1.
Johansson, Lars-Olof, et al.
(författare)
A Boundary Practice Perspective on Co-creation of ICT Innovations
2016
Ingår i: Nordic Contributions in IS Research. - Cham : Springer Publishing Company. - 9783319435961 - 9783319435978 ; , s. 100-115
Konferensbidrag (refereegranskat) abstract
Research has shown that collaboration and co-creation among different groups of stakeholders add complexity and challenges to the innovation process. In this paper a study of co-creation in a multi-stakeholder innovation process is presented. The co-creation is explored and described from a boundary practice perspective. The empirical data presented in the study is based on a user-centric innovation project, Free2Ride, where researchers, developers and members of two equestrian clubs co-created a piece of ICT safety equipment consisting of a transmitter (on the horse) and a receiver (application on a smartphone) to be used by equestrian club members during their everyday riding activities. Three episodes were extracted from the empirical data and presented in the paper. From these episodes the researchers have identified four characteristics of the spanning of boundaries in co-creation from a boundary practice perspective. One of the contributions in the papers is a description of boundary practice-spanning. The research approach adopted in the study is the action case approach.
2.
3.
Tallvid, Martin, 1956, et al.
(författare)
Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom
2015
Ingår i: Educational Technology & Society. - 1176-3647 .- 1436-4522. ; 18:1, s. 237-249
Tidskriftsartikel (refereegranskat) abstract
The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.
4.
Nilsson, Stefan, 1975-, et al.
(författare)
Designing the CloudBoard : an ICT Tool for Online Tutoring in Higher Education
2011
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2011. - Chesapeake, VA : AACE. ; , s. 589-592
Konferensbidrag (refereegranskat) abstract
This paper concerns online tutoring in higher education. Observation studies of online tutoring sessions in two masters level engineering courses were conducted where teachers on campus tutored students located at different manufacturing plants doing their masters project. The tutoring regarded problems surrounding the construction of advanced 3D-models for manufacturing and required the shared view of the 3D-models as well as synchronous voice communication, e-mail and image sharing using a flora of different services. While advanced screen sharing applications like WebEX and TeamViewer were central in the tutoring sessions, the research presented here focus on the tools that supplemented the use of the screen sharing applications. Addressing issues such as the need to record historical data to be able for teachers to follow the progression of the project, sharing media files between participants and discussing the results, we here present a system to support online tutoring in higher education.
5.
Ekman, Karin, et al.
(författare)
Attitudes towards IT and use of LMS in Teacher Education : A Swedish case study
2015
Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference, Mar 02, 2015 in Las Vegas, NV, United States. - Chesapeake, VA. - 9781939797131 ; , s. 900-906
Konferensbidrag (refereegranskat) abstract
In this paper we explore the relation between attitude and use of a university-wide Learning Management System (LMS) among faculty members engaged in teacher education at a large Swedish University. We compare the findings with a control group of educators from the same university, not involved in teacher education. The results reveal that all teachers fail to provide evidence for a correlation between attitude and use, which contest established assumptions in, for instance, the technology acceptance model (TAM). Still we can detect significant differences between teacher educators and other faculty members: Teacher educators are more positive to the potential for IT in general (p<0.1), and in particular more positive to (i) how IT develop their pedagogy, and (ii) that time spent on communicating with students through IT is time well spent. Furthermore, teacher educators use the LMS significantly more frequently, and with a wider scope of used functionality compared to other faculty.
6.
Fransson, Göran, 1968-, et al.
(författare)
On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
2018
Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
Konferensbidrag (refereegranskat) abstract
The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
7.
Gellerstedt, Martin, 1966-, et al.
(författare)
Www means win win win in education : some experiences from online courses in applied statistics
2010
Ingår i: OZCOTS 2010 Proceedings of the 7th Australian Conferenceon Teaching Statistics. - : Statistical society of Australia. - 9780980595017 ; , s. 51-56
Konferensbidrag (refereegranskat) abstract
This paper reports on the experiences from online courses in applied statistics. The courses were designed with the ambition of making studies in statistics, fun, interesting, useful, not that difficult and directly supported the possibility to combine studies and work. When designing the courses we considered three dimensions: "pedagogies","community" and "structure". Experiences after giving a first-year course three times show that the online course succeeds in attracting new studen ts since 90% of the participants would not be able to follow an on-campus course and 62% worked full time.The pedagogies were highly appreciated because focusing on the interpretation of results and using computer analyses really changed the prejudices about statistics. Structure and prompt feedback was experienced as important factors. It was possible to combine online studies with employment, and the student completion rate was (84%, 55% and 61%), with a potential for further improvements.
8.
Gråsjö, Urban, 1962-, et al.
(författare)
Experience Design : Understanding the Role of Technology for Virtual Experiences
2005
Ingår i: WSEAS Transactions on Information Science and Applications.
Konferensbidrag (refereegranskat) abstract
Abstract: New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins. 1.
9.
Gråsjö, Urban, 1962-, et al.
(författare)
Experience Design : Understanding the Role of Technology for Virtual Experiences
2006
Ingår i: Proceedings of 29th Information System Research Seminar in Scandinavia, IRIS 29.
Konferensbidrag (refereegranskat) abstract
New technologies have always teased the imagination of avant-garde artists on how to challenge existing cultural paradigms. For instance, experience design for the creative industries of today provides exciting challenges with a potential to innovate practices and creating new ways of interaction between the artist and her audience. In an ongoing research project we aim at framing the design space for virtual experiences. The paper presents and discusses the role of technology in such context and use three ongoing case studies where ICT has been used to augment and support consumers of cultural experiences. The analysis shows how technology-driven interventions are less oriented towards radical change compared to interventions that are rooted in their nondigital origins.
10.
Haj-Bolouri, Amir, 1985-, et al.
(författare)
Action design research as a means for organizing workplace learning : case studies of e-learning platforms
2021
Ingår i: Journal of Workplace Learning. - : Emerald Group Publishing Limited. - 1366-5626 .- 1758-7859. ; 33:6, s. 405-425
Tidskriftsartikel (refereegranskat) abstract
Purpose Although there is a large body of literature available on the foundations of workplace learning (WPL), little is known about designated research methods that systematically combine intervention, design and learning at work. The purpose of this study is to propose action design research as an alternative method for organizing WPL in general and facilitating pedagogically rich activities in particular.Design/methodology/approach This research used a case study approach to focus the action design research method and exemplify its utility through two case studies that emphasize WPL in general and how the method can be used to facilitate pedagogically rich activities in particular.Findings The results of the case studies indicate that the action design research method had a significantly positive effect on organizing WPL in organizations systematically, as well as creating a narrative that structures the research process and its outcomes.Originality/valueThe findings help scholars that are in need of organizing WPL research in a systematic way. The findings do also help practitioners in organizations to solve real-world problems and develop new knowledge jointly together with scholars. Consequently, the findings contribute to the existing literature by exemplifying how to facilitate pedagogically rich activities and disseminate the outcomes of doing so in a formalized way.
