ABSTRACT Our aim in this article was to combine the theories of reflexivity and expansive learnin... more ABSTRACT Our aim in this article was to combine the theories of reflexivity and expansive learning theory to elucidate how they may interact in interprofessional health student teams’ learning activities in the workplace. According to Margaret Archer reflexivity is “the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their (social) context and vice versa.” It stems from the individual’s inner dialogue. In interprofessional student teams, the participants’ inner dialogs may interplay, forming team reflexivity. We have elucidated how individual reflexivity and team reflexivity are related in the workplace. Expansive learning theory focuses on the learning possibilities in the zone of proximal development. Working through contradictions, the team may develop the object, which may be something drastically new. We regard team reflexivity as a driving force for elucidating and differentiating complex contradictions, stimulating the development of the object. Our study may inspire educators to further develop the pedagogical design of their interprofessional courses. We describe how team reflexivity may be facilitated in the student team activity, among the health-care staff, and in the administrative collaboration between educational institutions and governmental health services.
One of the main goals of Higher Education is to make students employable. Employability is known ... more One of the main goals of Higher Education is to make students employable. Employability is known as skills, knowledge, and personal attributes a person should possess to become employed. In this article, we use the processual perspective on employability, which emphasizes identity formation. We argue that employability includes the student's ability to imagine their future work and employment possibilities and see themselves as part of a computer science profession. We use sociocultural theory as an analytical framework and have found the concept of imagination to be fruitful in shedding light on how first-year students imagine their future job. Through eight qualitative interviews with first-year cybersecurity students, we found that students had difficulties imagining their future dream job. We find that the students had not developed a computer science identity, even though the study program has some focus on identity formation through teaching discipline relevant courses from the first semester. In addition, companies visit the school and present their interests, and finally, some of the courses offer real-world scenarios for the students to engage in. The study implies that it is important that the study program pays particular attention to identity formation for the students and that enough time is spent on giving the students information about future employment possibilities.
The switch to emergency remote teaching during the COVID-19 pandemic became for many university i... more The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed i...
In interprofessional (IP) workplace education, course and project leaders need a deeper understan... more In interprofessional (IP) workplace education, course and project leaders need a deeper understanding of how students learn. Basically, in IP workplace learning students learn from each other, from the affected agents (patients, clients, children, youth, or elderly), from the staff, and from using multitudes of artifacts. Most of these interpersonal processes are largely tacit, and we therefor decided on elucidating their possible parts in IP learning theoretically, focusing on central interpersonal aspects of team learning processes; team reflexivity and intersubjectivity. Consequently, our study aim was to elucidate possible associations between team reflexivity and the shared mind when students in the IP team interact within each other, with the people and with the artifacts around them. In this article we investigate, elaborate, and conceptualize relevant social theories which address aspects of team reflexivity and intersubjective activities. We will then elaborate and conceptu...
ABSTRACT Our aim in this article was to combine the theories of reflexivity and expansive learnin... more ABSTRACT Our aim in this article was to combine the theories of reflexivity and expansive learning theory to elucidate how they may interact in interprofessional health student teams’ learning activities in the workplace. According to Margaret Archer reflexivity is “the regular exercise of the mental ability, shared by all normal people, to consider themselves in relation to their (social) context and vice versa.” It stems from the individual’s inner dialogue. In interprofessional student teams, the participants’ inner dialogs may interplay, forming team reflexivity. We have elucidated how individual reflexivity and team reflexivity are related in the workplace. Expansive learning theory focuses on the learning possibilities in the zone of proximal development. Working through contradictions, the team may develop the object, which may be something drastically new. We regard team reflexivity as a driving force for elucidating and differentiating complex contradictions, stimulating the development of the object. Our study may inspire educators to further develop the pedagogical design of their interprofessional courses. We describe how team reflexivity may be facilitated in the student team activity, among the health-care staff, and in the administrative collaboration between educational institutions and governmental health services.
One of the main goals of Higher Education is to make students employable. Employability is known ... more One of the main goals of Higher Education is to make students employable. Employability is known as skills, knowledge, and personal attributes a person should possess to become employed. In this article, we use the processual perspective on employability, which emphasizes identity formation. We argue that employability includes the student's ability to imagine their future work and employment possibilities and see themselves as part of a computer science profession. We use sociocultural theory as an analytical framework and have found the concept of imagination to be fruitful in shedding light on how first-year students imagine their future job. Through eight qualitative interviews with first-year cybersecurity students, we found that students had difficulties imagining their future dream job. We find that the students had not developed a computer science identity, even though the study program has some focus on identity formation through teaching discipline relevant courses from the first semester. In addition, companies visit the school and present their interests, and finally, some of the courses offer real-world scenarios for the students to engage in. The study implies that it is important that the study program pays particular attention to identity formation for the students and that enough time is spent on giving the students information about future employment possibilities.
The switch to emergency remote teaching during the COVID-19 pandemic became for many university i... more The switch to emergency remote teaching during the COVID-19 pandemic became for many university instructors a necessity to familiarise themselves with the institution’s online learning management system (LMS). This switch to online teaching made learning activities, course design patterns, and pedagogical approaches more visible than during face-to-face teaching. Furthermore, the process of translating physical learning activities to the digital space was challenging and needed institutional and leadership support. This paper presents an analysis of the changes made to the learning designs of 102 courses in a university’s LMS before, during, and after the pandemic. Using descriptive statistics and Epistemic Network Analysis we used LMS data to explore the use of LMS features revealing not only the overall university trends, but also faculty differences. In addition, we compared the learning activities as described in course descriptions with the actual learning activities designed i...
In interprofessional (IP) workplace education, course and project leaders need a deeper understan... more In interprofessional (IP) workplace education, course and project leaders need a deeper understanding of how students learn. Basically, in IP workplace learning students learn from each other, from the affected agents (patients, clients, children, youth, or elderly), from the staff, and from using multitudes of artifacts. Most of these interpersonal processes are largely tacit, and we therefor decided on elucidating their possible parts in IP learning theoretically, focusing on central interpersonal aspects of team learning processes; team reflexivity and intersubjectivity. Consequently, our study aim was to elucidate possible associations between team reflexivity and the shared mind when students in the IP team interact within each other, with the people and with the artifacts around them. In this article we investigate, elaborate, and conceptualize relevant social theories which address aspects of team reflexivity and intersubjective activities. We will then elaborate and conceptu...
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