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Lindgren, J. & Isaksson, A. (2024). Interactive Project-Based Teaching – Meeting The Challenges Of The Coming Generations Of Students. In: Mafalda Carmo (Ed.), Education and new developments 2024: Volume 1. Paper presented at International Conference on Education and New Developments (END) 2024, Porto, Portugal, 15-17 June, 2024 (pp. 213-217). Lisboa: inScience Press, 1
Open this publication in new window or tab >>Interactive Project-Based Teaching – Meeting The Challenges Of The Coming Generations Of Students
2024 (English)In: Education and new developments 2024: Volume 1 / [ed] Mafalda Carmo, Lisboa: inScience Press, 2024, Vol. 1, p. 213-217Conference paper, Published paper (Refereed)
Abstract [en]

Experiences from the authors' teaching indicate that students are becoming less focused on educational exploration and critical thinking. In parallel, Broo, Kaynak, and Sait (2022) highlight that future engineers must be fluent in different technologies, methods, and methodologies. Hence, the fast changes that take place require a highly dynamic capability among the workforce of tomorrow, which is opposite to many students' behavior in teaching and courses. This sheds light on Project Based Learning, in its essence, student-centred and with a dynamic approach to teaching where students study real-world problems and challenges (Kokotsaki, Menzies, et al. 2016). Similarities exist with Problem-based earning, where complex real-world problems are also at the centre to promote student learning. Bothhese concepts can promote the development of critical thinking skills, problem-solving abilities,communication skills, and the possibility of working in groups (see, for example, De Graaf and Kolmos, 2003). This research report documented experiences involved in moving from a more traditional teaching approach into a more project-based approach regarding a course in construction management, undertaken four times with a new structure in which a problem-based approach was developed. One of the key issues at hand with the course was to develop it and stimulate students interest in the course subject, i.e., intrinsic motivation (Entwistle, 2009), motivation that comes from “interest in what is being learned and feelings of pleasure derived from it” (pp 20), and not from external rewards (extrinsic motivation). Based on previous experiences from project-based learning, course material has been developed in four rounds, where each course provided feedback to develop the course further. The course focused on an already conducted construction project, which was modified for each round so the students could create new frames for the project. Feedback was received during the course, and individually, students at the end of the course provided feedback to coming rounds. The results from this development show interesting challenges in teaching regarding the balance between showing results from the actual project vs. stimulation of creativity among students, with a clear conclusion that age, and work experience positively affect how the students execute the projects. It also directly shows the significance of the course framing and the variation of project set-ups in the course. Our findings also show values in PBL for students’ ability to handle changes in a world with many insecure influences. © 2024 inScience Press

Place, publisher, year, edition, pages
Lisboa: inScience Press, 2024
Series
Education and new developments, ISSN 2184-044X, E-ISSN 2184-1489
Keywords
Problem-based learning, Project-based learning, Intrinsic motivation, Flexible learning
National Category
Other Civil Engineering
Identifiers
urn:nbn:se:hh:diva-53889 (URN)978-989-35106-9-8 (ISBN)
Conference
International Conference on Education and New Developments (END) 2024, Porto, Portugal, 15-17 June, 2024
Available from: 2024-06-17 Created: 2024-06-17 Last updated: 2024-07-09Bibliographically approved
Mirskaya, M., Isaksson, A., Lindgren, E.-C. & Carlsson, I.-M. (2024). Living with the consequences of symptomatic pelvic organ prolapse following vaginal childbirth - a partner's perspective [Letter to the editor]. Gynecology And Pelvic Medicine, 7, 1-3
Open this publication in new window or tab >>Living with the consequences of symptomatic pelvic organ prolapse following vaginal childbirth - a partner's perspective
2024 (English)In: Gynecology And Pelvic Medicine, E-ISSN 2617-4499, Vol. 7, p. 1-3Article in journal, Letter (Refereed) Published
Place, publisher, year, edition, pages
Shatin, Hong Kong: AME Publishing Company, 2024
National Category
Gynaecology, Obstetrics and Reproductive Medicine
Identifiers
urn:nbn:se:hh:diva-55386 (URN)10.21037/gpm-24-36 (DOI)001399025300002 ()
Available from: 2025-02-14 Created: 2025-02-14 Last updated: 2025-02-14Bibliographically approved
Isaksson, A. (2024). Mitigation measures for addressing gender bias in artificial intelligence within healthcare settings: a critical area of sociological inquiry. AI & Society: The Journal of Human-Centred Systems and Machine Intelligence
Open this publication in new window or tab >>Mitigation measures for addressing gender bias in artificial intelligence within healthcare settings: a critical area of sociological inquiry
2024 (English)In: AI & Society: The Journal of Human-Centred Systems and Machine Intelligence, ISSN 0951-5666, E-ISSN 1435-5655Article in journal (Refereed) Epub ahead of print
Abstract [en]

Artificial intelligence (AI) is often described as crucial for making healthcare safer and more efficient. However, some studies point in the opposite direction, demonstrating how biases in AI cause inequalities and discrimination. As a result, a growing body of research suggests mitigation measures to avoid gender bias. Typically, mitigation measures address various stakeholders such as the industry, academia, and policy-makers. To the author’s knowledge, these have not undergone sociological analysis. The article fills this gap and explores five examples of mitigation measures designed to counteract gender bias in AI within the healthcare sector. The rapid development of AI in healthcare plays a crucial role globally and must refrain from creating or reinforcing inequality and discrimination. In this effort, mitigation measures to avoid gender bias in AI in healthcare are central tools and, therefore, essential to explore from a social science perspective, including sociology. Sociologists have made valuable contributions to studying inequalities and disparities in AI. However, research has pointed out that more engagement is needed, specifically regarding bias in AI. While acknowledging the importance of these measures, the article suggests that they lack accountable agents for implementation and overlook potential implementation barriers such as resistance, power relations, and knowledge hierarchies. Recognizing the conditions where the mitigation measures are to be implemented is essential for understanding the potential challenges that may arise. Consequently, more studies are needed to explore the practical implementation of mitigation measures from a social science perspective and a systematic review of mitigation measures. © The Author(s) 2024.

Place, publisher, year, edition, pages
London: Springer London, 2024
Keywords
Artifcial intelligence, Gender bias, Mitigation measures, Healthcare sector
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-54638 (URN)10.1007/s00146-024-02067-y (DOI)001315047500001 ()2-s2.0-85204407497& (Scopus ID)
Funder
Åke Wiberg Foundation, H22-0022Halmstad University
Available from: 2024-09-20 Created: 2024-09-20 Last updated: 2024-10-15Bibliographically approved
Teleman, B. & Isaksson, A. (2024). Nudging Child Participation in Care through Normcreative Technology. In: Axel Wolf; Joakim Öhlén (Ed.), The first Global Conference on Person-Centred Care: Knowledge(s) and Innovations for Health in Changing Societies: Abstract Book. Paper presented at Global Conference on Person-Centred Care: GCPCC 2024, Gothenburg, May 14-16, 2024 (pp. 108-108).
Open this publication in new window or tab >>Nudging Child Participation in Care through Normcreative Technology
2024 (English)In: The first Global Conference on Person-Centred Care: Knowledge(s) and Innovations for Health in Changing Societies: Abstract Book / [ed] Axel Wolf; Joakim Öhlén, 2024, p. 108-108Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Background: This study aims to fill the existing knowledge gap concerning the potential of support tools to amplify child perspectives and foster a more person-centred approach to children’s care. Digital tools have been posited as advantageous in facilitating children’s participation, and norm-critical design perspectives hold promise in enhancing inclusiveness within such support tools. This involves counteracting adult-centric and biomedical norms. Such perspectives also entail a shift in emphasis from solely addressing individual barriers to critically examining prevailing structures and contextual norms. Methods: Acknowledging the influential role and power position of care professionals, our paper explores 11 professionals’ perceptions of how one digital support tool affected child participation in paediatric and social care meetings. Professionals’ narratives were analysed from a socio-technical perspective. Results: We found that different aspects of the tool’s design and materiality were perceived to improve the participatory conditions for some children but not all. In cases where professionals experienced that the tool facilitated participation, it was described how redistribution of control affected conversation topics, meeting dynamics, and involvement from guardians. Based on these experiences, professionals identified shortcomings in current approaches and practices. They expressed an increased openness toward new tools and proposed ideas for alternative ways of working. Implications: The results strengthen arguments about the importance of offering children different means of participation. We discuss what properties of the tool were perceived to facilitate instant participation, and also what implications such experiences may have for norm transformation in care contexts over time. The insights can help designers and care professionals aiming to nudge participation for children in care contexts.

National Category
Health Sciences Design
Research subject
Health Innovation, IDC
Identifiers
urn:nbn:se:hh:diva-54511 (URN)
Conference
Global Conference on Person-Centred Care: GCPCC 2024, Gothenburg, May 14-16, 2024
Available from: 2024-08-27 Created: 2024-08-27 Last updated: 2024-10-28Bibliographically approved
Isaksson, A. (2024). The potential of incorporating norm-critical design objects as a pedagogical tool in sociology courses. Frontiers in Sociology, 9, Article ID 1405374.
Open this publication in new window or tab >>The potential of incorporating norm-critical design objects as a pedagogical tool in sociology courses
2024 (English)In: Frontiers in Sociology, E-ISSN 2297-7775, Vol. 9, article id 1405374Article in journal (Refereed) Published
Abstract [en]

Previous research has raised challenges in teaching gender theory in sociology courses. While many students appreciate such theories, some students resist sociological approaches to gender, sexualities, and social inequalities. There is a growing body of research that has recognized and explored pedagogical tools aiming to help students engage with sociological insights and concepts related to gender. However, more studies and pedagogical frameworks are needed to guide higher education teachers. Consequently, this perspective article aims to introduce and present how norm-critical design objects can be used as a pedagogical tool to enhance student learning and engagement. The article demonstrates how such objects have been incorporated into sociology courses and provides a springboard for reflective, thorough, and problematizing approaches to gender issues in sociology. Further, the article encourages a broader sociological discussion about the potential of using norm-critical design objects in sociology courses. © 2024 Isaksson.

Place, publisher, year, edition, pages
Lausanne: Frontiers Media S.A., 2024
Keywords
norm-critical design, pedagogical tool, gender, sociology courses, teaching
National Category
Sociology
Research subject
Smart Cities and Communities, REBEL
Identifiers
urn:nbn:se:hh:diva-54307 (URN)10.3389/fsoc.2024.1405374 (DOI)001266510100001 ()2-s2.0-85198523996 (Scopus ID)
Available from: 2024-07-14 Created: 2024-07-14 Last updated: 2024-07-30Bibliographically approved
Teleman, B., Svedberg, P., Isaksson, A. & Nygren, J. M. (2024). Tools and Norm Critical Aspects in Participatory Health Research and Design involving Marginalized Youth: A Scoping Review. In: Axel Wolf; Joakim Öhlén (Ed.), The first Global Conference on Person-Centred Care: Knowledge(s) and Innovations for Health in Changing Societies: Abstract Book. Paper presented at The first Global Conference on Person-Centred Care (GCPCC 2024) Knowledge(s) and Innovations for Health in Changing Societies, Gothenburg, May 14-16, 2024 (pp. 147-148). Gothenburg: University of Gothenburg
Open this publication in new window or tab >>Tools and Norm Critical Aspects in Participatory Health Research and Design involving Marginalized Youth: A Scoping Review
2024 (English)In: The first Global Conference on Person-Centred Care: Knowledge(s) and Innovations for Health in Changing Societies: Abstract Book / [ed] Axel Wolf; Joakim Öhlén, Gothenburg: University of Gothenburg, 2024, p. 147-148Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Background: To enhance person-centered approaches for youths within care contexts, developments must engage individuals with lived experience. There is a risk that the perceived intricacies of engaging vulnerable youths deter researchers from including them. Despite the expanding body of health-related research involving young individuals, the utilization of pathogenic methodologies and traditional research methods risk excluding marginalised youth and preserving biases in knowledge production. Among these youth, some face multiple marginalization and without norm-critical perspectives their involvement could lead to tokenism and disempowerment. Hence, there is a need for inclusive, adaptable research tools. Objective: To assist researchers in making methodological decisions, this study pull together method contributions from recent health-related research and design projects that involved marginalized or vulnerable youth in a range of fields. We explore participation levels and norm-critical aspects and maps the rationales, outcomes, and tools. Methods: An interpretive scoping review was conducted. 508 studies were identified by searching six databases, and 38 were included for analysis. An analytical framework was created based on Hart’s Ladder of Participation and literature in critical participatory and health-related research. Results: The studies represented 18 different disciplines. 11 to 15-year-olds were most likely to be involved. A great variation in tools and materials was observed, where visual material was used in 20 out of 38 studies (of which 13 used Photovoice). Participation levels were not directly related to tool types. Rather, high levels of participation were often found where norm-critical aspects were largely reflected. Studies that developed tools, interventions or services reached lower scores for participation levels and norm-critical aspects compared to studies that aimed for a general understanding of target group perspectives. While many studies stressed their method contribution, few compared or critically reflected on their choice of tools. Furthermore, studies differed in their acknowledgement of participants’ expertise and contributions.

Place, publisher, year, edition, pages
Gothenburg: University of Gothenburg, 2024
National Category
Design Health Sciences
Research subject
Health Innovation, IDC
Identifiers
urn:nbn:se:hh:diva-54512 (URN)
Conference
The first Global Conference on Person-Centred Care (GCPCC 2024) Knowledge(s) and Innovations for Health in Changing Societies, Gothenburg, May 14-16, 2024
Available from: 2024-08-27 Created: 2024-08-27 Last updated: 2024-11-20Bibliographically approved
Mirskaya, M., Isaksson, A., Lindgren, E.-C. & Carlsson, I.-M. (2023). Bearing the burden of spill-over effects: Living with a woman affected by symptomatic pelvic organ prolapse after vaginal birth - from a partner's perspective. Sexual & Reproductive HealthCare, 37, Article ID 100894.
Open this publication in new window or tab >>Bearing the burden of spill-over effects: Living with a woman affected by symptomatic pelvic organ prolapse after vaginal birth - from a partner's perspective
2023 (English)In: Sexual & Reproductive HealthCare, ISSN 1877-5756, E-ISSN 1877-5764, Vol. 37, article id 100894Article in journal (Refereed) Published
Abstract [en]

INTRODUCTION: Symptomatic pelvic organ prolapse (sPOP) can have a negative impact on a woman's health. While research exists about the impact of sPOP on women, little is known about the effect on their partners. Therefore, this study aimed to explore, from the partner's perspective, what it means to live with a woman with symptomatic pelvic organ prolapse after vaginal birth. METHODS: A qualitative explorative design with a constructed grounded theory approach was taken to analyse the interviews of 13 partners who experienced living with a woman who had sPOP after vaginal birth. RESULTS: "The theory of bearing the burden of spill-over effects" was constructed based on a core category: "Facing a new restricted life", with related categories "Giving up valued activities"; "Struggling with added demands"; "Changing intimate behaviour" and "Redefining future family planning". The theory also contains factors constraining and enabling adjustment to the new reality. While the shortcomings of healthcare constrained the process of adjustment, getting competent treatment and the feeling of love for the family enabled it. CONCLUSION: This study demonstrated that women's sPOP had an apparently negative impact on partners' health behaviours, sexual health, relationship harmony, and psychological well-being. The partners indicated they were unprepared for post-birth adversities and distressed by the lack of treatment options. There is a need to develop prenatal information highlighting the potential risks of sPOP which may be accompanied by levator ani muscle injury, implement guidelines for the prevention and management of these conditions, and offer targeted support to partners if needed. Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2023
Keywords
Levator injury, Partner’s perspective, Pelvic organ prolapse, Qualitative research, Sexual health, Vaginal birth
National Category
Gynaecology, Obstetrics and Reproductive Medicine
Identifiers
urn:nbn:se:hh:diva-51671 (URN)10.1016/j.srhc.2023.100894 (DOI)001063743800001 ()37586304 (PubMedID)2-s2.0-85169848104 (Scopus ID)
Note

Funding: This study was financially supported by the Varbergs Sparbank through Sparbanksstiftelsen Varberg.

Available from: 2023-09-22 Created: 2023-09-22 Last updated: 2025-02-11Bibliographically approved
Isaksson, A. (2022). Changing attitudes and/or moving walls?: Achieving Gender Equality in the Swedish fire and rescue service. In: : . Paper presented at 9th International Conference on Gender & Women’s Studies, Singapore, Singapore (Online), 13 August, 2022.
Open this publication in new window or tab >>Changing attitudes and/or moving walls?: Achieving Gender Equality in the Swedish fire and rescue service
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The firefighter profession is still one of the most male-dominated professions in Sweden. Over the last decades, several gender equality and diversity projects have been carried out in this sector. These projects, like gender equality work in general, have often focused on knowledge-raising activities that are expected to lead to changes in discriminatory attitudes and values. In the project Future Inclusive Rescue Service (FIRe), funded by the Sweden’s innovation agency Vinnova, a different type of approach was used. The project resulted in the norm-creative standard/folder "Social constructions norms". This standard/folder was developed in collaboration between researchers, employees at a fire protection association and an architectural firm. “Social construction norms” make light of how architecture and social relations affect each other. It focuses specifically on how the design of changing rooms in the fire and rescue service can contribute to both inclusive and exclusive practices. In this talk “Social construction norms” is presented and how it in a broader perspective sheds light on what can happen when we take our point of departure in how the physical environment can promote and constrain gender equality. How can the movement of walls affect behaviors, attitudes, and values?

Keywords
Gender Equality, Social Norms, Physical Environment
National Category
Sociology
Identifiers
urn:nbn:se:hh:diva-47948 (URN)
Conference
9th International Conference on Gender & Women’s Studies, Singapore, Singapore (Online), 13 August, 2022
Available from: 2022-08-25 Created: 2022-08-25 Last updated: 2024-05-02Bibliographically approved
Isaksson, A., Lindgren, J. & Nilsson, P. (2022). G-core as an innovative tool to support reflection in a higher education online course. In: Luis Gómez Chova; López Martínez; Joanna Lees (Ed.), ICERI2022 Proceedings: 15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain. Paper presented at 15th annual International Conference of Education, Research and Innovation, Seville, Spain. 7-9 November, 2022 (pp. 4466-4473). Valencia: IATED Academy
Open this publication in new window or tab >>G-core as an innovative tool to support reflection in a higher education online course
2022 (English)In: ICERI2022 Proceedings: 15th International conference of education, research and innovation. November 7th-9th, 2022 Seville, Spain / [ed] Luis Gómez Chova; López Martínez; Joanna Lees, Valencia: IATED Academy , 2022, p. 4466-4473Conference paper, Published paper (Refereed)
Abstract [en]

Online-learning has been of growing use in higher education to meet needs of more flexible ways of developing knowledge and skills. However, online modules require careful considerations regarding content and opportunities for participants to reflect and interact with the teacher and the course-material. Teachers also need to support students with high quality material, respond to students´ assignments and encourage deep reflection and discussion concerning course content. Online teaching provides opportunities for participants to access course content in a flexible way [1]. This study regards a higher education online course in gender mainstreaming aiming to support university teachers to integrate a gender perspective into the teaching content. Previous research has demonstrated teachers experiencing gender mainstreaming in higher education as a challenge [2], which is why we in this course used a reflective tool (CoRe) developed from science education research [3] to support participants´ reflection on how to integrate gender aspects. The content for teaching is formulated through Big Ideas and reflected in pedagogical prompts e.g., what is to be learnt and why, as well as possible difficulties in understanding the content. In the online module we developed a G-CoRe (Gender CoRe) where participants reflect on how to integrate gender aspects into the teaching content. The participants accessed the online material in a flexible way, enabling creation of their own learning journey. The course lacks discussion forum and/or online interaction with other participants, components often considered crucial for online learning in developing the students’ abilities to discuss and reflect [4]. However, in this course, the G-CoRe was used to promote critical thinking and reflection in other ways. The design of the G-CoRe includes individual thinking and reflection, feedback from at least one colleague and then a revision of the G-CoRe and a recorded oral reflection. Here, we report findings when five university teachers used the G-CoRe in the online course. The result indicates the G-CoRe as a valuable tool to stimulate reflection and student-centered learning in relation to the integration of gender aspects in the content and teaching. Even if the online course did not include “traditional” discussion forums, the G-CoRe design encouraged reflection among participants. As such, our findings suggest that a reflective tool such as G-CoRe has the potential to stimulate student-centered online learning to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice. © Copyright 2022, IATED Academy

Place, publisher, year, edition, pages
Valencia: IATED Academy, 2022
Series
ICERI Proceedings, ISSN 2340-1095
Keywords
reflection, online course, gender mainstreaming, higher education
National Category
Pedagogy
Research subject
Smart Cities and Communities, LEADS
Identifiers
urn:nbn:se:hh:diva-48713 (URN)10.21125/iceri.2022.1076 (DOI)978-84-09-45476-1 (ISBN)
Conference
15th annual International Conference of Education, Research and Innovation, Seville, Spain. 7-9 November, 2022
Available from: 2022-12-02 Created: 2022-12-02 Last updated: 2022-12-14Bibliographically approved
Eriksson, H., Högdin, S. & Isaksson, A. (2022). Teachers' guiding role - On the tension between reflexivity and reproduction. International Journal of Educational Research Open, 3, Article ID 100187.
Open this publication in new window or tab >>Teachers' guiding role - On the tension between reflexivity and reproduction
2022 (English)In: International Journal of Educational Research Open, E-ISSN 2666-3740, Vol. 3, article id 100187Article in journal (Refereed) Published
Abstract [en]

In Sweden, study and career guidance is the responsibility of the whole school, which also includes teachers. However, research concerning the role of teachers in study and career guidance is limited if one compares it with the existing research on the role and work of study and career counselors. The overall aim of this article is to provide a deeper understanding of how teachers in a Swedish municipality view their role in guiding students in their future study and career choices. The results show that teachers believe that they must be neutral, objective, and not influence students in their life choices even though they are at the same time aware that not all students have (equal) opportunities to be reflexive and to make choices that are independent of class affiliation. This indicates that teachers have limited possibilities to support their students and to equalize class reproduction in society. © 2022 The Author(s) 

Place, publisher, year, edition, pages
Oxford: Elsevier, 2022
Keywords
Teachers, Study and career guidance, Individualization, Class reproduction
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hh:diva-47499 (URN)10.1016/j.ijedro.2022.100187 (DOI)2-s2.0-85133486995 (Scopus ID)
Funder
Region Halland
Note

Funding: The municipality of Falkenberg, Region Halland and the county administrative board in Halland, Sweden

Available from: 2022-06-30 Created: 2022-06-30 Last updated: 2023-01-12Bibliographically approved
Projects
Origo - design as social agent towards gender sensitive work for change and innovation [2013-02690_Vinnova]; Halmstad UniversityEquality as a driving force for innovation, part II [2017-05622_Vinnova]; Halmstad University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3720-693X

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