Praksisforløb under covid-19
- cand.it studerende og digital omstilling i praksis
DOI:
https://doi.org/10.7146/lom.v14i24.125702Keywords:
covid-19Abstract
Lockdowns and reorganisations of teaching in higher education have in 2020 affected not only on-campus, face-to-face activities but also ways in which students can participate in practice outside the university. This is true for activities such as field work and interviews, but also students’ internships in private and public companies. This paper focuses on university students who specialise in ICT and organisational change and ways in which their internships in organisations are affected by lockdowns. As these students have knowledge and experience that can contribute to digital reorganisation and developments in lockdowns we focus on the question of How students are affected by participation in internships during Covid-19 and how they are involved in digital reorganisations and developments in lockdowns. The paper builds on interviews with students of a specific Msc programme at Aalborg University, and draws on relevant literature on work integrated learning, problem based learning (PBL) and Covid-19. Theoretically, the focus is on PBL, digitalisation and organisational change in a sociomaterial perspective. Initial analysis of our data suggests that students are involved in both social marginalisation and central digital developments caused by lockdowns and that this forms their professional knowledge as well as practice in the companies.
Downloads
References
Andersen, M.H., Gerwien, R.G. & Kammer, A. (2020) Sammen, hver for sig: universitetsstuderendes læringsstrategier under COVID19-nedlukningen. Tidsskriftet Læring og Medier (LOM) 23 (13), pp 1-18
Bilsland, C., Nagy, H., Smith, P. (2020) Virtual internships and work-integrated learning in hospitality and tourism in a post-COVID-19 world. International Journal of Work-Integrated Learning, 21(4), pp 425-437
Bowen, T. (2020) Work-integrated learning placements and remote working: Experiential learning online. International Journal of Work-Integrated Learning, 21(4), pp 377-386
Briant, S. & Crowther, P. (2020) Reimagining internships through online experiences: Multi-disciplinary engagement for creative industries students. International Journal of Work-Integrated Learning, 21(5), pp 617 -628.
Brinkmann, S. & Tanggaard, L. (2020) Interviewet: samtalen som forskningsmetode. I: Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder, en grundbog. Hans Reitzels Forlag
Chillas, S., Marks, A. & Galloway, L. (2015) Learning to labour: an evaluation of internships and employability in the ICT sector. New Technology, Work and Employment. 30 (1), pp 1-15
Cho, E. (2020) Examining boundaries to understand the impact of COVID-19 on vocational behaviors. Journal of Vocational Behaviors 119, pp 1-3
Ciolfi, L., de Carvalho, A.F.P. (2014) Work practices, nomadicity and the mediational role of technology. Computer Supported Cooperative Work 23, pp 119-136
Clausen, H.B. & Andersson, V. (2019) Problem-based learning, education and employability: a case study with master’s students from Aalborg University, Denmark. Journal of Teaching in Travel & Tourism. 19 (2), pp 126–139
Dean, A.D. & Campbell, M. (2020) Reshaping work-integrated learning in a post-COVID-19 world of work. International Journal of Work-Integrated Learning, 21(4), pp 356-364
Dewey, J. (1980) Demokrati og uddannelse. Gyldendals bogklubber
Dirckinck-Holmfeld, L. (2009) Innovation of Problem Based Learning through ICT: Linking Local and Global Experiences. International Journal of Education and Development using ICT 5 (1), pp 3-12
Goldman, A.S. & Stirling, A.E. (2020) Becoming a part while apart: Building professional identity and membership when working and learning remotely. International Journal of Work-Integrated Learning, 21(4), pp 387-399
Halkier, B. (2020) Fokusgrupper. I:Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder, en grundbog. Hans Reitzels Forlag
Hardley, J. & Richardson, I. (2020) Digital placemaking and networked corporeality: Embodied mobile media practices in domestic space during Covid-19. Convergence: The International Journal of Research into New Media Technologies, pp 1–12
Hasse, C. (2011) Kulturanalyse i organisationer. Begreber, metoder og forbløffende læreprocesser. Samfundslitteratur
Hasse, C. (2017) Innovation i kulturøkølogier. Tidsskriftet Antropologi 75, pp 1-18
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020): The Difference Between Emergency Remote Teaching and Online Learning. Educause Review, 27 March
Hodges, L.D., Martin, A.J. (2020) Enriching work-integrated learning students' opportunities online during a global pandemic (COVID-19) International Journal of Work-Integrated Learning, 21(4), pp 415-423
Holgaard, J.E., Ryberg, T., Stegeager, N., Stentoft, D. & Thomassen, A.O. (2020) Problembaseret læring og projektarbejde ved de videregående uddannelser. Samfundslitteratur
Højgaard, L. & Søndergaard, D.M. (2020) Multimodale konstitueringsprocesser i empirisk forskning. Brinkmann, S. & Tanggaard, L. (red.) Kvalitative metoder, en grundbog. Hans Reitzels Forlag
Johansen, M.B., Haase, S. Lehn-Christiansen, S. Jacobsen, G.H., Brown, R. Frederiksen, J.T. & Gulløv, J. (red.) (2019) Praksisnærhed. Tidsskrift for Professionsstudier 29. VIA University College
Kolmos, A., Fink, F.K. & Krogh, L. (2004) The Aalborg PBL Model. Aalborg: Aalborg University Press
Kristensen, N.S., Kofoed, L., Bruun-Pedersen, J.R., Andreasen, L. B. (2020) Flipped Learning in a PBL Environment: An Explorative Case Study on Motivation. European Journal of Social & Behavioural Sciences 27 (1), pp 3084-3095
Kyed, M. & Pedersen, O. (2018) Organisationsetnografi. I: Hviid Jacobsen, M. & Jensen, H.L. (red.) Etnografier. Hans Reitzels Forlag
Lave, J. & Wenger, E. (1991) Situated Learning. Legitimate peripheral participation. Cambridge University Press.
Law, J. (1994) Organization, narrative and strategy. I: Hassard, J. & Parker, M. (red.) Towards a new Theory of Organization. Routledge
Law, J. & Hassard, J. (eds) (1999) Actor Network Theory and After. Blackwell
Leander, K. M., Philips, N.C. & Taylor, K.H. (2010) The Changing Social Spaces of Learning: Mapping New Mobilities. Review of Research in Education 34, pp 329-394
Mardis, M.A., Ma, J, Jones, F.R., Ambavarapu, C.R., Kelleher, H.M. Spears, L.I. & McCLure, C. R (2017) Assessing alignment between information technology educational opportunities, professional requirements, and industry demands. Education and Information Technologies 23, pp 1547-1584
Meyer (2018) Elearning in practice: Problem based learning and the role of students’ knowledge in internships. European Conference on E-Learning
Mol, A. & Law, J. (1994) Regions, Network and Fluids: Anaemia and Social Topology. Social Studies of Science 24, pp 641-671
Murray, C. Heinz, M., Munday, I. Keane, E., Flynn, N., Connelly, C., Hall, T. & MacRuairc, G. (2020) Reconceptualising relatedness in education in ‘Distanced’ Times. European Journal of Teacher Education 43 (4), pp 488–502
Negt, O. (1975). Sociologisk fantasi og eksemplarisk indlæring. Roskilde University Press.
Orlikowski, W. (2010) The sociomateriality of organisational life: considering technology in management research. Cambridge Journal of Economics 34, pp 125-141
Orton, J.D. & Weick, K (1990) Loosely coupled systems: a reconceptualization. Academy of management review 15 (2), pp 203-223
Plotnikof, M. (2020) Coronakrisens nødinnovationer og mellemtidsrum. Asterisk 94. DPU, Aarhus Universitet
Pretti, T.J., Etmanski, B. & Durston, A. (2020) Remote work-integrated learning experiences: Student perceptions. International Journal of Work-related Learning, 21(4), pp 401-414
Rossitto, C., Bogdan, C. Severinson-Eklund, K. (2014) Understanding constellations of technologies in use in a collaborative nomadic setting. Computer Supported Cooperative work 23, pp 137-161
Ryberg, T., Davidsen, J. & Hodgson, V. (2018) Understanding nomadic collaborative learning groups. British Journal of Educational Technology 49 (2), pp 235-247
Selwyn, N. (2020) After COVID-19: The Longer-Term Impacts of the Coronavirus Crisis on Education. Blogpost, Monash University, tilgået 6. april 2021 https://educationfutures.monash.edu/all---present/after-covid-19
Snake-Beings, E. (2020) The Quiet Earth: Re-Functioning Socio-material Knowledge in the Crisis of the Pandemic. Knowledge Cultures 8(3), pp 34–41
Søndergaard, D.M. (2009) At forske i komplekse tilblivelser. Kulturanalytiske, narrative og poststrukturalistiske tilgange til empirisk forskning. I: Torben Bechmann Jensen og Gerd Christensen Psykologiske og pædagogiske metoder: kvalitative og kvantitative forskningsmetoder i praksis. Samfundslitteratur
Sørensen, E. (2009) The Materiality of Learning. Technology and Knowledge in Educational Practice. Cambridge UP
Vygotsky, L. (1978). Mind in society. The development of higher psychological processes.Cambridge: Harvard University Press
Wenger, E. (1998). Communities of practice - learning, meaning, and identity. New York: Cambridge University Press.
Zegward, K.E., Pretti, T.J. & Rowe, A.D. (2020) Responding to an international crisis: The adaptability of the practice of work-integrated learning. International Journal of Work-related Learning, 21(4), pp 317-330
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Bente Tobiesen Meyer, Birgitte Henningsen
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the Journal of Learning and Media are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported Licens.
Authors retain copyright and grant the journal right of first publication; simultaneously articles are licensend under the Creative Commons Attribution license: Attribution-NonCommercial-NoDerviatives (by-nc-nd). Read about this license at https://creativecommons.org/licenses/by-nc-nd/3.0/
---
At LOM.dk, you will also find articles from the discontinued Journal for the Continuing and Further Education of the Danish Universities (UNEV). Note that special rules apply to UNEV articles:
It is the authors and any other copyright holder who have the copyright of articles published under the auspices of UNEV, and access to the articles is contingent on users acknowledging and complying with the associated legal guidelines:
- Users may download and print one copy of any UNEV publication for private studies or research.
- The redistribution of articles or the use of these for revenue-funded activities or commercial purposes are not allowed.
- It is not allowed to distribute the URLs of UNEV articles.
