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- Avdic, Anders, 1950-
(författare)
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Mediability of knowledge types : planning for a web based rorum for knowledge sharing about end user development
- 2005
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Ingår i: Promote IT 2005. - Lund : Studentlitteratur. - 9144038755
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to describe knowledge categories that can be used as basis for the design of a Web Based Knowledge Sharing Forum for End User Development. The objective of the Web Based Forum is to support the end-user developers when the support is needed. The problem area is situated in the intersection between End User Computing and Knowledge Management. The study is qualitative. Methods used are participant observation and document studies.
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- Avdic, Anders, 1950-
(författare)
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Pedagogik för växande människor
- 2005
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Ingår i: Swedish Business School. - Örebro : Örebro universitet. ; , s. 136-144
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Bokkapitel (populärvet., debatt m.m.)
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- Avdic, Anders, 1950-, et al.
(författare)
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Searching reference databases : what students experience and what teachers believe that students experience
- 2010
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Ingår i: Journal of Librarianship and Information Science. - London : Sage. - 0961-0006 .- 1741-6477. ; 42:4, s. 224-235
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Tidskriftsartikel (refereegranskat)abstract
- The Internet has made it possible for students to access a vast amount of high quality references when writing papers. Yet research has shown that the use of reference databases is poor and the quality of student papers is consequently often below expectation. The objective of this paper is twofold. First, it aims to describe the problems students experience when they search information using a university reference database. Second it aims to compare the perspective of students on the problems with that of their teachers. As basis for the study we have used the Unified Theory of Acceptance and Use of Technology (UTAUT) model. A web-based survey was carried out. A total of 150 students at Örebro University in Sweden participated in the survey. The results have been analysed by comparison of median values. Results show that students experience problems mostly in the category of efforts expectancy. Differences between the two groups are most significant in the category of effort expectancy and students’ patience in searching. Teachers are more pessimistic about students’ capacity in information searching than the students themselves.
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- Avdic, Anders, 1950-, et al.
(författare)
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Socratic flipped classroom : What types of questions and tasks promote learning?
- 2016
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Ingår i: Proceedings of the 15th European Conference on e-Learning ECEL 2016. - Reading UK : Academic Conferences and Publishing International Limited. - 9781911218173 ; , s. 41-48
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Konferensbidrag (refereegranskat)abstract
- Socratic questioning stresses the importance of questioning for learning. Flipped Classroom pedagogy generates a need for effective questions and tasks in order to promote active learning. This paper describes a project aimed at finding out how different kinds of questions and tasks support students’ learning in a flipped classroom context. In this study, during the flipped courses, both the questions and tasks were distributed together with video recordings. Answers and solutions were presented and discussed in seminars, with approximately 10 participating students in each seminar. Information Systems students from three flipped classroom courses at three different levels were interviewed in focus groups about their perceptions of how different kinds of questions and tasks supported their learning process. The selected courses were organized differently, with various kinds of questions and tasks. Course one included open questions that were answered and presented at the seminar. Students also solved a task and presented the solution to the group. Course two included open questions and a task. Answers and solutions were discussed at the seminars where students also reviewed each other’s answers and solutions. Course three included online single- and multiple choice questions with real-time feedback. Answers were discussed at the seminar, with the focus on any misconceptions. In this paper we categorized the questions in accordance with Wilson (2016) as factual, convergent, divergent, evaluative, or a combination of these. In all, we found that any comprehensible question that initiates a dialogue, preferably with a set of Socratic questions, is perceived as promoting learning. This is why seminars that allow such questions and discussion are effective. We found no differences between the different kinds of Socratic questions. They were seen to promote learning so long as they made students reflect and problematize the questions. To conclude, we found that questions and tasks promote learning when they are answered and solved in a process that is characterized by comprehensibility, variation, repetition and activity.
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- Avdic, Anders, 1950-
(författare)
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Spreadsheet End User Development and Knowledge Management
- 2009. - 2
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Ingår i: Encyclopedia of information science and technology. - Hershey, PA : IGI Global. - 9781605660264 ; , s. 3564-3569
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the early days of computers, expertise was needed in order to use computers. As IT tools have become more powerful and user friendly, more and more people have been able to use computers and programs as tools when carrying out working tasks. Nowadays, it is possible for people without special IT training to develop Information Systems (IS) that only IT specialists could have done some years ago. In this paper End User Development (EUD) using a Spreadsheet Program (SP) is discussed from a knowledge management perspective. EUD can be a part of an organization’s effort to take advantage of existing, often tacit, knowledge or creating new knowledge. An end user is a person who acts both as a user and a systems developer. A typical feature of an end user is that he has a good (often unique) knowledge of the business and the work related to the IS in question, which is called the User Developed Application. It is the combination of these two sorts of knowledge which is the key to EUD as knowledge management. The aim of this of this chapter is to relate EUD to knowledge management and, specifically, to describe how tacit knowledge can be audited when end users develop spreadsheet systems for their own domain of expertise. The main source is a set of qualitative case studies carried out between 1995 and 2005. (Avdic, 1999; Westin, Avdic & Roberts, 2005)
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- Avdic, Anders, et al.
(författare)
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Student and teacher response system : development of an interactive anonymous real-timeformative feedback system
- 2013
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Ingår i: Proceedings of the 2013 Third World Congress on Information and Communication Technologies (WICT 2013). - : IEEE. - 9781479932306 ; , s. 25-30
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Konferensbidrag (refereegranskat)abstract
- This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.
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