| 1. |
- Cronholm, Stefan
(författare)
-
Course Evaluation : When, How, What and Why
- 2010
-
Ingår i: Information Systems Education Journal. - : EDSIG, the Education Special Interest Group of AITP. AITP is the Association for Information Technology Professionals. - 1545-679X. ; 8:16, s. 8-16
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: This study is about course evaluation in Swedish higher education. Performing course evaluation is regulated in Swedish law. Despite this, only half of the courses are evaluated. The aim of this study is to understand why satisfactory course evaluations not are performed. Problems are identified from a student perspective and the paper provides proposals for reducing the problems. In order to tackle the problems an evaluation process model consisting of five phases is proposed. A main message is that there is need for an increased government from the university’s management levels to revise the incentives for performing a satisfactory course evaluation.
|
|
| 2. |
- Cronholm, Stefan
(författare)
-
Nine Principles for Designing a Study Program
- 2006
-
Ingår i: Information Systems Education Journal. - : EDSIG, the Education Special Interest Group of AITP. AITP is the Association for Information Technology Professionals. - 1545-679X. ; 4:31
-
Tidskriftsartikel (refereegranskat)abstract
- Abstract: This paper outlines nine key principles to consider when designing a study program. Design principles are essential when revising education programs in the field of information systems due to the rapid changes in business technique. These principles are generated from an em-pirical study concerning the development of a modified study program. The principles identi-fied are: Vision; Traceability; Progression and Integration; Manning the development project and anchoring decisions; Pedagogy; Mandatory vs. free choice of courses; Implementation; Evaluation and Marketing. These are compared to a list of criteria generated by the Swedish National Agency for Higher Education and the outcome of this comparison is that several of the principles can also be used for the evaluation of study programs. The research has been carried out as action research. This means that there has been an intervention in the process of the designing the study program. The target groups of this paper are study boards, faculty members, teachers and students that are active in different student associations.
|
|
| 3. |
- Eagen, Ward M., et al.
(författare)
-
The Design Charrette in the Classrooms as a Method for Outcomes-based Action Learning in IS Design
- 2008
-
Ingår i: Information Systems Education Journal. - : Education Special Interest Group (EDSIG). - 1545-679X. ; 6:19
-
Tidskriftsartikel (refereegranskat)abstract
- This paper explores the adaptation of a traditional studio technique in architecture – the Design Charrette – to the teaching of New Media design in a large information systems program. The Design Charrette is an intense, collaborative session in which a group of designers drafts a solution to a design problem in a time critical environment. The Design Charrette offers learning opportunities in a very condensed period that are difficult to achieve in the classroom by other means and we have adapted its application from the architecture studio to for New Media instruction. The teaching of information systems has tended to rely heavily on conventional pedagogical approaches although there is growing recognition of the importance of experiential and applied learning. Ac- creditation standards have also placed added emphasis on outcome-based learning and encouraged more mindfulness concerning instructional design (Lee et. al., 1995; McGourty et. al., 1999). As a consequence, more emphasis on experiential learning has emerged in recent years. Architecture has long been used as a reference discipline for Information Systems and much of the language used in information systems design is drawn from architectural discourse. However, while architectural design combines attention to history and form as well as function, most information systems design is driven by functional considerations. Teaching New Media design, like architecture, demands at- tention to the conceptual and aesthetic as well as the functional design perspectives and presents particular challenges. The Design Charrette, a short but intense effort to solve an architectural problem is an outcome focused form of action learning that has enormous potential to enrich the teaching of New Media design, in particular, and information systems in general.
|
|
| 4. |
- Melin, Ulf, 1968-, et al.
(författare)
-
Developing Information Systems Higher Education : Lessons Learned from an Inter-organizational R&D Project
- 2011
-
Ingår i: Information Systems Education Journal (ISEDJ). - 1545-679X. ; 9:6, s. 11-20
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we focus on lessons learned from developing information systems (IS) higher education in an inter-organizational (IO) network focusing possibilities and challenges. Developing higher education is one area among others where organizing joint efforts in networks are possible. An IO R&D project is described and analyzed in this paper. The overall research design is qualitative and interpretive. The research is based on a case study of the project and the network collaboration between four Swedish universities as participants. Theoretical concepts that characterize an IO relationship (continuity, complexity, symmetry, and formality) and concepts that describe dimensions of such relationships (links, bonds, and ties) helped us to describe and to analyze interaction in the IO network together with the characterization of context, content and process related to the development work. The IO network in this paper is classified as a joint problem solver; a functional network. Findings in the paper address several possibilities and challenges related to higher education development in IO networks. Findings highlight e.g. the need to involve active teachers and researchers, to manage distributed teams, to be aware of the critical and sensitive matter of opening up the “black box” of courses using critical friends, and the time and effort needed for anchoring projects and changes at the participating universities.
|
|
| 5. |
- Melin, Ulf, 1968-, et al.
(författare)
-
Project-based Learning : An Emergent Framework for Designing Courses
- 2009
-
Ingår i: Information systems education journal. - Chicago : Education Special Interest Group of AITP, the Association of Information Technology Professionals. - 1545-679X. ; 7, s. 34-
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we elaborate on a framework, a set of guidelines, for teachers when designing project based courses. The emergent framework presented in this paper will focus on six themes: (1) overall course design, (2) project task, (3) project group, (4) examination, (5) feedback and (6) course evaluation and improvement and is initially grounded in theory and practice. The framework elaborated in this paper should support teachers' development of a professional autonomy within the norms of a professional group and an active curriculum.
|
|
