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  • 2nd Crossmmla : Multimodal learning analytics across physical and digital spaces
  • 2018
  • Proceedings (redaktörskap) (refereegranskat)abstract
    • Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.
  • Aadland, Torgeir, et al. (författare)
  • Mitigating the lack of prior entrepreneurial experience and exposure through entrepreneurship education programs
  • 2023
  • Ingår i: International Journal of Entrepreneurial Behaviour & Research. - UK : Emerald Group Publishing Limited. - 1355-2554 .- 1758-6534. ; 30:11, s. 19-44
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposeTo increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.Design/methodology/approachData from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).FindingsThe type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.Research limitations/implicationsEntrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.Originality/valueThis study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.
  • Aagergaard, Sine, et al. (författare)
  • Scandinavian women’s football in world : migration, management and mixed identity
  • 2013
  • Ingår i: Soccer & Society. - : Taylor & Francis. - 1466-0970 .- 1743-9590. ; 14:6, s. 769-780
  • Tidskriftsartikel (refereegranskat)abstract
    • This special issue has grown out of an ongoing Nordic collaborative research project (Nordcorp) using Scandinavian women’s football as a strategically selected extreme case (of organizational development) to study a Nordic sport model in transition. The common point of interest for the project group, which overlaps with the editors and authors in this issue of Soccer and Society, is a fascination with the current development of Scandinavian women’s football that stands out as an intriguing subject for bothsports research and the social sciences.
  • Aagesen, Peter Tolstrup, et al. (författare)
  • Personality of Interaction : Expressing Brand Personalities Through Interaction Aesthetics
  • 2015
  • Ingår i: 34th annual Chi Conference On Human Factors in Computing Systems, Chi 2016. - New York, NY, USA : ACM Digital Library. ; , s. 3126-3130
  • Konferensbidrag (refereegranskat)abstract
    • Practicing designers must usually relate to branding in some manner. A designed artifact must support the brand in a constructive way and help establish positive brand experiences, which in turn have strategic value for the brand's institution. While there is obvious application of visual branding knowledge to the visual form of interactive artifacts, interviews with expert practitioners reveal a lack of systematic means to craft an interaction aesthetic to support a brand. Our empirical study relates attributes of interactive experience to that of 'brand personality', a common way of quantifying how a brand should be perceived. We show that particular attributes of interactivity, such as whether an interaction has a continuous rather than discrete flow, are related to particular brand traits. Our empirical results establish a clear commercial significance for deeper, systematic ways of analyzing and critiquing interactive experiences.
  • Aamaas, Åsmund, et al. (författare)
  • Globale utfordringar i en nordisk kontext : utvikling av studentsentrert pedagogikk i SPICA-nettverket
  • 2016
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Globala utfodringar i en nordisk kontekst – utvikling av studentcentrert pedagogikk i SPICA-nettverket En bærebjølke i SPICA-nettverket er utviklingen og gjennomføringen av et fellesnordisk kurs (5ECTS) med studenter og forelesere fra Grønland, Island, Færøyene, Norge, Sverige, Danmark og Finland. Kurset brukar innovative metoder basert på flipped classroom, place-based learning og challenge-based learning. Kurset består av envirtuell del med bruk av flipped classroom og nettkonferenser, et intensivkurs på en uge og etterarbeid i form av en individuell reflekterande texst. I mars 2016 er intensivkurset i Island. Under NU-konferensen ønskar vi å presentere og diskutera det pedagogiske utviklingsarbeidet i SPICA nettverket. Hovedmålsettingen med intensivkurset er å styrke lærerstudenternes kompetense i det profesjonsrettede arbeidet med dialog, tolerence, handlingskompetense og aktivt medborgerskap i skolen for slik å legge til rette for et bærekraftig og fredelig samfunn i tråd med skolens samfunnsmandat. Nettverket fokuserer på følles nordiske løsninger på lokale, regionale og globale ineressekonflikter og utfodringer, og nyanser mellom ulike problemløsningsstrategier. Nettverkets pedagogikk skal bygge et stilas for studentenes læring og samtidig gi kompetense i bruk av pedagogiske metoder. I forkant av intensivkurset spiller lærerne i nettverket inn korte filmer tilpasset kurset som studentene ser asynkront før synkrone nettdisusjoner i grupper på 4-5 studenter gjennomføres. Dette er i tråd med metoden flippes classroom. Filmene er knyttet opp mot utfordringer og muligheter i en islandsk kontext sett i sammanheng med overordnete tematiske og teoretiske perspektiver for kurset. Dette er i tråd med metoden place-basedlearning. Arbeidet er samtidigt relevante både i en lokal, regional og global kontext. I nettdiskusjoner med bakgrunn i filmene og egen forkunnskap arbeider studentgrupper med deltakere fra ulike land og institusjoner, seg fram mot en utfordring de vill jobbe med under intensivkurset. Det vi væra en islandk student i hvar gruppe. Utfordringen gruppen velger skal være knyttet opp mot målsetninger for kurset og sees i sammenheng med undervisning i skolen. Dette er slik i tråd med challenge-based learning. Studenten blir også bevisstgjort egne meninger og holdninger i møte aktuelle utfodringer. Studentene lærer å anvende vitenskapelig teori, terminologi og forklaringstyper i en nordisk arbeidsgruppe. SPICA-nettverket finansieras av Nordiska ministerråd og involverar følgende institusjoner: Grønlands Universitet (Illinniarfissuaq), Háskóli Islands, Fróöskaparsetur, Føroya, Malmö högskola, Oulun yliopisto, University College Lillebælt og Høgskolen i Størtøst Norge.
  • Aamodt Bentsen, Beint Magnus (författare)
  • Attitudes Towards Immigrants among Youth in Sweden
  • 2017
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • Attitudes towards out-groups have been of academic interest for a long time, and two often-used theoretical frameworks are intergroup contact theory, and group threat theory. This article combines insights from both to investigating attitudes among youth in Sweden using multiple regression analysis. I seek particularly to understand the role that contact has on reducing attitudes, and what role different contact situations, and forms may play. Specifically contact in schools and the local area is investigated after controlling for the effect of personal friendships. The analysis finds that high quality contact does have an effect on attitudes among Swedish youth even after controlling for background variables. Superficial contact has no additional effect in the investigated context. Group threat effects are also found to be important for the groups that are most directly in competition with immigrants in the labor market.
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