| 61. |
- Grönlund, Åke, 1954-, et al.
(author)
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Introducing e-Gov : history, definitions, and issues
- 2005
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In: Communications of the Association for Information Systems. - 1529-3181 .- 1529-3181. ; 15, s. 39-
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Journal article (peer-reviewed)abstract
- The e-Gov field (also called Electronic Government, Digital Government, Electronic Governance, and similar names) emerged in the late 1990´s. Since then it spurred several scientific conferences and journals. Because the field grew considerably in size, both its contents and position with respect to other research fields and disciplines need to be explained and discussed. What is e-Gov? What is e-Gov research? What does it mean for the field of Information Systems? This paper briefly sketches the short e-Gov history and current status, and discusses the content of the field as it appears in current research. We conclude with a discussion of e-Gov as a research field of interest both as a new application area for IS theories and methods and as a source of new insight.
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| 62. |
- Grönlund, Åke, 1954-, et al.
(author)
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Introducing Practicable Learning Analytics
- 2023
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In: Practicable Learning Analytics. - : Springer. - 9783031276453 - 9783031276460 - 9783031276484 ; , s. 1-16
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Book chapter (peer-reviewed)
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| 63. |
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| 64. |
- Grönlund, Åke, 1954-
(author)
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"It's the Economy Stupid" : Why the Swedish e-Government Action Plan will not Deliver Better Government, and How it Could
- 2009
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In: International Journal of Public Information Systems. - Östersund : Mittuniversitetet. - 1653-4360. ; 5:2, s. 61-75
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Journal article (peer-reviewed)abstract
- The Swedish 2008 Government’s Action Plan on eGovernment offers old wine (focussed on technology rather than on services; production-centred rather than needs-based) in old bottles (closed political systems rather than open infrastructure; no measurements and, consequently, no incentives for government agencies to change). This paper analyzes the Plan based on an Enterprise Architecture integration perspective, shows why the proposed measures are not productive, and suggests an alternative route to remedy the shortcomings. The fundamental underpinning idea is that an open infrastructure should replace one negotiated in a piecemeal manner by the largest stakeholders. The paper proposes an open information infrastructure model to replace the one based on politics and negotiations suggested in the Plan. Within the Swedish government model such an infrastructure has to be placed under the jurisdiction of a dedicated agency.
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| 65. |
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| 66. |
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| 67. |
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| 68. |
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| 69. |
- Grönlund, Åke, 1954-, et al.
(author)
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No name, no game : Challenges to use of collaborative digital textbooks
- 2018
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In: Education and Information Technologies. - New York, USA : Springer. - 1360-2357 .- 1573-7608. ; 23:3, s. 1359-1375
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Journal article (peer-reviewed)abstract
- Collaborative digital textbooks – comprehensive materials covering entire curriculums – are developing from being books in pdf format to becoming collaborative digital environments where teachers and students can communicate, engage in feedback and discussions, share and manipulate materials, test knowledge, and monitor results. This study investigates how these digital environments are used in school practice: How are the collaborative tools used to improve learning? Thirteen seventh- and eighth-grade classes, 370 students and 30 teachers in five Swedish secondary schools, were investigated over 1,5 years by means of questionnaires, classroom observations and interviews with teachers and students. Here, questionnaire results are presented, while observations and interviews serve to provide contextual insights. Collaborative tools were very little used; often teachers and students were not even aware of their existence. Most use was individual, students were left alone with the digital material. Students read or listened to the text and did not actively engage in learning by e.g. making notes or marking text. Most teachers did not use the material actively to help students understand and learn, most did not even check student results on automated tests. We conclude that the teachers have not incorporated the new, collaborative design of the digital textbook into their thinking regarding tools for teaching and learning and still regard it as a static book. This suggests that making full use of digital tools requires new ways of thinking of teaching, and that it takes more than providing digital tools to achieve this end.
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| 70. |
- Grönlund, Åke, 1954-
(author)
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Participating in the Digital Society
- 2020
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In: Digital Government Research and Practice. - : Association for Computing Machinery (ACM). - 2691-199X .- 2639-0175. ; 1:2
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Journal article (peer-reviewed)abstract
- Many signs today indicate a decline of both democracy and trust in the Internet and social media. This seems to make digital democracy a hard sell. Furthermore, for digital democracy to be globally relevant, it is necessary to find ways to also make it useful in countries with less-democratic or even authoritarian regimes. This is where a majority of the world's population live and where improvements are most important for the world to become more democratic.Drawing on the concept of “citizen participation” [Almond and Verba 1963] and the Information System Artefact model [Lee et al. 2015], we discuss how participation can be improved in countries of any regime in terms of the technology used, the information flows, and the social systems in which technology and information are used to communicate. Examples from Sweden and Uganda, countries with very different regimes, illustrate how improvements can be made everywhere, however, only with considerable effort.The main conclusion is that democracy is not something you have but rather something you do. It has to be implemented every day, mostly in small steps and often in the context of administration rather than politics. Because such contexts occur also in authoritarian countries, technology can be used to improve participation everywhere.
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