| 1. |
- Kjellin, Harald, et al.
(författare)
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Creating an Artificial Context Based on Competitive Games for Supporting the Learning of Tacit Skills
- 2011
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Ingår i: eL&mL 2011 - eL&mL 2011.
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Konferensbidrag (refereegranskat)abstract
- It is easier for students to learn tacit skills if they get much qualified feedback on their behavior. Extensive resources are required for providing students with enough quantities and qualities of a specific feedback that is directly related to the students’ skills or lack of skills. We demonstrate how the demand for extensive feedback resources can be decreased by allowing the students to review film-clips from situations when they and their fellow students received qualified feedback. We show how a specific strategy in filming student behavior, produced films at a low cost. The films allowed the students to study their own behavior in detail. Our conclusions from the study is that the presented type of strategy for supporting learning works very well and we advice other researchers to test similar strategies when they need to mass-produce teaching of tacit skills.
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| 2. |
- Kjellin, Harald, 1951-, et al.
(författare)
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Creating an artificial context based on video-recorded competitive games for supporting the learning of tacit skills
- 2011
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Ingår i: eL&mL 2011. ; , s. 68-71
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Konferensbidrag (refereegranskat)abstract
- It is easier for students to learn tacit skills if they get much feedback on their behavior. Extensive resources are required for providing students with enough quantities and qualities of a specific feedback that is directly related to the students’ skills or lack of skills. We demonstrate how the demand for extensive feedback resources can be decreased by allowing the students to review film-clips from situations when they and their fellow students received qualified feedback. We will demonstrate a strategy in which we can film students’ behaviors by using cost effective filming techniques. The films allowed the students to study their own behavior in detail. Our conclusions from the study is that the presented type of strategy for supporting learning works very well and we advise other researchers to test similar strategies when they need to mass-produce teaching of tacit skills.
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| 3. |
- Kjellin, Harald, et al.
(författare)
-
Creating an artificial context based on video-recorded competitive games for supporting the learning of tacit skills
- 2011
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- It is easier for students to learn tacit skills if they get much feedback on their behavior. Extensive resources are required for providing students with enough quantities and qualities of a specific feedback that is directly related to the students’ skills or lack of skills. We demonstrate how the demand for extensive feedback resources can be decreased by allowing the students to review film-clips from situations when they and their fellow students received qualified feedback. We will demonstrate a strategy in which we can film students’ behaviors by using cost effective filming techniques. The films allowed the students to study their own behavior in detail. Our conclusions from the study is that the presented type of strategy for supporting learning works very well and we advise other researchers to test similar strategies when they need to mass-produce teaching of tacit skills.
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| 4. |
- Kjellin, Harald, et al.
(författare)
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The heuristics for designing an artificial context
- 2011
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Ingår i: Symbiosis International Conference on Open & Distance Learning, February, 2011. - : Swati Mujumdar.
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Konferensbidrag (refereegranskat)abstract
- One of the reasons for the low completion rate in distance courses is that students cannot identify themselves as being part of the context, in which the knowledge is being taught. The on-campus courses, on the other hand, often provide students with an experience of being part of a community. This shortcoming in distance courses is especially true for students who live far away from the professional situations that are being studied. There are many ways to remedy this, but in this article we focus on only one of these remedies, i.e. the heuristics behind designing an artificial context that will support the students in being able to identify themselves as being part of a community of professionals. We describe how we iteratively have investigated various forms of artificial contexts in the form of filmed dramatised lectures and filmed seminar instructions. We have systematically tested various forms of course designs that can be classified as “design of context”. Much of the work is focused on designing structures of film-clips. In the films the students can see other students asking questions and doing professional work and thereby the distance students, who view the films, can identify with the students, in the films, and get a feeling of the context of how the knowledge can be used. The distance students are then told to create similar example stories or films of similar professional situations. The students evaluate each others stories of professional situations, and this activity enables them to identify themselves as being part of a professional community. We evaluated our strategies by studying and interviewing students while they revisited the films of the course pages. Our conclusion is that our proposed heuristics are useful for designing an artificial context for distance education.
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| 6. |
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| 7. |
- Toufaili, Houssam, et al.
(författare)
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Benchmarking a software transition process
- 2010
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Ingår i: PROFES '10 Proceedings of the 11th International Conference on Product Focused Software. - New York, NY, USA : ACM. - 9781450302814 ; , s. 140-151
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Konferensbidrag (refereegranskat)abstract
- Software transition is a strongly under-researched process as compared to other software lifecycle processes. Today, basic issues such as how and by whom software transition is performed are not clear enough. In this paper, we explore these issues by benchmarking a software transition process within four companies. The benchmarking is based on criteria such as departments and roles involved in transition as well as the basic activities inherent in the transition process. Our results show that the transition process and the departments and roles involved in it vary. They depend on a particular context, such as organizational structure, role portfolio, product complexity and customer availability.
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| 8. |
- Toufaili, Houssam, et al.
(författare)
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Software Transition Benchmarking
- 2010
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Ingår i: Software Maintenance Maturity Model Workshop (S3M'10). - : springer.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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