In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ inter­active research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multi­membership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individua­­­­lized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers. / Lärare i en ny tid: Om kunskapsbildning mellan lärare och forskare

Professional competencies are explicitly identified in the primary learning outcomes for science and engineering degrees at many tertiary institutions.  Fulfillment of the requirements to equip our students with these skills, while formally acknowledged as important by all stakeholders, can be hard to demonstrate in practice.  Most degree awarding institutions would have difficulties if asked to document where in degree programs such competencies are developed. The work in this thesis addresses the issue of professional competencies from several angles.  The Open-Ended Group Project (OEGP) concept is introduced and proposed as an approach to constructing learning environments in which students’ development of professional competencies can be stimulated and assessed.  Scholarly, research-based development of the IT in Society course unit (ITiS) is described and analyzed in order to present ideas for tailoring OEGP-based course units towards meeting learning objectives related to professional competence.  Work in this thesis includes an examination of both the meanings attributed to the term professional competencies, and methods which can be used to assess the competencies once they are agreed on. The empirical work on developing ITiS is based on a framework for educational research, which has been both refined and extended as an integral part of my research.  The action research methodology is presented and concrete examples of implementations of different pedagogical interventions, based on the methodology, are given.  The framework provides support for relating a theoretical foundation to studies, or development, of learning environments.  The particular theoretical foundation for the examples in this thesis includes, apart from the action research methodology, constructivism, conceptual change, threshold concepts, communities of practice, ill-structured problem solving, the reflective practicum, and problem based learning. The key finding in this thesis is that development and assessment of professional competencies is not a pipe dream.  Assessment can be accomplished, and the OEGP concept provides a flexible base for creating an appropriate learning environment for this purpose. / <p>Felaktigt tryckt som Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Science and Technology 738</p>

Made available in DSpace on 2010-04-20T20:48:26Z (GMT). No. of bitstreams: 3 98401.pdf.jpg: 18155 bytes, checksum: 7878798b0c765f2ba045407a500ace4f (MD5) 98401.pdf: 1790457 bytes, checksum: 008620286692c19b422a4bb22269c19d (MD5) 98401.pdf.txt: 930766 bytes, checksum: 953551ff8bb3eac613d164ec55d3ee8d (MD5) Previous issue date: 2005-10-24T00:00:00Z / Este trabalho foi realizado com o objetivo de identificar se programas de relação entre universidade e sociedade orientados para a valorização e articulação de diferentes saberes são espaços privilegiados de aprendizagem organizacional. Foram estudados oito programas de relação entre universidade e sociedade, criados entre 1992 e 2001 e ainda em curso, no Brasil. Foram exploradas características de processos de aprendizagem no contexto das atividades desses programas, bem como mecanismos pelos quais articulam diferentes saberes, tanto entre segmentos nas próprias universidades, como em suas relações com a sociedade. O Programa de Desenvolvimento e Gestão Social (PDGS), da Universidade Federal da Bahia, foi estudado em profundidade, por meio da observação participante, entre agosto de 2003 e fevereiro de 2005. O foco da análise foi uma experiência de residência social – metodologia desenvolvida pelo PDGS para a formação de gestores sociais, baseada na articulação entre saberes científicos multidisciplinares e saberes não-científicos. Os demais sete programas foram estudados por meio de recursos para estudos de casos múltiplos, buscando-se ampliar a compreensão do fenômeno em análise: aprendizagem e articulação de saberes nas relações entre universidade e sociedade. O estudo baseou-se na abordagem social da aprendizagem, o que implica na ênfase às interações sociais que propiciam oportunidades de aprendizagem individual e organizacional, sobretudo no âmbito de comunidades de prática, em lugar da ênfase à aprendizagem que acontece na mente dos indivíduos, própria da abordagem cognitiva da aprendizagem. Foram, também, discutidas as relações entre o conhecimento científico e outros tipos de conhecimentos presentes na sociedade, buscando-se identificar a possibilidade de um padrão de relação mais horizontalizado entre eles do que o padrão definido a partir da ruptura da ciência com o senso comum, que fundou a ciência moderna. O estudo permitiu concluir que os programas analisados podem ser considerados espaços privilegiados de aprendizagem organizacional, embora enfrentem limites de diversas ordens para que esse potencial seja plenamente exercido. Conclui-se, ainda, que a aprendizagem e a articulação de diferentes saberes potencializam-se mutuamente e que ambas são propiciadas em situações que envolvem o engajamento de pessoas de diferentes formações e trajetórias em torno de práticas e empreendimentos compartilhados. / This work aims to identify if programmes based on the relationship between universities and the society, oriented to the valorisation of knowledge interaction are privileged spaces of organizational learning. One studied eight programmes based on the relationship between university and the society, created between 1992 and 2001, which are still running in Brazil. It was explored characteristics of learning process in the context of activities of these programmes, as well as mechanisms through which different forms of knowledge are linked, both in segments of universities themselves and in their relation with society. The Programa de Desenvolvimento e Gestão Social (PDGS), from the Universidade Federal da Bahia, was deeply studied using participant observation, between August 2003 and February 2005. The focus of this analysis was an experience called residência social (social internship) – a methodology developed by PDGS to form social managers, rooted on the interaction and sharing of multidisciplinary scientific knowledge and non-scientific knowledge. The other programmes were studied using multiple case study approach and sought to extend the comprehension of the phenomena under analysis: learning and articulation of knowledge between universities and society. The study was grounded in the social learning approach, which implies the emphasis of social interactions to create opportunities of individual and organizational learning, particularly in the context of communities of practice, replacing the emphasis on individual’s minds, as the cognitive learning approach emphasizes. It was also discussed the relationships among scientific knowledge and other types of knowledge found in society, seeking to identify the possibility of constituency of a more horizontal pattern of interaction between them, instead of focusing on the rupture between science and common sense that launched modern science. This study allows concluding that the programmes analysed can be considered privileged spaces of organizational learning, despite the limitation of different sorts posed on the development of this potential. Ones also conclude that learning and interaction of different knowledge can be mutually reinforced and that both occur in situations that involve people with different backgrounds and histories around practices and shared initiatives.

Knowledge Management aims to improve organisational performance and it marks the beginning of organisational transformation. The two types of knowledge managed are respectively categorised “tacit” and “explicit.” This research investigated the effectiveness of Knowledge Management for organisational transformation in Namibia. It was necessitated by the lack of knowledge sharing among employees and also lack of appropriate tools for effective Knowledge Management. Moreover, some organisations engage in Knowledge Management practices without a full understanding of the processes involved. This was determined by a through literature review which indicated that there were very few studies conducted on Knowledge Management in Namibia as shown on Table 1.1 on page 6. The study therefore provided a nuanced understanding of Knowledge Management. The study additionally established that the use of appropriate tools and technologies to better manage the knowledge ultimately improves organisational performance. The research objectives sought to explore the initiatives deployed to enable knowledge sharing, identify barriers to effective Knowledge Management, analyse the role of social media for knowledge sharing and also measure the effectiveness of the knowledge transfer activities. A mixed method research methodology was used to conduct this investigation. Participants were selected through purposive sampling. Out of 130 questionnaires distributed, 112 were fully completed and returned. This represented an 86.1% response rate. The results of the study revealed that organisational transformation is dependent on effective Knowledge Management. In addition to that, the study found that there is a correlation of 0.6 between Information Technology and Knowledge Management. The study further revealed that initiatives to enable knowledge sharing start with executive support and the employees should be motivated to share knowledge. More so, it was also found that lack of funds for Knowledge Management projects is the greatest barrier in organisations. Effective Knowledge Management is facilitated by social media. Finally, it was found that the most effective knowledge transfer activity is a collaborative virtual workspace followed by Communities of Practice. / School of Computing / M.Sc. (Computing)

Made available in DSpace on 2014-07-29T14:57:47Z (GMT). No. of bitstreams: 1 Jair Abu Bechir.pdf: 1897586 bytes, checksum: 834fb42cf429bcbe21e61df13dc6bc01 (MD5) Previous issue date: 2010-10-04 / The objective of this dissertation is to present the framework Airetama. This framework is based on Multiagent Systems and Semantic Web principles. It provides a semantic, distributed and open-source infrastructure for the creation of Virtual Communities of Practice on the Web. It makes possible, through the use of agents, coupling of resources and tools that use semantic technologies. Integration of semantic in the current Web has as main objective to allow such software agents can use their pages more intelligently, thus offering better service. / O objetivo desta dissertação é apresentar o arcabouço Airetama. Este arcabouço é baseado em Sistemas Multiagentes e nos princípios da Web Semântica. Ele fornece uma infraestrutura semântica, distribuída e open-source para a criação de Comunidades Virtuais de Prática na Web. Possibilita, através do uso de agentes, o acoplamento de ferramentas que utilizam recursos e tecnologias semânticas. A inserção de semântica na Web atual tem como principal objetivo permitir que tais agentes de software possam utilizar suas páginas de maneira mais inteligente, oferecendo melhores serviços.

Computing education has struggled with student engagement and diversity in the student population for a long time. Research in science, technology, engineering, and mathematics (STEM) education suggests that taking a social, long-term perspective on learning is a fruitful approach to resolving some of these persistent challenges. A longitudinal study has been conducted, following students from two computing study programmes (CS/IT) over a three-year period. The students reflected on their experiences with CS/IT in a series of interviews. Drawing on social identity theory, the analysis has focused on describing participation in CS/IT, doing, thinking, feeling in relation to CS/IT, as negotiated among different people. Phenomenographic analysis yields an outcome space that describes increasingly broad ways in which the students experience participation in CS/IT over the years. Two further outcome spaces provide nuanced insights into experiences that are of increasing relevance as the students advance in their studies; participation as problem solving and problem solving for others. Problem solving defined as solving difficult (technical) problems seems predominate in the learning environment. Problem solving for others brings the user into perspective, but first in the human computer interaction (HCI) course in year three. Students react with scepticism to HCI, excluding HCI from computing, some are students who commenced their studies with broader interests in computing. Demonstrating (technical) problem solving competence is the most vital indicator competence in the two study programmes and the students adapt their reflections on who they are as computing students and professionals accordingly. People showing broader interests in computing risk being marginalised. I identify a gap between conceptions of computing as interdisciplinary and important for society and constructions of computing as technical. Closing the gap could improve retention and diversity, and result in graduates that are better prepared to contribute to societal development.

Canada’s response to the Syrian refugee crisis includes a unique program where private citizens can raise funds to sponsor a refugee family. This private refugee sponsorship program tasks citizens with both the financial and social aspects of a refugee’s integration for their first year in Canada. The success of the program has led many other countries, particularly in Europe, to consider adopting a similar approach. Although there has been an increased interest in the program, there is a lack of research into the sponsorship experience. This study aims to provide further insight into the sponsorship experience by studying whether it includes an element of learning for the sponsors. This was done by conducting in-depth interviews and analyzing them based on situated learning theory and placing the results in the context of previous research done on sponsors in Canada during the Kosovo crisis. The principle findings of this study show that private refugee sponsorship groups are indeed sites of adult learning for the sponsors. However, the degree to which this is the case differs depending on how sponsorship groups are positioned vis-à-vis the refugee family and the professional settlement community.

This research set out to explore the curriculum experiences of French-speaking students in a private tertiary education institution. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering methods included a blend of semistructured interviews, document analysis, participant observation and field notes. Data analysis employed content and thematic analyses. Findings that emerged from the study were seven-fold: First, the academic experiences of French-speaking students from pre-degree to third-year degree programme entailed a rigorous negotiation with the LoLT. They negotiated the pre-degree route to mainstream degree programme due to non-compliance with academic standards set for higher education. Second, French-speaking students negotiated the pre-degree route to mainstream degree programme because their curricula of study, while they negotiated secondary school education in French-speaking countries were not recognized by most South African public universities. Third, French-speaking students experienced a number of hidden curriculum experiences which were not visible but influenced the planned, enacted and assessed curricula. Fourth, the deportment of lecturers was a useful asset. Lecturers were sourced from different sociocultural perspectives of the world. The impact of lecturers’ deportment led to commitment to achieve excellence and dedication towards student learning. Fifth, the use of Zulu, Sotho and sporadic use of Afrikaans languages by lecturers became sociocultural experiences of French-speaking students. The impact of this was felt by French-speaking students when they took a longer time to negotiate transition from French-speaking to English-speaking. The rate at which white lecturers spoke and the unfamiliar accents of black South African lecturers became important aspects of experiences they negotiated at Montana College. Sixth, learning ensues when there is a hybridization of the three sociocultural factors namely language of communication, acculturation to the domain of influence and mediated identity. Seventh, it was found that power relations manifested themselves in different perspectives at Montana College. Lave and Wenger (1991) proposed that power relations exist in the field of education where teachers exercise their roles as facilitators of learning and students see that they are in possession of economic power, by virtue of the fact that they pay fees. Consequently the issues of power relations abound in the form of the “continuity-displacement contradictions” as suggested by Lave and Wenger (1991:115-116). Much new knowledge came to light, especially in terms of the three sociocultural factors (language, acculturation and identity). When these are in a state of redress, there is an emergent learning, depending on the extent of hybridization between the sociocultural factors. The magnitude of learning is conceptualized to depend on the extent of redress or hybridization among the sociocultural factors. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Digitalisering och automatisering har alltmer kopplats till argument om förändringar i arbetslivet. I den här uppsatsen undersöks digitalisering och automatisering i praktiken genom att fokusera på HR-praktiker och organisering av automatisering i HR-avdelningar i större organisationer i Sverige. Trots att det finns flera rapporter, som hävdar att automatiseringsteknologierkommer att förändra HR, finns det få empiriska studier om denna förändring. Syftet med studien är därförattfå en djupare förståelse för digitalisering och automatisering på HR-avdelningar i större organisationer utifrån ett Human Resource Development perspektiv.Genom att använda ett organiseringsperspektiv och situerat perspektiv på lärande, samt teorier om gränser och gränsöverskridande roller, har studien fokuserat på lärande-och förändringsprocesser vid automatisering. Studien har en kvalitativ ansats och har använt en tvärsnittsdesign,där sju semistrukturerade intervjuer har genomförts med HR-praktiker från sex olika organisationer. Resultatet visade att det finns kontextuella skillnader mellan HR-avdelningarna gällande hur de har organiserat arbetet med automatisering, vilket har skapat olika förutsättningar för förändring och lärande. En central del i resultatet är behovet av en gränsöverskridande roll mellan HR-och IT-avdelningen. Studien visade även att automatisering inom HR inte innebar en förändring i arbete och kompetens för all HR-personal, då det endast var viss HR-personal vars arbete hade påverkats av automatisering. / Digitalization and automation has increasingly been connected to arguments about changes in working life. This study address digitalization and automation in practice by focusing on HR-practitioners and the organizing of automation in HR units at larger organizations in Sweden. Despite several reportsarguing thatautomation technologies will changeHuman Resources,there arefew empirical studies about this transformation. Therefore the aim of the study isto get a deeper understanding of digitalization and automationin HR-units at larger organizations from a Human Resource Development perspective. By using a organizing and situated learning perspective and theories about boundaries and boundary roles, the study have focused on learning and change processes with automation. The study hasa qualitative approach and used a cross-sectional design. Seven semi-structured interviews have been conducted with HR-practitioners from six different organizations. The findings showed that there are contextual differences between the HR departments regarding how they have organized for automation, which have created different conditionsfor change and learning. A key finding is the need for a boundary role between the HR and IT department. The study also showsthat automation does not imply a change in work and competence for all HR-personnel, as there were only a few persons whichjob had been affected by automation.

No description available.