In this essay, the Swedish National Agency for Education's course ”Choosing and Evaluating Digital Learning Resources” is analyzed. The research questions include how the course is structured, if anything is emphasized as important in working with digital tools (and what is emphasized if so), and how much explicit advice is given to teachers and how this advice is formulated. The analysis is conducted through a qualitative content analysis and a coding scheme has been developed for each research question. The TPACK-model is the theoretical framework of the study. The results show that the course primarily consists of explicit advice and that, in most cases, this advice is formulated as lists of concrete advice or lists of questions to reflect on and work with. Important aspects of working with digital tools include purpose, always having a purpose as a teacher, considering didactic questions, and being able to evaluate digital resources. Additionally, the analysis shows that teachers need opportunities for reflection, both individually and together with colleagues. The conclusion is that what is important in all teaching is also important in the development of digital competence. Technology itself does not contribute knowledge, but it must collaborate with the teacher's didactic competence and thus become part of the teacher's professionalism.

Cloocast är en digitalplattform som lanserades i augusti 2020, där mindre aktörer på ett säkert sätt kan sälja sina utbildningar i en web shop. Däremot kvarstår problemet att motivera fler aktörer till att våga använda sig av den nya tekniken som idag finns tillgänglig. Projektets syfte har varit att ta fram en sub-service till Cloocast som motiverar fler aktörer till att vända sig till den digitala plattformen. Projektet har mynnat ut i en social innovation med förhoppningen att på lång sikt generera att fler vill använda sig av digitala utbildningar, att kunskap förs vidare samt att gemenskap ska fortsätta knytas även när samhället förändras. När Covid-19 pandemin stängde ner världen år 2020 blev det tydligare än någonsin hur hjälpsam teknikutvecklingen kan vara. Det finns många områden där mycket information och ovärderlig kunskap kan försvinna om den inte anpassas till dagens samhälle. Även den sociala distanseringen har påverkat samhället på flertalet plan. Minskad inkomst, minskad socialisering och ensamhet är faktorer som bidrar till psykisk ohälsa i samhället. Onlineutbildningar kan vara ett utmärkt sätt att knyta nya kontakter och få en meningsfull fritid hemifrån. / Cloocast is a digital platform launched in August 2020, where smaller players can sell their education online in a safe way. However, the problem remains to motivate more users to use the new technology that is available today. The purpose of the project has been to develop a sub-service to Cloocast, a service which motivates players to use the digital platform. The project has landed on a social innovation with the hope to generate a greater use of digital education in the long run, to pass down knowledge and to create community even when the society is changing. When the Covid-19 pandemic closed down the world in 2020, it became more clear than ever how important the technology has become. There are many areas where invaluable knowledge can disappear if it is not adapted to today's society. Also the social distance has affected the society in multiple ways. A lowered income, reduced socialisation and loneliness are factors contributing to mental illness. Online education can be an excellent way to create community and give people a meaningful time from home.

Under den rådande situationen med pandemin Covid-19 skedde en digitalisering i snabb takt. Denna typ av tvångsdigitalisering har förändrat arbetsmarknaden och genomförandet av utbildningar. Marknaden är enligt tidigare forskning ofta negativt inställd till digital undervisning. Hur väl stämmer företags behov överens med digitala utbildningars utbildningsplan? Syftet är att undersöka hur digitala utbildningar på universitetsnivå riktade mot praktiska yrken kan optimeras för att digitala studenter ska nå högre studieresultat och samtidigt möta marknadens uppleva behov. För att uppfylla syftet genomförs en tvådelad empirisk undersökning det vill säga semistrukturerade intervjuer med praktiskt inriktat företagsunderlag, dess upplevda behov vid nyanställning och genom kartläggning av olika utbildningsplaner analyseras hur digitala utbildningar kan utvecklas.  Det finns utbildningsformer som bättre lämpar sig för digitala studier och det finns utbildningsformer som är bättre lämpade för skolsalsundervisning. Den mest lämpliga utbildningsformen utifrån resultatet av datainsamlingen är ett mellanting mellan digital och skolsalsundervisning, så kallad blended learning som kan skapa förutsättningar för ett mer utvecklat lärande i framtiden. Blended learning innebär att det finns både inslag av digital och fysisk närvaro, där det går att anpassa vilken form som väljs till de olika momenten som ska genomföras. Samhället som utvecklas idag kräver en större digital kompetens vilket resulterar i en större digital mognad, därför är en viktig aspekt att diskutera hur framtidens utbildning ska utformas för att på så sätt uppnå de modifierade kunskapskraven som krävs. / During the current situation with the pandemic Covid-19, digitization took place at a rapid pace. This type of forced digitization has changed the labor market and how to conduct education. According to previous research, the market is often negative about digital education. How well do companies' requirements match the digital education curriculum? The purpose is to investigate how digital education at university level aimed at practical professions can be optimized for digital students to achieve higher study results and at the same time meet the market's perceived needs. To fulfill the purpose, a two-part empirical study is conducted, semi-structured interviews with a practically oriented business basis regarding its perceived needs and through mapping of curriculum, digital education and how it can be developed is analyzed. There are forms of education that are better suited for digital studies and there are forms of education that are better suited for classroom teaching. The most suitable form of education based on the results of data collection is something in between digital and classroom teaching, so-called blended learning, which can create conditions for more developed learning in the future. Blended learning means that there are elements of both digital and physical presence, where it is possible to adapt which form is chosen to the various steps to be carried out. The society that is developing today requires a greater digital competence, which results in a greater digital maturity, therefore an important aspect is to discuss how the education of the future should be designed in order in this way to achieve the modified knowledge requirements required.

Sweden’s healthcare sector faces a significant challenge due to the increasing life expectancy and aging population. This is exacerbated by the anticipated decrease in the working age population, creating extended competency supply challenges for municipalities and regions. Simultaneously, there is a demand for digitalization and the use of digital tools, which entails new challenges for municipalities and regions to manage. This study aims to investigate the current education strategy of a medium sized municipality within the health care sector, referred to as Kommun X, to identify how the education process can be structured and how digital tools can contribute to a more qualitative process. The data collection method utilized in this study is semi-structured interviews, which is in line with a qualitative approach. Moreover, the study incorporates an expert interview that has been analysed alongside the other data sources. In our findings, we propose an approach that combines digital tools with physical meetings. To enhance the structure and accessibility of the education we recommend implementation of a learning management system (LMS) which is compatible with mobile devices. Furthermore, we suggest establishing designated responsibility and support materials for the education. A concluding suggestion is that Kommun X consider the use of VR technology for educational purposes to integrate more interactive experiences for employees.

Background: In healthcare, it is common that personnel handle medical gases. Medical gases can be hazardous if they are handled the wrong way. The healthcare personnel needs knowledge within gas handling to eliminate the risks of mix-ups, inaccurate transportation, inaccurate change of regulators and further on. Therefore, it is essential to educate healthcare personnel in how to handle medical gases in a safe manner. Region Uppsala has been responsible for educations on-site. To make the education more accessible it is desirable to make an interactive online course, with personnel responsible for medical gases as the target group. Aim: To design a digital interactive education, with personnel responsible for medical gases as the target group. Method: Revise material from earlier education plans within gas handling, designing an interactive online course using Articulate 360 storyline and evaluate the pedagogical layout and the information in the first version of the online course. Result: It was found that an interactive online course, with personnel responsible for medical gases within Region Uppsala as the target group should contain general information about gas, medical gases with associated bottles, information about gas cylinder, regulators and their handling and security and management processes. Focus during the making of the online course was to include interactive parts and to follow the principles “Meaningful”, “Engaging” and “Accessible”. The result from the evaluation made on the first version of the education generated about ten points of improvement. Two examples of changes applied to the final version of the education was a change of color from black to white on the icons at the bottom of the layout and addition of a section about emergency shut-off valves. Conclusion: An interactive online course was produced with the purpose to educate personnel responsible for medical gases within Region Uppsala. The created online course is more accessible than the previous education available on-site and with some complementary practical elements, the online course can permanently replace the previous on-site education.

Denna vetenskapliga essä utforskar begreppet animalitet som en aspekt av det levande som människan delar med andra djur. Essän tar sin utgångspunkt i en protest mot hur människan som djur begränsas inom yrkeslivet. Genom att belysa hur människans traditionella förhållande till andra djur bidragit till ett förnekande av den egna animaliteten, prövar essän en tanke om övertro på mänsklig förmåga och vilka konsekvenser den kan få för den yrkesutövande. Med stöd av posthumanistiska teorier och metoden diffraktion utvecklas begreppet animalitet, vars framträdande mening tolkas ”på andra sidan” om; liv, död, professionalitet, idéhistoria, hundar, djur-etik samt författarens egna gestaltningar och insikter av yrkesutövning inom handledning och utbildning. Avslutningsvis görs en kritisk analys av digitala utbildningars avsaknad av mänsklig kroppslighet. Essäns samlade undersökningar visar en etisk och animalistisk yrkesutövning som behövs för att kunna använda specifika kroppsliga förmågor i syfte att skapa förståelse och trygghet inom fenomenet utbildning. / This scientific essay explores the concept of animality as an aspect of the living that humans share with other animals. The essay takes its point of departure in a protest against how man as an animal is limited in professional life. By highlighting how man's traditional relationship with other animals contributed to a denial of his own animality, the essay tests a thought about over-reliance in human ability and what consequences it can have for the professional. With the support of posthumanist theories and the diffraction method, the concept of animality is developed, whose prominent meaning is interpreted "on the other side" of; life, death, professionalism, history of ideas, dogs, animal ethics as well as the author's own portrayals and insights of professional practice in supervision and education. In conclusion, a critical analysis is made of digital education's lack of human physicality. The essay's collected investigations show an ethical and animalistic professional practice that is needed to be able to use specific bodily abilities in order to create understanding and security within the phenomenon of education.