| 11. |
- Ask, Andreas, et al.
(författare)
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The Örebro City Citizen-Oriented E-Government Strategy
- 2008
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Ingår i: International Journal of Electronic Government Research. - : IGI Global. - 1548-3886 .- 1548-3894. ; 4:4, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses practices, opportunities, and challenges in local e-government project management by means of a case study involving interviews, document studies, and an element of action research, over eight months. The analysis against e-government success factors finds seven "critical issues"; political timing, resource allocation, political mandate, distinction between administrative and political responsibilities, coordination of departments, dependence on providers, and use of standards. We found these issues open for local choice, influences of strong individuals and groups, and chance. This is a consequence of the prevailing strategic model for the public sector, New Public Management, which leaves these issues to be filled by negotiations among many actors with different roles, goals, and action space. The general lesson is that there is a need for practical ways of acting strategically to reduce the risk level and increase the ability to implement policy.
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| 12. |
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| 13. |
- Grönlund, Åke, 1954-, et al.
(författare)
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Mobile technologies for development : a comparative study on challenges
- 2008
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Ingår i: Proceedings of Sig GlobDev Workshop Paris 2008. - Paris : AIS SIG GLobal Development. - 9780982606803
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Konferensbidrag (refereegranskat)abstract
- This paper compares and analyzes three cases where mobile technology is developed and used for everyday learning in developing countries. Preliminary results from field studies and tests are presented and analyzed in terms of the technical, professional, social, cultural and organizational challenges involved in development. In Bangladesh Virtual Classroom SMS is used together with TV to make education interactive. The eduPhone project develops a system and a method for delivering everyday “situated education”, such as emergency medical advice, to people lacking access to such services. The Agricultural Market Information System project disseminates information to improve local agricultural markets and, in particular, supporting small farmers, by mobile phones. The paper reports the cases and findings from investigations and tests, including field studies, laboratory and field tests, and experiences from implementation. We find that technical challenges are not great and in most cases concern innovativeness of application rather than access, use and usability; e-readiness among people is higher than often reported. The main problems lie in organizational challenges – developing a sustainable business model and reorganizing processes consequently – and social and cultural challenges such as local power structures and professional traditions.
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| 14. |
- Kempe, Anna-Lena, 1964-, et al.
(författare)
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Collaborative digital textbooks – a comparison of five different designs shaping teaching and learning
- 2019
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Ingår i: Education and Information Technologies. - : Springer Science and Business Media LLC. - 1360-2357 .- 1573-7608. ; 24:5, s. 2909-2941
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Tidskriftsartikel (refereegranskat)abstract
- Collaborative Digital Text Books (cDTB) are emerging artifacts in Swedish schools, combining the quality assured content of traditional paper and digital text books with affordances for multimodal representation of knowledge, differentiated instruction, communication, collaboration, documentation and with varying learning activities. cDTB are meant to cover the content of the curriculum and provide a consistent learning environment. We analyzed and compared design features in five brands on the market 2017. The analytic comparison indicated that the studied cDTB are built on differing notions of how knowledge is represented as well as on how learners and teachers were supposed to engage with the content. The analysis revealed three types of cDTB distinguished by the way the information and social artifacts are designed. Type 1 resembles a traditional text book with limited multimodal representations of content, tools for working with the content, and tools for communication. Type 2, conversely, is rich in all these aspects but still rely on mainly pre-fabricated content. Type 3 takes a radical approach to content production and leaves it completely up to teachers to produce and share content. The result suggests three very different roles and levels of influence for the cDTB users. Regarding content, the study shows that cDTB are more versatile and quality confirmed learning environments in comparison with: digital “book in a box”; learning designs employing scattered digital resources that are not quality assured; and various digital tools that have no clear connection with the curriculum. The paper contributes to practice with the understanding that before starting to use cDTB there is a need to grasp that the choice of digital learning environment is a choice among very different designs.
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| 15. |
- Mutimukwe, Chantal, 1979-, et al.
(författare)
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Information privacy practices in eGovernment in an African Least Developing Country, Rwanda
- 2019
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Ingår i: The Electronic Journal of Information Systems in Developing Countries. - : John Wiley & Sons. - 1681-4835. ; 85:2
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Tidskriftsartikel (refereegranskat)abstract
- Privacy of information is a critical issue for e-government development as lack of it negatively influences users’ trust and adoption of e-government. To earn user trust government organizations need to provide reliable privacy assurance by implementing adequate information privacy protection (IPP) practices. African Least Developing Countries (LDCs) today develop e-government but focus is on quick technical development and the status of IPP issues is not clear. Little research has yet studied the status of IPP practices in e-government in African LDCs. To fill this gap, we assess the status of existing IPP practices in e-government in Rwanda, using international privacy principles as an assessment baseline. We adopt a case-study approach including three cases. Data were collected by interviews and a survey. The findings call into question the efficacy of existing IPP practices and their effect in ensuring e-government service users’ privacy protection in Rwanda. The study extends existing literature by providing insights related to privacy protection from an African LDC context. For practitioners in Rwanda and other LDCs, this study contributes to the protection of information privacy in e-government by providing recommendations to mitigate identified gaps.
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| 16. |
- Riabacke, Mona, 1976-, et al.
(författare)
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eParticipation Galore? Extending Multi-Criteria Decision Analysis to the Public
- 2011
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Ingår i: International Journal of Public Information Systems. - 1653-4360. ; 2011:2, s. 79-99
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Tidskriftsartikel (refereegranskat)abstract
- New approaches and tools are required because of the increasing request for public participation and democratic decision making. There are two particular major challenges associated with this namely, applications allowing for large numbers of users and the balancing of participation and expertise. This article tests a method attempting to achieve this by combining a multi-criteria decision approach with different forms of discussion and deliberation. The method involves relaxed requirements for user exactness in statements of opinion and was tested on 90 students aged 17-19. Is it possible to extend multi-criteria decision analysis to the public? In order to answer this question, our research focuses on (1) scalability, or the potential for increased participation, as well as (2) decision quality, i.e. whether the alternatives are reflected upon and if there have been reasoned judgments. The test and survey found both these criteria met. The findings suggest that the method can be used for large scale participation during a decision making process, but also that a participatory process is improved by lengthier deliberation and more than one point of measurement so that opinions can stabilize.
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| 17. |
- Viberg, Olga, 1982-, et al.
(författare)
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Integrating digital technology in mathematics education : A Swedish case study
- 2023
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Ingår i: Interactive Learning Environments. - : Routledge. - 1049-4820 .- 1744-5191. ; 31:1, s. 232-243
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Tidskriftsartikel (refereegranskat)abstract
- Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand how students can learn from it, neither can they help them in synthesizing teacher- and tool instructions. Students end up having "two masters" competing rather than integrated teacher instruction and technology assistance.
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| 18. |
- Viberg, Olga, et al.
(författare)
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Integrating mLearning Language Application into University Course Content
- 2013
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Ingår i: Proceedings of the 12th World Conference on Mobile and Contextual Learning. - : QScience.com.
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Konferensbidrag (refereegranskat)abstract
- The idea that education can be considered as design science was brought up in the 1990s in order to bring the educational research from an experimental classroom into practice (Laurillard, 2012), at the time when the computers were introduced in educational settings. After that a number of theories focusing eLearning have arisen. Technologies are constantly changing, and new more pervasive mobile technologies increasingly influence individuals’ everyday lives. Among other things this influences humans’ social learning practices, and becomes an even more challenging task for educators. Design is critical to the successful development of any interactive learning environment (Mor & Winters, 2007). Mobile technology, as most other IT, is not primarily an educational phenomenon. It is a social phenomenon that happens in different parts of the world and in different ways. As emerging mobile technologies afford many advantages, such as flexibility and user-friendliness, researchers are exploring how to use them to support language learning (Huang et al., 2012). This paper presents a prototype for a cross-platform mobile language learning application developed for an online language course at Dalarna University in Sweden. The prototype is developed in order to support beginner second and foreign language learners in their vocabulary, listening and grammar learning. Considering mLearning to be a product of sociotechnical construction, the study applies a Design Science approach.
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| 19. |
- Viberg, Olga, 1982-, et al.
(författare)
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Mobile Assisted Language Learning : A Literature Review
- 2012
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Ingår i: mLearn 2012 - Mobile and Contextual Learning. - Helsinki. ; , s. 9-16
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Konferensbidrag (refereegranskat)abstract
- Mobile assisted language learning (MALL) is a subarea of the growing field of mobile learning (mLearning) research which increasingly attracts the attention of scholars. This study provides a systematic review of MALL research within the specific area of second language acquisition during the period 2007 - 2012 in terms of research approaches, methods, theories and models, as well as results in the form of linguistic knowledge and skills. The findings show that studies of mobile technology use in different aspects of language learning support the hypothesis that mobile technology can enhance learners’ second language acquisition. However, most of the reviewed studies are experimental and small-scale, conducted within a short period of time. There is also a lack of cumulative research; most theories and concepts are used only in one or a few papers. This raises the issue of the reliability of findings over time, changing technologies, and in terms of scalability. In terms of gained linguistic knowledge and skills, attention is primarily on learners’ vocabulary acquisition, listening and speaking skills and language acquisition in more general terms.
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| 20. |
- Viberg, Olga, 1982-, et al.
(författare)
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Privacy in LA Research : Understanding the Field to Improve the Practice
- 2022
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Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 9:3, s. 169-182
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Tidskriftsartikel (refereegranskat)abstract
- Protection of student privacy is critical for scaling up the use of learning analytics (LA) in education. Poorly implemented frameworks for privacy protection may negatively impact LA outcomes and undermine trust in the discipline. To design and implement models and tools for privacy protection, we need to understand privacy itself. To develop better understanding and build ground for developing tools and models for privacy protection, this paper examines how privacy hitherto has been defined by LA scholars, and how those definitions relate to the established approaches to define privacy. We conducted a scoping review of 59 articles focused on privacy in LA. In most of these studies (74%), privacy was not defined at all; 6% defined privacy as a right, 11% as a state, 15% as control, and 16% used other approaches to explain privacy in LA. The results suggest a need to define privacy in LA to be able to enact a responsible approach to the use of student data for analysis and decision-making.
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