and only marginal changes in teacher perceptions during the period. The results indicate that teachers' use of digital technology is highly dependent on the equipment functioning properly, the quality and complexity of the technology, and its ability to support teachers' educational needs. The results are discussed and problematised in the conclusions section of the paper.

Place, publisher, year, edition, pages
IATED Academy, 2019
Series
ICERI Proceedings, ISSN 2340-1095
Keywords
digitalisation, police education, teachers, technology use, teaching and learning
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-171779 (URN)10.21125/iceri.2019.0556 (DOI)000530109202009 ()978-84-09-14755-7 (ISBN)
Conference
12th annual International Conference of Education, Research and Innovation, 11-13 November, 2019, Seville, Spain
Available from: 2020-06-16 Created: 2020-06-16 Last updated: 2020-06-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1846-8643

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