Archive for the ‘Education Lab’ Category

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Fremtidens velfærdssamfund – Mennesker, RoBotter, velfærdsteknologi og ETIK

March 17, 2015

FORSKNINGENS DØGN 2015 – CAMPUS NÆSTVED, University College Sjælland

Fremtidens velfærdssamfund

Mennesker, RoBotter, velfærdsteknologi og ETIK

UCSJ Campus Næstved sætter fokus på, hvad der sker, når robotter og velfærdsteknologi får en stadig større plads i vores hverdag. Besøg os på parkvej 190 i Næstved og hør foredrag, deltag i workshops og se udstillingen Du kan deltage hele dagen eller kun i dele af dagen. Det er op til dig.

Velfærdsteknologi – når etikken bliver synlig v. Jacob Birkler, formand for Etisk Råd

Tid: 10.00-12.00, lokale B11

Velfærdsteknologi får en stadig større plads i vores hverdag. Men i hvilket omfang bør teknologien henholdsvis supplere og evt. erstatte den menneskelige kontakt? Hvilken plads får de økonomiske hensyn set i forhold til de menneskelige hensyn når nye teknologier tages i brug? Teknologiens positive muligheder skal udnyttes, samtidig med at værdigheden bevares. Men vi står med nogle vanskelige valg, hvor grundværdier såsom respekt og ansvarlighed udfordres, hvor det vi skal eller bør gøre ikke altid hænger sammen med det vi kan gøre. Fokus rettes mod identificering og håndtering af de mange nye etiske dilemmaer forbundet med velfærdsteknologi.

Få syn for sagen, hvad kan fremtidens dimser?

Tid: 12.00-15.00, kantinen

Besøg udstillingen og køb sund og billig frokost i kantinen

Workshop I: Når patienterne tager nye teknologier med ind i sundhedsvæsnets liv – Teknologi i sygeplejen – en applikations betydning for det daglige liv med cancer

Tid: 12.30-14.45

Sygeplejerskerne Sara-Louise Hartvig, Heidi Nonbo og Anja Mortensen præsenterer, i samarbejde med vejleder og Ph.d. studerende Kitt Vestergaard, de fund de har gjort på baggrund af deres bachelorprojekt omkring en App ’ Liv Med Kræft ’ fra Kræftens bekæmpelse. Med app’en ’Liv Med Kræft’ kan du som kræftpatient eller pårørende skabe dig overblik over sygdomsforløbet og se de mange tilbud om rådgivning og støtte, som Kræftens Bekæmpelse tilbyder. App’en har vundet internationale priser, men de sundhedsprofessionelle og patienterne i Danmark har kun kendskab til den i mindre grad. Det er empirisk undersøgt, hvilke betydninger brugeren tillægger ”Liv med Kræft” app’en i det daglige liv med cancer. Samt hvordan denne viden kan kvalificere sygeplejen og omsorgen for den onkologiske

Workshop II

Tid: 12.30-14.45:

Teknologibegreber og -forståelse v. Mikala Hansbøl, forsker fra Education Lab/FI, UCSJ

Workshoppen stiller skarpt på spørgsmålene: Hvordan gør teknologi noget ved mennesker og samfundet, og hvordan gør mennesker og samfund noget ved teknologi? Digitalisering og det borgernære sundhedsvæsen fordrer at fremtidens professionelle og professioner kan analysere egne praksisser og identificere hvilke betydninger det har for forskellige deltagere i hverdagen fx at gå fra papirbaserede praksisser og/eller fysisk mødebaserede praksisser til telemedierede praksisser. Det kan virke uoverskueligt i en travl hverdag, at engagere sig i analyser af teknologiers indflydelse på professionsarbejdet.  Men analytiske greb er nødvendige for at professionelle kan tage kvalificerede beslutninger om hvor vidt og hvordan nye telemedierede praksisser skal og kan implementeres. Workshoppen præsenterer og inviterer deltagerne til at arbejde med tre analytiske greb, som professionelle kan anvende til at analysere og derved stille skarpere på de skiftende professionelle praksisser med (ny) teknologi i et hverdagsperspektiv.

Fredagsbaren er åben fra 14.45

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Education Lab har fået blog

October 21, 2014

Education Lab – forskningsprogram for teknologi og uddannelsesdesign har fået blog :-). I fremtiden vil jeg således også blogge sammen med mine Education Lab kollegaer.

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Ledelse af grænseoverskridende undervisning

October 6, 2014

Afsluttende rapport fra GNU-ledelsesaktiviteterne og ledelsesforskningen i det treårige projekt Grænseoverskridende Nordisk Undervisning.

GNU-projektet er et bruger-drevet udviklingsprojekt, hvor 14 nordiske skoler i samarbejde med forskere fra 5 professionshøjskoler i Danmark, Norge og Sverige har udviklet, planlagt, afprøvet og videreudviklet fælles grænseoverskridende nordiske undervisningsaktiviteter i fagene modersmål, science/naturfag, historie/samfundsfag og matematik – understøttet af nye teknologier. Konkret har projektet etableret en række virtuelle ”nordiske klasser”, hvor svenske, norske og danske elever er blevet undervist samtidigt af en fælles gruppe af nordiske lærere.

Denne rapport præsenterer arbejdet med skoleudvikling via grænseoverskridende nordiske undervisningsaktiviteter, og rapporten er først og fremmest skrevet til skoler, skoleledere og kommunale aktører.

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ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning

July 2, 2014

It_is_all_in_the_questions_we_ask_fenwick_propel2014Last week I attended the very inspirering ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning. 

I recommend tjecking out the programme booklet with abstracts as well as the ProPEL homepage with (among other) link to their new blog.

Going back home from attending a conference allways make me think: “what was the important stuff I bring with me back?”

In this case it has different forms, some of which was gained through participation in the conference twitter #2014propel dialogues. For instance: “Pedagogies of noticing” was something I had never heard of before. I definitely will look more into this, as I believe that this relates very much to the paper I presented at ProPEL, and furthermore to the paper I have presented in May 2014 at the Designs for Learning Conference.

Also, I brought a new book “Reconceptualising Professional Learning – Sociomaterial knowledges, practices and responsibilities” (Fenwick & Nerland, 2014) back with me. At a glance it looks extremely relevant and interesting. The introduction has already convinced me that it is going to be a read worth while.

Tara Fenwick held a captivating opening speech emphasizing the importance of the questions we ask as researchers. I noted two important questions:

– What is professional knowledge and capability becoming in this era of rapidly changing work?

– How can education better support this becoming?

I was happy that the paper I presented at ProPEL seemed to fit right in, and it also received quite positive response and spured interesting questions to pursue further. The paper is related to our VIOL project, focusing on welfare technology, innovation, care and learning:

“REFURNISHING SENSIBILITY BUTTONS – MOVING PROFESSIONAL CONTEXTS OF KNOWLEDGES AND ENGAGEMENTS WITH DIGITAL TECHNOLOGIES

Welfare technology is taking up increasing space in health care debates, policies and professions in Denmark and worldwide. In Denmark, recent national and municipal health care strategies emphasize a radical refurnishment of the health care sector. Telemedicine, telehealth and homecare, empowerment and citizen-centric approaches are invoked as passages to the innovation of future health care practices.New actors in these health care movements are concepts like “epital” (virtual hospital), “telemedicine”,“telemonitoring”, “outmitted” and “self treating” patients. All of these movements are associated with what it implies to be working with and focusing on welfare technology. Digital technologies are seen as central actors in working with welfare technology in the professions, and central actors in forwarding the so-called new health care paradigm. In Denmark, recent research into developments of the nurse profession state that nurses increasingly experience rapid introduction of new digital technologies into their daily work practices. When it comes to the physiotherapy profession, there is a lack of knowledge about recent developments in the health care sector, and its implications for the physiotherapy profession.

In 2002 empirical philosopher Annemarie Mol stated that the new meaning of “is” is situated. Being is situated. In this spirit, welfare technology is basically about (rapidly and digitally) changing the sociomaterial configurations of health care situations – that is moving the “is” of health care practices.This paper places professional sensibility towards sociomaterially shifting contexts of knowledges and engagements as a central literacy related to the new emphasis on digitally/tele supported health care practices. With the new health care movement, we foresee increasing needs for professionals that are able to navigate between and continuously develop new professional sensibilities, related to the rapid changing situations of the professional knowledge and engagement spaces.This foregrounds being able to professionally sense and provide answers to this question as increasingly important: what are the specific implications for the professional knowledge and engagement spaces,when introducing this or that digital technology into the health care situation? Engaging with this question presupposes professional relational sensibility towards practical (sociomaterial) arrangements of alternative health care practices, and towards their implications for enacting variations of good and bad passages to the “is” of health care practices. In other words, this paper also places an argument for the increasing importance of comparative literacy in the health care profession. This is presented as“professional relational comparative sensibility”.

The paper refers to a large ongoing professional education development project at University College Zealand (UCSJ) in Denmark. The project is called Welfare Technology, Innovation, Care and Learning. It runs from January 2013 – December 2014, and includes developing welfare technology related teaching and learning practices in and across eight professional bachelor programmes at UCSJ. The project’s ambition is to further develop educational programmes in order to better raise students’ “technological literacy”.

This paper takes point of departure in the ongoing refurnishment of the health care sector, and relates these movements to two case examples from the first empirical phase of the project (January 2013–August 2013). The two cases provide different analogies to what it means to “refurnish sensitivity buttons”. The first case “health clinic and digital patient portfolios” is from module eight at the Bachelor of Physiotherapy Degree Programme. The second case “virtual rehabilitation” is from a Danish health center. The empirical gatherings are methodologically inspired by Annemarie Mol’s approach to praxiography. After a discussion of praxiography as a methodological approach to engaging with technological literacy (in this instance), the paper places technological literacy in relation to professional education in general, and more closely to the Physiotherapy Degree Programme in Denmark and at UCSJ. Thereafter, the paper presents the two cases, and refers to Moser and Law’s concepts of “extension”, “specificity”,“passages”, “bad passages”, “better passages”, as a means to engage in a relational comparative sensibility towards the shifting contexts of knowledges and engagements in physiotherapy practices.”

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Technological literacy and innovation education – Designs for Learning 2014

May 5, 2014

VIOLI am really looking forward to be spending quality time with inspiring researcher colleagues at the Designs for Learning 2014 conference in Stockholm – 6.-9. maj 2014.

Friday I will be presenting some of my own research on “Technological literacy and innovation education – how new technologies changes and challenges the profession and the professional relationships”.

We look forward to receiving other people’s perspectives on our work. The paper presents research related to our large ongoing professional education development project at University College Zealand (UCSJ) in Denmark. The project is called Welfare Technology, Innovation, Care and Learning (In Danish: Projekt Velfærdsteknologi, Innovation, Omsorg og Læring). It runs from January 2013 December 2014, and includes developing welfare technology related teaching and learning practices in and across eight professional bachelor programs at UCSJ. The project’s ambition is to further develop educational programs in order to better raise students’ “technological literacy” – that is students acquiring “competencies for using, assessing, and innovating new welfare technological solutions in their professional field” (Source: Project application).

Full Designs for Learning 2014 conference program and all abstracts/papers are available here. Just click on a name, and the pdf. will pop-up :-).

Den_Europæiske_SocialfondUCSJRUCRegion Sjælland

 

 

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Velfærdsteknologi og professionsudvikling

April 23, 2014

Velfærdsteknologi og professionsudvikling

Velfærdsteknologi og professionsudvikling

Velfærdsteknologi skaber muligheder og udfordringer – Hvordan skabes dynamisk udvikling, hvor både borgere og professionelle medvirker? Oplæg, aktiviteter og diskussion.

Forskningens Døgn

Program

Kl.13:00

Velkomst

Elise Bromann Bukhave, Uddannelseschef for Bioanalytikeruddannelsen og Ergoterapeutuddannelsen, Campus Næstved.

 

Kl.13:05 – 13.35                 

Robotteknologi og udvikling af praksis

Kitt Vestergaard, Lektor i Forskningsprogram for Regional udvikling og Velfærdsinnovation, Forskning og Innovation.

  • Hvordan kan robotteknologi bidrage til udvikling af praksis i sundhedsvæsnet – kan robotter forbedre behandling og pleje?
  • Hvordan kan fremtidens sundhedsprofessionselle arbejde helhedsorienteret med robotteknologi i konkrete praksissammenhænge?

Fokus på den ændrede rollesætning i samspillet mellem patient/borger og den sundhedsprofessionelle.

 

Kl.13:35 – 14.10                 

Brugerinvolvering i teknologiudvikling

Play Alive A/S og Niels Henrik Helms, Chef for Forskning og Innovation.

Hvordan skaber vi praksisudvikling i stedet for snæver teknologiudvikling, og, hvordan kan vi involvere studerende på en autentisk måde, der både skaber udvikling i professionsfeltet og dynamisk læring for de studerende?

Erfaringer med rehabilitering og interaktive teknologier samt afprøvning i praksis.

 

Kl.14:10 – 14.45               

“Workshop all inclusive” (Kaffe, kage og kollektiv hjernecelleaktivitet)

Dorte Guling, Uddannelseschef for Sygeplejerskeuddannelsen og Therese Llambias, Lektor i Forskningsprogram for Regional udvikling og Velfærdsinnovation, Forskning og Innovation.

 

Kl.14:45 – 15.45               

Telesundhed, professionsnydannelser og læring. Det nære sundhedsvæsen.

Mikala Hansbøl, ph.d. og forsker fra Education Lab – Forskningsprogram for teknologi og uddannelsesdesign, Forskning og Innovation, Annette Jørgensen, Lektor ved Fysioterapeutuddannelsen i Roskilde, Kirsten Teglgaard Lund, Lektor ved Sygeplejerskeuddannelsen i Roskilde.

Telesundhed, telemedicin, velfærdsteknologi, sygepleje, behandling og træning via skærme i hjemmet, selvmonitorering og hjemmeomsorg. Alle disse ord, repræsenterer nyere praksisser indenfor sundhedsprofessionerne og konkrete ommøbleringer i sundhedsvæsenet.

  • Men hvilke praksisser og ommøbleringer?
  • Hvordan repræsenterer de professionsnydannelser?
  • På hvilke måder bliver de nye telemedierede praksisser medskabende for forandringer af relationerne mellem den sundhedsprofessionelle og patienterne?
  • Hvordan udfordrer de nye bevægelser vores måder at tænke i professionsuddannelse og læring på?

Oplægget giver et bud på nogle tendenser i tiden, og tager konkret afsæt i empiriindsamlinger fra et stort forsknings- og udviklingsprojekt i University College Sjælland med fokus på Velfærdsteknologi, Innovation, Omsorg og Læring. Eksemplerne hentes fra henholdsvis fysioterapeut og sygeplejerskefeltet.

Kl.15:45 – 16.00               

Opsamling og diskussion, Velfærdsteknologi og professionsudvikling – hvordan ser fremtidens udfordringer ud?

 

Kl.16:00                            

Farvel og tak.

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The question of representation: Have MOOCs adressed really central educational challenges?

March 10, 2014

Thomas Ryberg posted a link on Twitter which made me aware of this great interview “A free education online: too good to be true? – video debate” with (among other) Diana Laurillard who asks the central question: Have MOOCs adressed really central educational challenges?

During the interview – which I recommend seeing – the problem of representation is adressed: who and what is being represented when, how and where, when dealing with MOOCs? The interview also points at the importance of acknowledging local and distributed learning – both as ways to adress equality.

The interview goes straight to the core of educational challenges and how they may actually also become enlarged rather than decreased with current MOOC workings.

I have enrolled in the ongoing Scientific Humanities and Carpe Diem MOOC. Both are designed and run by key figures within their respective knowledge areas: Science and Technology Studies (Bruno Latour) and eLearning Design (Gilly Salmon). This is one of the reasons why I have enrolled.

I have wondered about the fundamental differences between these two MOOC courses and the university courses – I was familiar with – run by the Institute of Education and Pedagogy (DPU/Aarhus University) where I worked during 2002-2012 as a researcher and university teacher. These two MOOC courses have one prominent figure who’s ideas are widely disseminated and maybe (I am in the middst of these courses – so I do not know how they will end) their ideas are not disputed or really up for discussion?

The university courses I have been teaching previously, have all had this commen denominator: a fundamental acknowledgement of knowledge being produced through several scientific approaches to a matter, which of course deeply influences what becomes the matter. The courses I have taught, have all taken point of departure in a strong emphasis on the historical and cultural foundations of knowledge.

Of course it is possible also in university to take a special course relating to a particular methodology or subject area. However, the above mentioned interview made me think, that when we talk about localized and distributed learning, it is important also to keep in mind, what may become the new power relations of knowledge, as we are shifting out and adding to the platformations of our historical ways of distributing knowledge.

Thomas Ryberg (in his Twitter comment) and the interview mentioned above bring forward important concerns regarding the politics of knowledge: for instance, the issue of developing countries and their knowledge forms (currently) being underrepresented and perhaps even repressed. Also, if videobased instructions become the new acknowledged way of education, what kinds of societal concequences would that bring about? What if governments and/or citizens were to start believing that key figures from certain elite universities possess better knowledge than their own professors and university teachers?

There is a lot of really important relationships and a lot of politics to take into consideration when working with MOOCs.

We need NOT TO FORGET the allways important question of REPRESENTATION!