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- Drougge, Ulrika, et al.
(author)
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Going Global – Lessons learned from developing an online Master’s in ICT4D
- 2013
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Conference paper (peer-reviewed)abstract
- Information and Communication Technology for Development (ICT4D) is a rapidly expanding field where successful outcomes require interdisciplinary collaborations. Stakeholders involved in ICT4D projects have a wide variety of educational backgrounds and ICT4D training. Literature and education on ICT4D has been compared to a lost sheep but currently there exists six master programmes in ICT4D at university level (University of Colorado, Boulder, Berkeley University of California, University of Cape Town, Royal Holloway University of London, University of East London and University of Manchester). However, none of these existing programmes are entirely available online and possible to complete by distance studies only. The aim of the present study is to analyse and discuss the needs and requirements for a master’s programme in ICT4D given entirely online as distance education. Applicants to a new online master’s programme developed at the Department of Computer and Systems Sciences at Stockholm University have responded to an online questionnaire on what they find important in an ICT4D programme. Findings show that even though online education has been around for quite a while, there are still a lot of issues to address and globally oriented distance education does have particular pedagogical, cultural, administrative and technical challenges. The lack of interdisciplinary programmes in ICT4D is evident and we definitely think that there is a need for a new master’s programme that is given in distance mode only. Furthermore, our vision is to open up the programme in the line of open access principles in a near future when course content and pedagogical ideas have been evaluated more in detail.
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| 2. |
- Göransson, Stefan, et al.
(author)
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Automatised examination of programming courses : design, development and evaluation of the autoexam online system
- 2013
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In: The joy of learning. - : European Distance and E-Learning Network. - 9789638955937 ; , s. 625-632
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Conference paper (peer-reviewed)abstract
- Traditional hand-written exams are still the main assessment method in programming courses at Swedish universities. Several conducted research studies indicates that computer based examination is a more natural environment for student examination and that the most authentic form of examination for programming courses should be to solve problems at a computer. The aim of this study is to describe the development of the web-based AutoExam system and discuss how the software system might contribute to modern programming education. AutoExam is designed and deployed as an online system and the artefact is constructed by using the Python programming language and the Django framework with a three folded Model-View-Controller division. As a main approach for this study methods defined in Design Science to be able to cover all the phases in the design, implementation, evaluation and communication of the AutoExam software artefact. The implemented automatised assessment system was evaluated in test examination by students with basic skills in the Python programming language. Semi-structured interviews were conducted with two programming teachers at the Department of Computer and Systems Sciences at the Stockholm University. Answers from the students’ tests were analysed by using the One-Way Anova analysis method. The results were insignificant but showed a slightly better result for answers that were generated in the AutoExam environment. Both the interviewed teachers posit that there are positive aspects of computer generated examination answers both from the teachers’ and the students’ point of view. Our recommendation is that the kind of automatised examination of programming skills that is described in this article ought to be tested and evaluated in larger student groups and during longer time than what has been done in this limited study.
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| 3. |
- Hallberg, David, 1978-, et al.
(author)
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Lifelong Learning : Telecentres in Semi-rural Areas as a Bridge between Formal, Non-formal, and Informal Learning
- 2011
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Conference paper (other academic/artistic)abstract
- The usage of telecentres has been the main initiative in many countries to provide information and communications technology in rural areas in a try to address the digital divide. In this paper, we analyse the situation in Sri Lankan semi-rural areas, discussing whether telecentres in the Nenasala network has a potential to act as local knowledge centres; bridging formal, non-formal, and informal learning. The visited telecentre is located about 50 kilometres east of Colombo. A qualitative design has been used where interviews with managers and users, and passive observations were conducted. Findings show that the visited telecentres play an important role in bridging formal, non-formal, and informal learning and education in the local community. Nevertheless, there are gender-based differences among pupils in the acquisition of provided content. Some children claim that they learn more by undergoing classes at the telecentres than in formal classes.
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| 8. |
- Hansson, Henrik, et al.
(author)
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Online Digital Mentorship : How Might a Digital Communication Tool Facilitate Informal Learning and Integration of Newly Arrived in Sweden
- 2017
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In: Proceedings of the 16th European Conference on e-Learning - ECEL 2017. - Reading, UK : Academic Conferences and Publishing International Limited. - 9781911218609 - 9781911218593 ; , s. 178-184
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Conference paper (peer-reviewed)abstract
- The arrival of large groups of refugees is one of the great challenges in Europe today. In Sweden around 100 000 new immigrants is expected to arrive from Syria only during 2017 and there are large groups from various countries already staying in Sweden that are not properly integrated. There are no quick and smart solution to solve the inclusion of the large number of new citizens and the idea should rather be a holistic approach combining several initiatives. Lack of language skills is one of the underlying reasons for new arrivals exclusion from the labour market and social networks. Online informal language learning and digital mentorship with two way communication between New Arrivals and established Swedes might be a way to facilitate the inclusion and integration process. The aim of the study was to examine to which extent a digital communication tool could act as a resource in order to make the integration process more effective for newly arrived immigrants and refugees. Research was carried out as a qualitative cross‐sectional study with data gathered by semistructured interviews. Five educators who are actively working with newly arrived immigrants and refugees were interviewed with use of the Skype tool. A thematic analysis was conducted to find patterns and to create themes and categories that could answer the main research question: How might a digital communication tool be designed to facilitate the integration and inclusion of new arrived refugees in Sweden? The answers could be structured according to two overall themes: “Usable” and “Flexible”. The theme “Usable” consisted of three sub‐themes Ease of Access, Improved language skills and Integrity Facilitation, while the theme “Flexible” was divided into two subcategories Adaptable and Educational content. The findings confirm that a digital communication tool would support integration of new arrivals by facilitating personal dialogues with established Swedes. The recommendation is to create an online platform that supports language learning and enables multi‐way digital mentorship in a social network with benefits for the established Swedes as well.
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| 10. |
- Jurkovic, Rahela, et al.
(author)
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How to keep learners motivated and excited in technology enhanced learning
- 2013
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In: The Joy of Learning. Enhancing Learning Experience - Improving Learning Quality. - 9789638955937 - 9781627489638 ; , s. -156
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Conference paper (peer-reviewed)abstract
- In the 21st century there have been several reports on students’ lack of engagement and academic motivation and that motivation is a prime key to academic success. The aim of the article is to describe and discuss how some selected models for motivation of students/adult learners can be applied in contemporary technology enhanced learning. The main approach in this article is the case study strategy where a case study is defined as an empirical inquiry investigating real world contemporary phenomena (Yin, 1989). The case study consists of three embedded units: the Zagreb unit, the Stockholm unit and the Glasgow unit, and three models for motivation explored in each unit. The conclusions based on comparison of the three models’ findings are the following. Effective learning for adults or children occurs when they are given opportunities to engage in shaping their own learning through practical experience as part of the learning process. Learners should be able to test their knowledge via interacting in an enquiring way with their learning context and solve real world problems.
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