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Ahn, Song-ee
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Publications (10 of 32) Show all publications
Hopwood, N., Ahn, S.-e., Rimpiläinen, S., Dahlberg, J., Nyström, S. & Johnson, E. (2019). Doing interprofessional simulation: Bodily enactments in interprofessional simulation (1ed.). In: Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström (Ed.), Interprofessional simulation in health care: Materiality, embodiment, interaction (pp. 91-113). Cham, Schweiz: Springer
Open this publication in new window or tab >>Doing interprofessional simulation: Bodily enactments in interprofessional simulation
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2019 (English)In: Interprofessional simulation in health care: Materiality, embodiment, interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai and Sofia Nyström, Cham, Schweiz: Springer, 2019, 1, p. 91-113Chapter in book (Other academic)
Abstract [en]

This chapter illustrate how the social and material arrangements for interprofessional simulation produces different conditions for learning. The first section focuses on the emerging medical knowing, affective knowing and communicative knowing in the socio-material arrangements of three locations involved in the simulation, i.e. the simulation room, the observation room and the reflection room, during the course of events in the scenario. The second section focuses on emerging rhythms of collaboration. Different ways of relating to the manikin as a technical, medical and human body, and the relevance of these findings for simulation pedagogy are described.

Place, publisher, year, edition, pages
Cham, Schweiz: Springer, 2019 Edition: 1
Series
Professional and practice-based learning, ISSN 2210-5549, E-ISSN 2210-5557 ; 26
Keywords
interprofessional, simulation, practice-based, learning
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-159970 (URN)10.1007/978-3-030-19542-7_5 (DOI)9783030195410 (ISBN)9783030195427 (ISBN)
Funder
Swedish Research Council, 2012-05450
Available from: 2019-08-30 Created: 2019-08-30 Last updated: 2019-09-02Bibliographically approved
Ahn, S.-e. & Rimpiläinen, S. (2019). Location and Knowings. In: Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai, Sofia Nyström (Ed.), Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction (pp. 93-103). Springer
Open this publication in new window or tab >>Location and Knowings
2019 (English)In: Interprofessional Simulation in Health Care: Materiality, Embodiment, Interaction / [ed] Madeleine Abrandt Dahlgren, Hans Rystedt, Li Felländer-Tsai, Sofia Nyström, Springer, 2019, p. 93-103Chapter in book (Refereed)
Place, publisher, year, edition, pages
Springer, 2019
Keywords
Simulation Interprofessional Learning Sociomateriality
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-160218 (URN)
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-09-11
Colliander, H., Ahn, S.-e. & Andersson, P. (2018). Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults. Journal of Language, Identity & Education, 17(5), 306-319
Open this publication in new window or tab >>Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults
2018 (English)In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 17, no 5, p. 306-319Article in journal (Refereed) Published
Abstract [en]

Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with Low Educated Second Language and Literacy Acquisition learners. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that LESLLA teaching and learning is a particular practice, where the teachers actions are intertwined with those of the learners and with the teachers’ conceptions of the learners. In that way, the teachers’ actions do not only speak of the learners, but also on their own professional identity.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Second language teaching, language and literacy, teacher Identity, communities of practice
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147740 (URN)10.1080/15348458.2018.1465344 (DOI)000446219400003 ()
Available from: 2018-05-08 Created: 2018-05-08 Last updated: 2018-10-17Bibliographically approved
Ahn, S.-e., Hallqvist, A. & Harlin, E.-M. (2018). Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation (1ed.). In: Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander (Ed.), Folkhögskolan 150 år: (pp. 273-286). Stockholm: Förening för Folkbildningsforsning och författarna
Open this publication in new window or tab >>Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation
2018 (Swedish)In: Folkhögskolan 150 år / [ed] Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander, Stockholm: Förening för Folkbildningsforsning och författarna , 2018, 1, p. 273-286Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Förening för Folkbildningsforsning och författarna, 2018 Edition: 1
Series
Folkbildning & Forskning Årsbok
Keywords
Folkhögskolan, Sverige
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150603 (URN)9789198021363 (ISBN)
Available from: 2018-08-29 Created: 2018-08-29 Last updated: 2019-10-17Bibliographically approved
Ahn, S.-e. & Rimpiläinen, S. (2018). Maintaining Sofia – or how to reach the intended learning outcomes during a medical simulation training. International Journal of Learning Technology, 13(2), 115-129
Open this publication in new window or tab >>Maintaining Sofia – or how to reach the intended learning outcomes during a medical simulation training
2018 (English)In: International Journal of Learning Technology, ISSN 1477-8386, E-ISSN 1741-8119, Vol. 13, no 2, p. 115-129Article in journal (Refereed) Published
Abstract [en]

The study aims to understand what makes a 'successful simulation', one that follows the planned sequence of events embedded in the simulated scenario, thus producing the intended learning path and learning outcomes for the participating students. The study is based on observations of 15 full-scale simulation sessions of acute trauma handling during inter-professional training of medical and nursing students. The study shows that the briefing preceding the simulation frames the students' emergent actions during the scenario by demarcating 'possibilities' and 'impossibilities' for actions during the exercise. This in turn defines what actions are 'appropriate' and 'inappropriate' when the scenario is enacted. The simulation exercises are emergent and co-constituted by the diverse participating, socio-material actors. The extent to which this socio-material assemblage manages to produce and maintain the enactment of the patient during the simulation signifies the success or failure of the intended learning path of the exercise.

Place, publisher, year, edition, pages
InderScience Publishers, 2018
Keywords
technology-enhanced simulation, simulation training, learning path, enactment, actor network theory
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-147854 (URN)10.1504/IJLT.2018.092095 (DOI)2-s2.0-85048030972 (Scopus ID)
Available from: 2018-06-05 Created: 2018-06-05 Last updated: 2018-06-26Bibliographically approved
Ahn, S.-e. & Nyström, S. (2018). Nya former för yrkeslärande: simulatorstödd undervisning. In: Maria Gustavssion & Susanne Köpsén (Ed.), Yrkesutbildning: Mellan skola och arbetsliv (pp. 85-99). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Nya former för yrkeslärande: simulatorstödd undervisning
2018 (Swedish)In: Yrkesutbildning: Mellan skola och arbetsliv / [ed] Maria Gustavssion & Susanne Köpsén, Lund: Studentlitteratur AB, 2018, p. 85-99Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-150608 (URN)9789144121413 (ISBN)
Available from: 2018-08-29 Created: 2018-08-29 Last updated: 2018-08-30Bibliographically approved
Ahn, S.-E., Hallqvist, A. & Harlin, E.-M. (2016). Innovative folk high school programs. In: : . Paper presented at Mimer-konferens, Malmö, 8-9 november 2016.
Open this publication in new window or tab >>Innovative folk high school programs
2016 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-135083 (URN)
Conference
Mimer-konferens, Malmö, 8-9 november 2016
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-20Bibliographically approved
Ahn, S.-E., Harlin, E.-M. & Hallqvist, A. (2016). Innovative Program Development in Swedish Folk High Schools. In: : . Paper presented at ESREA: 8th Triennial European Research Conference, Maynooth University, Ireland, 8-11 September 2016.
Open this publication in new window or tab >>Innovative Program Development in Swedish Folk High Schools
2016 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-135076 (URN)
Conference
ESREA: 8th Triennial European Research Conference, Maynooth University, Ireland, 8-11 September 2016
Available from: 2017-03-08 Created: 2017-03-08 Last updated: 2017-03-20Bibliographically approved
Ahn, S.-e. (2015). Aktör-nätverksteori (2ed.). In: Andreas Fejes och Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 115-130). Stockholm: Liber
Open this publication in new window or tab >>Aktör-nätverksteori
2015 (Swedish)In: Handbok i kvalitativ analys / [ed] Andreas Fejes och Robert Thornberg, Stockholm: Liber, 2015, 2, p. 115-130Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2015 Edition: 2
Keywords
Diskursanalys
National Category
Pedagogy Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-113776 (URN)978-91-47-11165-7 (ISBN)
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2018-01-11Bibliographically approved
Ahn, S.-E., Rimpiläinen, S., Theodorsson, A., Fenwick, T. & Abrandt Dahlgren, M. (2015). Learning in Technology-Enhanced Medical Simulation:Locations and Knowings. Professions & Professionalism, 5(2), 1-12
Open this publication in new window or tab >>Learning in Technology-Enhanced Medical Simulation:Locations and Knowings
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2015 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 5, no 2, p. 1-12Article in journal (Refereed) Published
Abstract [en]

This qualitative study focuses on how knowings and learning take place in full-scale simulation training of medical and nursing students, by drawing upon actor-network theory (ANT). ANT situates materiality as a part of the social practic-es. Knowing and learning, according to ANT, are not simply cognitive or social phenomena, but are seen as emerging as effects of the relation between material assemblages and human actors being performed into being in particular locations. Data consists of observations of simulations performed by ten groups of students. The analysis focuses on the emerging knowings in the socio-material—arrangements of three locations involved in the simulation—the simulation room, the observation room and the reflection room. The findings indicate that medical knowing, affective knowing and communicative knowing are produced in different ways in the different locations and material arrangements of the simulation cycle.

Place, publisher, year, edition, pages
Oslo: Oslo and Akershus University College of Applied Sciences, 2015
Keywords
simulation, locations, knowings, actor-network theory, collaborate learning, multiprofessional learning
National Category
Learning
Identifiers
urn:nbn:se:liu:diva-121182 (URN)10.7577/pp.973 (DOI)
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2017-12-04Bibliographically approved
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