Sara Willermark

Universitetslektor

Docent i Informatik med inriktning mot arbetsintegrerat lärande

sara.willermark@hv.se

+46520223554

I235

Organisationstillhörighet

Anställd på Avdelningen för medier och design.

Forskningsområde

Forskar inom samhällsvetenskap, arbetsintegrerat lärande, medie- och kommunikationsvetenskap, informatik.

FORSKNINGSINTRESSE
Jag intresserar mig för samhällets digitalisering och drivs av en vilja att studera och analysera teknikens möjligheter, utmaningar och effekter i praktiken.

SAMVERKAN
Jag samverkar med privata och offentliga aktörer i en lokal, nationell och internationell kontext. Jag har bland annat arbetat på uppdrag från OECD, Skolinspektionen, Skolverket, Statens kulturråd samt Sveriges Kommuner och Regioner (SKR).

FORSKNINGSPROJEKT
- Sociala processer för att initiera energirenovering av organisationers byggnader. Fallet Svenska Kyrkan. (2025- 2028).
- Digital stress in hybrid organizations (2024-2026)
- Leadership and co-workership in hybrid industries
(2023-2026).
- Nätresiliens (2020-2026)
- Leading Digitalization in School (LEADS) (2020-2022)
- DigitaL - Lärande i en digitaliserad region (2014-2019)
- Gränsöverskridande Nordisk Undervisning (2011-2014)
- Skolverkets matematiksatsning (2011–2013)

AVHANDLING
Min avhandling "Digital Didaktisk Design. Att utveckla undervinsingspraktiken i och för en digitaliserad skola" finns här Avhandlingen blev utsedd till Skolportens favorit och recenseras i Pedagogiska Magasinet.

UNDERVISNING & HANDLEDNING
Jag undervisar i flera kurser på forskarutbildningsnivå och är kursansvarig för en doktorandkurs inom IT och lärande (Foundations of research of Information Technology in education). På grundnivå bedriver jag undervisning huvudsakligen inom programmet för Digitala Medier, med särskilt fokus på kurser i designteori, forskningsmetodik och examensarbete.

Jag ingår i styrelsen för de nationella forskarskolorna LIKED och GRAITE. Jag handleder doktoranderna, Anneli Tunberg, Lorika Kreuger och Karl Alfredsson. Sedan tidigare har jag
handlett Sandra Carlsson och Hanna Björner Brauer till
doktorsexamen.

Sara Willermark

Organisationstillhörighet

Forskningsområde

Envisioning vocational teacher knowledge in the era of GenAI

The Silent Struggle : Uncovering Digital Stress in Hybrid Work

Exploring energy resilience: households’ perspectives on a changing power system

Digitalisering och dilemman : Att leda skolan i samtiden och för framtiden

The Pivotal Role of Workarounds for Navigating Challenges in Digital Work

Re-configuring practices in times of energy crisis : A case study of Swedish households

“Am I supposed to call them?” : Relearning interactions in the digital workplace

Surviving or thriving? : Exploring school leaders’ perception of initiated digital transformation

Digitalization and Digital Competence in Educational Contexts : A Nordic Perspective from Policy to Practice

Exploring technostress in disruptive teaching practices

Teaching Here and Now but for the Future : Vocational Teachers Perspective on Teaching in Flux

Designing teaching material for workplace pedagogy in school

Teaching Here and Now but for the Future : Vocational Teachers' Perspective on Digitalization

Adopting to the virtual workplace : identifying leadership affordances in virtual schools

Polite Interaction Design : Capturing the Users Attention Without Compromising their Experienced Trust

An institutional logics Perspective : An institutional logics Perspective

Seven educational affordances of virtual classrooms

Strategic Responses to Digital Disruption in Incumbent Firms : A Strategy-as-Practice Perspective

What does teachers' digtal vulnerabiltiy look like?

The Past, Present and Future of Learning Analytics : Minitrack paper

The Fly in the Soup : A Critical Realism Perspective on the Role of the Engaged Researcher

Understanding the Meaning of Digitally Competent Leadership in Schools : a Review of Research

Who’s There? : Characterizing Interaction in Virtual Classrooms

The Polite Pop-Up : An Experimental Study of Pop-Up Design Characteristics and User

Among Followers and Rebels : Professional Identity and Digitalization of Work

Unlearning, relearning, and reactivation in times of rapid change and crisis : the case of electric utilities

The subject is the subject : Why TPACK matters in the era of GenAI

Children's rights in digital activities : Preschool practitioners’ reflections

Who’s account(able)? : Making sense of Instagram in vocational teaching practices

Where is the ‘WIL’ in Work-integrated Learning Research?

Introduction to the Minitrack on Learning Analytics 2024

Så kan rektorer leda det komplexa arbetet med skolans digitalisering

Lärande i en digitaliserad värld

Forbidden and necessary : making sense of smartphones in vocational teaching

Introduction to the Minitrack on Learning Analytics at HICCS 2022

Introduction to the Minitrack on Learning Analytics 2023

Where do we go from here? : Didactic and organizational questions after the pandemic

Teaching vocational pupils in their pyjamas : a socio-material perspective on challenges in the age of Covid-19

Choice architecture, friend, or foe? Future designers’ perspective on the ethics of digital nudges

Getting the Job Done : Workarounds in Complex Digital Infrastructures

Becoming a Designer : The value of sensitive design situations for teaching and learning ethical design and design theory

Tracing expansive learning in computer-supported collaborative teaching

Facing Radical Digitalization : Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences

Introducing WIL-pack : A framework for Teacher Knowledge in Higher Education

Subjectively Experienced Time and User Satisfactio : An Experimental Study of Progress Indicator Design in Mobile Application

Teachers' technology-related knowledge for 21st century teaching

Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?

Interaction Disclosed : Unpacking Student Computer Supported Collaborative Learning

Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching

Designing For An Active Learning Classroom : How Technology Makes A Difference In Higher Education

Forsknings- och utbildningskluster