| 1. |
- Jandrić, Petar, et al.
(author)
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Teaching in the Age of Covid-19
- 2020
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Journal article (other academic/artistic)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 2. |
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| 3. |
- Håkansson Lindqvist, Marcia, et al.
(author)
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Building a network for collaborative support in professional development
- 2020
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In: NETWORKED LEARNING 2020. - Kolding, Denmark : Aalborg university. - 9788797174104 ; , s. 108-111
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Conference paper (peer-reviewed)abstract
- This paper aims to explore and describe important steps in creating beneficial conditions for networked learning in a project in organisations. In the inception phase of the project, four important steps were identified: creating a common virtual space, the handshake, the initial support and the mentorship. It is concluded that all the four described steps are important for a successful establishment of a networked community of practice.
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| 4. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
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Applying Community of Inquiry in designing higher education lifelong learning courses : The case of the BUFFL-project
- 2024. - 1
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In: The design of digital learning environments. - New York : Routledge. - 9781003246206 ; , s. 193-214
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Book chapter (peer-reviewed)abstract
- Designing courses that support collaboration and individual development is a crucial feature of higher education lifelong learning. This chapter reports a model for course design developed in a project with participants from banks, insurance companies, and one governmental insurance agency. The model aims to go beyond individual competencies by focusing also on organizational development with collaborative features inspired by the Community of Inquiry theoretical framework. Based on the network mode, the course design emphasizes collaborative inquiries between participants that link theoretical ideas to authentic organizational problems. Of particular interest is that the model helps lifelong learners to focus on personal meaning and collaborative application of acquired knowledge for the benefit of their organizations.
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| 5. |
- Jaldemark, Jimmy, Docent, 1970-, et al.
(author)
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Bringing work to school : Transforming higher education through a lifelong and work-integrated learning approach
- 2023
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In: ICERI2023 Proceedings. - Sevilla, Spain : The International Academy of Technology, Education and Development. - 9788409559428 ; , s. 1543-1550
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Conference paper (peer-reviewed)abstract
- Supplying work-life with a well-educated workforce is important for higher education. This task links to societal challenges such as digitalisation, globalisation, and regulation changes. Nevertheless, even if higher education institutions must educate to avoid competence shortages and match-making problems in work-life, such institutions must collaborate with employers. Higher education institutions and employers can meet up to this challenge by developing work-integrated learning programmes collaboratively. Work-integrated learning approaches integrate theoretical knowledge in the workplace by embracing pedagogical methods and strategies based on a specially designed curriculum. The current study discusses and analyses try-outs of a lifelong and work-integrated learning approach in a Business Administration program. The first stage of the project included developing and designing a preliminary framework, including content and activities and pedagogic principles to be applied in a lifelong and work-integrated learning approach. The preliminary framework embraced the following activities: 1) Exchanges of experiences and knowledge between the university and collaborating organisations, 2) Guest lectures from collaborating organisations, 3) Integration of authentic assignments in terms of a Bring-Your-Own-Data from collaboration organisations, 4) Dissertation work at collaborating organisations, 5) Creating hourly paid posts to combine studies and work, and 6) Mentorship to create opportunities for students to get access to work-life settings during their studies. The second stage included the implementation of the preliminary framework. The third stage evaluated the approach to suggest alterations of the preliminary framework. The paper reports and discusses early preliminary results from the try-outs.
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| 6. |
- Jaldemark, Jimmy, Professor, 1970-, et al.
(author)
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Building hybrids between higher education and society : Applying a networked work-integrated learning framework in a business administration program
- 2024
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In: Proceedings of the Fourteenth International Conference on Networked Learning 2024. - Aalborg : Aalborg University Open Publishing. ; , s. 1-4
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Conference paper (peer-reviewed)abstract
- In this study, the changed context for higher education institutions is analysed through the lens of various approaches to collaboration between higher education institutions and society. Three different approaches are discussed: the ivory tower, the factory, and the network. Although these approaches differ, higher education institutions are complex organisations and can embrace a mix of approaches. Nevertheless, depending on the approach applied, this impacts how collaboration between higher education institutions and organisations in society plays out. The study contextualised these approaches in a joint higher education-industry project focusing on developing work-integrated learning (WIL) in a Business Administration program. WIL should embrace practice-based pedagogical methods and strategies by integrating theoretical knowledge in the workplace. To achieve WIL, a network of stakeholders needs to be engaged actively in practice-based activities. The study aimed to report preliminary results from a higher education work-integrated learning project. The following research question was posed: How can higher education institutions, together with organisations in society, apply a networked approach to work-integrated learning? Thus, this paper contributes to knowledge regarding the networked aspects of the design and development of a preliminary framework, including the following themes: Exchanges of experiences and knowledge, Guest lecturers and Bring-Your-Own-Data (BYOD) assignments. These themes manifest a networked WIL framework as a hybrid between higher education and society. First, the networks of experiences and knowledge within academia merge with those of experiences and knowledge in society. Between these two, a hybrid networked work-integrated framework links higher education and society. Second, the same can be said to be true for guest lecturers. Here, guest lecturers became a link between higher education and society and therefore merge the two networks of learning through information and knowledge exchange. Third, BYOD assignments provided further manifestations of a networked WIL framework. Authentic data from the workplace meet the theories of higher education and a hybrid is created. When practice meets theory, they, too, become a link between higher education and society.
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| 7. |
- Jaldemark, Jimmy, Professor, 1970-, et al.
(author)
-
Higher education lifelong learning initiatives in the tension between organisational and continuous professional development
- 2024
-
Conference paper (peer-reviewed)abstract
- Higher education institutions' collaboration with organisations in the surrounding society includes education, research and development initiatives. Such initiatives are often discussed in terms of lifelong learning and should, in an ideal situation, include the continuous professional development of individuals as well as organisational development (2). Such an ideal embraces the dissolving of boundaries between individual and organisational development and the idea that successful continuous professional development should occur at both individual and aggregated levels. Based on a networked mode, higher education institutions are closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations (3). Formal education and informal work-related tasks are blurred and emphasised as equally important (1).This paper aims to analyse and discuss the tensions that occur when higher education lifelong learning initiatives intersect with initiatives for employees' continuous professional development and with organisations' goals. The following research questions are posed: 1) Which tensions between individual and organisational goals emerge when higher education lifelong learning initiatives aimed at providing continuous professional development are implemented? and 2) How can the intersection between employees’ continuous professional development in terms of higher education courses be understood from an organisational perspective?The study is based on a higher education initiative planned and performed in collaboration with eight organisations belonging to an established network of bank and insurance companies. A casestudy-inspired approach was conducted. Data were gathered from professional development courses and embraced conversations with leading representatives of participating organisations, email interviews with teachers, e-mail conversations between teachers and course participants, and course evaluations (open-ended and Likert scale questions).The findings show that while participants in the courses found the courses to contribute to continuous professional development, the organisations did not have the same view. Thus, tensions in the intersection between professional development for individuals and organisations were identified. Bringing organisation-relevant data as input to the courses was identified as a key to providing the establishment of solid links between theoretical perspectives and work-related practices. In focus were collaborative features and the idea of linking theoretical reasoning to authentic organisational problems.The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed professional development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to continuous professional development. This includes increased responsibility to ensure that investments in continuous professional development are beneficial for organisations.1.Cremers, et al. (2014). Self-directed lifelong learning in hybrid learning configurations. International Journal of Lifelong Education, 33(2), 207–232.2. Mlambo, et al. (2021). Lifelong learning and nurses’ continuing professional development: A metasynthesis of the literature. BMC Nursing, 20, 1–13.3. Nørgård, et al. (2019). Networked learning in, for, and with the world. In A. Littlejohn, J. et al.(Eds.), Networked professional learning: Emerging and equitable discourses for professional development (pp. 71–88). Springer.
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| 8. |
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| 9. |
- Jandrić, Petar, et al.
(author)
-
Teaching in the Age of Covid-19 : The New Normal
- 2022
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Journal article (peer-reviewed)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 10. |
- Mozelius, Peter, Dr. 1959-, et al.
(author)
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Towards a Support Model for Work Integrated Professional Development : a first evaluation of the CHIM steps
- 2020
-
In: 13th annual International Conference of Education, Research and Innovation. - : The International Academy of Technology, Education and Development. - 9788409242320 ; , s. 64-69
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Conference paper (peer-reviewed)abstract
- In our 21st century knowledge society the investment in human resources is an essential activity foralmost all companies. Technology enhanced learning has opened up for new, and more flexible formsof work-integrated learning. Virtual learning environments and online conferencing tools enable a moreindividualized course design with the idea of anytime and anywhere. However, lessons learnt is ifonline learning fails in the inception phase, drop-out rates can be high and pass rates low. The aim ofthis paper is to present and discuss the support of the inception phase of online professionaldevelopment with the idea of emphasizing the CHIM steps.The four steps in this model are:1 Creating a common virtual space,2 Handshake,3 Initial teacher support,4 Mentorship.The research strategy has been the case study approach with 10 course modules in an ongoingprofessional development initiative as case units. Data were collected in a mix of interviews, onlinediscussions and email analyses. Patterns and themes from the various data sources have, after aninitial content analysis been compared according to the case study concept of triangulation.Furthermore, results were grouped into five categories, the four CHIM steps and a fifth miscellaneouscategory.Findings indicate that all the four CHIM steps are important for a successful outcome, and if some ofthe three first steps fail, the fourth will probably fail as well. The recommendation is that universitieshave to rethink the parts of the bureaucracy that are not transmedial, and cannot be carried out onlinewithout traditional face-to-face confirmation. Finally, the CHIM steps concept only involves theinception phase of online learning support and, even if the conclusion is to emphasise the importanceof the initial steps, the important future work is to extend the support model to handle the sustainablelong-term perspective.
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| 11. |
- Ahlin, Karin, 1963-, et al.
(author)
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Determining Testbed Requirements for Technology Enhanced Speech Rehabilitation after Stroke -the Informed Co-workers’ View Point
- 2019
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In: GLOBAL HEALTH 2019. - : International Academy, Research and Industry Association (IARIA). - 9781612087429 ; , s. 20-27
-
Conference paper (peer-reviewed)abstract
- This paper analyses and discusses the identified requirements for technology enhanced systems for speech rehabilitation after a stroke. To stroke patients, a speech injury can be devastating, impacting their abilities to speak, listen, read, and write. Therefore, speech therapy is recommended as early as possible. To address the challenge with a growing percentage of older adults, therapy should include a variety of Technology Enhanced Systems (TES) to support the idea of independent living. These systems must be adapted to the patients’ needs and speech therapy requirements. Based on a design science approach, requirements were determined from an analysis of ten semi-structured interviews with knowledgeable informants. Findings indicate several important requirements, such as: TES should be motivating, joyful, individualised and built on patients’ needs and on speech therapists’ professional knowledge. Furthermore, TES services must be user-friendly and provide training in each patient’s mother tongue. Added to these requirements are ease of including close relatives as supporting persons, as well as accessibility through portable devices.
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| 12. |
- Ahlin, Karin, 1963-, et al.
(author)
-
IoT in Elementary School for Everyone – A Research Plan
- 2022
-
In: Challenges of Trustable AI and Added-Value on Health. - : IOS Press. - 9781643682846 - 9781643682853 ; , s. 955-956
-
Conference paper (peer-reviewed)abstract
- We propose a tentative research plan to increase students’ mental healthin elementary schools by implementing Internet of Things (IoT) technology. Theresearch plan should answer how to support students’ mental health using IoTsolutions and the critical factors influencing testbeds for IoT solutions with thepreviously mentioned purpose. Our intended research method is Design Science,which we plan to use stepwise.
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| 13. |
- Ahlin, Karin, 1963-, et al.
(author)
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Redesign and Evaluation of a Technology Enhanced Learning Environment for Thesis Supervision
- 2017
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In: ICERI2017 PROCEEDINGS. - Sevilla, Spain : The International Academy of Technology, Education and Development. - 9788469769577 ; , s. 636-643
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Conference paper (peer-reviewed)abstract
- Thesis supervision is an important activity in higher education with Bachelor’s and Master’s theses mandatory parts of university programmes. In traditional education, thesis supervision has been a face-to-face activity, but today, both the student groups and the learning environments are blended. This study describes and discusses the design and implementation of a blended learning environment for a student group at Mid Sweden University. The research question that the study aims to answer is: Which are the important factors in the design of a course for undergraduate students, to facilitate supervision of thesis projects in a technology enhanced environment? This study employed a Design science research strategy with three phases for design, implementation and evaluation of a blended learning environment during thesis supervision. For the first phase, design requirements were specified based on document studies and a literature review. In the second phase (first part), the created design requirements were implemented as an instance in the Moodle virtual learning environment. Second phase (second part), the implemented instance was used as the online part of a blended learning course for students writing their Bachelor’s thesis. In the third phase an evaluation was carried out with an online questionnaire were students gave their opinions on course design and teaching and learning sessions. Findings show that the learning outcomes were good and that the course aim and the learning objectives were clearly stated. Found important factors for a successful supervision were peer collaboration, multimodality, and technology enhanced interaction. Remaining challenges are to improve course content and to motivate students for research in the field of Informatics. Most surprising positive finding was that peer situation occurred informally, which deepen their knowledge for thesis writing and presentation.
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| 14. |
- Ahmad, Awais, 1981-, et al.
(author)
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Critical Factors for Human Computer Interaction of eHealth for Older Adult
- 2019
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In: Proceedings of the 2019 the 5th International Conference on e-Society, e-Learning and e-Technologies. - Vienna : Association for Computing Machinery (ACM). - 9781450362351 ; , s. 58-62
-
Conference paper (peer-reviewed)abstract
- The percentage of older adults increases globally with an increased need for medical care. To support the idea of successful active aging, e-health seems to be an interesting concept. This study was conducted as a systematic literature study, with the aim to identify and discuss determinant factors in the Human computer interaction of eHealth for older adults. The important main research question to answer was: What are the critical challenges to address for an improved human computer interaction in technology enhanced health care systems for older adults? Findings show that there are several critical factors to consider, with trust, personal integrity, technological acceptance, e-health literacy and accessibility of ICT as the most determinant. If the found challenges are addressed, it might be possible to achieve the identified aim of independent living. The recommendation is a human computer interaction that is elderly centred, and involves the elderly users in the design process. However, no ICT enhanced system will be user-friendly enough to take away the need for social and technological support.
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| 15. |
- Ahmad, Awais, 1981-, et al.
(author)
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Exploring the Medical Caregivers' Perceptions of Technology Acceptance for an Online Speech and Language Assessment Application Among Stroke Patients
- 2023
-
In: International Journal on Advances in Life Sciences. - : International Academy, Research and Industry Association (IARIA). - 1942-2660. ; 15:1-2, s. 1-10
-
Journal article (peer-reviewed)abstract
- Stroke is a globally increasing disease and speech and language deficiencies are common in stroke survivors. To facilitate medical caregivers in their professional work and to improve patients’ quality of life, technology can play an important role. However, the use and acceptance of technology are uncertain and more research is needed in this direction. This study evaluates the technology acceptance and adoption of an online speech and language assessment application. The evaluation-focused Design Science Research strategy was adopted for that purpose. Two physiotherapists, one occupational therapist and three speech therapists participated in the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical base for interview questions formation and data analysis. The study findings show that the suggested application is useful and easy to use; however, it should be better synchronised with speech therapists’ daily work routines. The speech therapists stressed that the functionalities of the application should be designed in close collaboration with them, and it should be compatible with the already existing systems and services in place. Due to impairments after stroke, the patients have some specific preferences for software and hardware; such as a tablet with a touch pen is the preferred hardware. Additionally, the interface should have bigger text fonts and pictures, and highly contrastive colours in the graphics should be used for patients’ convenience. The user’s privacy and security, the patient’s current health, and their previous knowledge and experience with technology were also found important determinants for the intention to use the given technology.
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| 16. |
- Ahmad, Awais, 1981-, et al.
(author)
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Factors Influencing Acceptance of Technology-enhanced Speech and Language Relearning for Stroke Survivors – A Systematic Review
- 2021
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In: ICSLT 2021: Proceedings of the 2021 7th International Conference on e-Society, e-Learning and e-Technologies. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450376846 ; , s. 86-91
-
Conference paper (peer-reviewed)abstract
- Speech and language loss is the most common disease for stroke survivors. The process of relearning communication skills is difficult and a time taking process. Technology-enhanced systems (TES) can be useful in speech and language relearning, however, the acceptance and usability of TES for stroke patients have been a matter of concern and more research is needed in this area. This study is therefore aimed to explore the factors that might influence the acceptance of technology-enhanced speech and language relearning after stroke. A systematic literature review was conducted to determine the technology acceptance factors. To ensure the state of the art in the given field, 97 articles written from 2016 to April 2021 were retrieved with a search string aligned to the research question. After applying the exclusion criteria and quality assurance, 13 articles were selected for inclusion. An overview of selected articles, their chosen methodology, and main findings from the articles was presented in a pre-defined table. The results show that patients’ physical and cognitive condition, the intensity of relearning exercises, native language, the involvement of friends and family, technical assistance and training, selection of hardware and usability of the graphical interface are important factors for acceptance of TES. Stroke patients tend to use TES. Independent living, treatment in the home environment, and improved quality of life are the major motivations for use of TES. However, TES should be tailor-made and a user-centre approach should be adopted. Finally, proper education and training are essential not only for the patients but for the speech therapists and patients’ relatives and friends as well.
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| 17. |
- Ahmad, Awais, et al.
(author)
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Human-Computer Interaction for Older Adults : a Literature Review on Technology Acceptance of eHealth Systems
- 2022
-
In: Journal of Engineering Research and Sciences (JENRS). - : JENRS. - 2831-4085. ; 1:4, s. 119-126
-
Journal article (peer-reviewed)abstract
- The population of older adults globally increased during the last couple of decades. Due to these demographic changes, the need for medical care has also significantly increased. Despite the age-related disabilities and chronic diseases, most older adults prefer independent living in their home environment. Technology-enhanced systems and eHealth applications seem to provide some promising solutions for older adults’ well-being and independent living. However, the adoption and acceptance of these applications for older adults are unclear and further research is needed in this area. This study was carried out as a literature review, to meet the aim of identifying and discussing important factors in the Human-computer interaction of eHealth for older adults. The overall research question for this study was: What are the critical factors to consider for an improved human-computer interaction in technology-enhanced health care systems for older adults? Findings indicate some important factors to address: personal integrity, trust, technology acceptance, accessibility of ICT and eHealth literacy. If the presented factors are considered and addressed, it would be easier to achieve the desired aim of independent living. The authors recommend a human-computer interaction that is older adults centred, with the involvement of older adults users in the design process. Proper education and training on the use of eHealth services are also of great importance. Finally, the technology-enhanced system should also provide good social and technological support to the users.
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| 18. |
- Ahmad, Awais, 1981-, et al.
(author)
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On the Importance of Tailor-made Speech Relearning Software for Stroke Rehabilitation
- 2020
-
In: Proceedings of the 6th International Conference on Information and Communication Technologies for Ageing Well and e-Health - Volume 1: ICT4AWE. - : SciTePress. - 9789897584206 ; , s. 176-179
-
Conference paper (peer-reviewed)abstract
- Post stroke rehabilitation is a global issue with increasing challenges today when the percentage of older adults is increasing. There is a need for new solutions to better assist stroke survivors' normally long way back to a good and independent life. The various post stroke impairments can be divided into the categories of cognitive, motoric and speech impairment, and the three also have their interrelations. This position paper has a focus on rehabilitation of stroke survivors' speech impairments, and the use of technology-enhanced systems to assist the speech relearning. The current reuse of language learning software for primary school students is doubtful, and should better be replaced by tailor-made and adaptable tools that fit the target group. Finally, the recommendation is a long-term strategy where some initial costs should fund the design, development and evaluation of new digital tools for speech relearning. This should be conducted in a collaboration between researchers, speech therapists, stroke patients. The approach should be iterative and user-centred, with both speech therapists and stroke patients as the end-users.
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| 19. |
- Ahmad, Awais, 1981-, et al.
(author)
-
Technology Acceptance of an Online Speech and Language Assessment Application for Stroke Patients - the Medical Caregivers’ Viewpoints
- 2021
-
Conference paper (peer-reviewed)abstract
- Stroke is a globally increasing disease and speech and language deficiencies are common in stroke survivors. To facilitate medical caregivers in their professional work and to improve patients’ quality of life, technology can play an important role. However, the use and acceptance of technology are uncertain and more research is needed in this direction. This study evaluates the technology acceptance and adoption of an online speech and language assessment application. The evaluation focused Design Science Research strategy was adopted for that purpose. Two physiotherapists, one occupational therapist and three speech therapists participated in the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical base for interview questions formation and data analysis. The study findings show that the suggested application is useful and easy to use; however, it should be more synchronised with speech therapists’ daily work routines. The speech therapists stressed that functionalities of the application should be designed in close collaboration with them, and it should be compatible with the already existing systems and services in place. Due to the impairments after stroke, the patients have some specific preferences for software and hardware such as a tablet with touch pen is the preferred hardware. Additionally, the interface should have bigger text fonts and pictures, and highly contrastive colours in the graphics should be used for patients’ convenience. The user’s privacy and security, patient’s current health, and their previous knowledge and experience about technology were also found important determinants for intention to use the given technology.
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| 20. |
- Ahmad, Awais, 1981-, et al.
(author)
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Technology-enhanced speech and language relearning for stroke patients : defining requirements for a software application development
- 2020
-
Conference paper (peer-reviewed)abstract
- Speech and language relearning are challenging for stroke survivors as well as for medical caregiv-ers. After a stroke, a patient’s ability to read, write, speak, and listen is decreased to different degrees, which results in a compromised independent life and a decreased quality of life for the patient. Tech-nology enhances systems can play a vital role in this context. However, the available software are not specifically built for after the stroke patient’s needs. This paper is therefore aimed to gather require-ments for designing a tailor-made speech relearning software application for stroke survivors. A de-sign science approach was adopted, where different stakeholders such as medical caregivers and in-formation technology consultants were involved in the process. The well-informed and experienced participants in their fields highlighted some important requirements such as different types of inter-face for a patient than speech therapist with extra management functionality for speech therapists so that they can adjust the relearning exercises according to the patient’s needs. Software requirements vary from patient to patient where the intensity of speech and language impairments, general medical condition of the patient, age, prior experience, and knowledge about the information of the patient and social setup of the patient plays an important role. Since stroke is most common in adults and adults learn differently than children, adult learning theory might help understand the patients’ needs. There-fore, adult learning principles were involved in the requirement analysis process. The established re-quirements will be used for the development of speech and language relearning software.
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| 21. |
- Ahmad, Awais, 1981-, et al.
(author)
-
Testbed requirements for technology enhanced stroke rehabilitation to support independent living
- 2019
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In: ICT4AWE 2019 - Proceedings of the 5th International Conference on Information and Communication Technologies for Ageing Well and e-Health. - : SCITEPRESS - Science and Technology Publications. ; , s. 174-182
-
Conference paper (peer-reviewed)abstract
- An identified global phenomenon is that, as the percentage of older adults increases, new challenges arise for medical care and rehabilitation. Several research studies have presented e-health as a promising concept to support the idea of independent living among patients with chronic diseases. The Mid Sweden region has a relatively old population and is a region where people live with long distances to the nearest hospital or health care centres. This study had a focus on defining testbed requirements for a technology enhanced stroke rehabilitation adapted to the specific region. The focal research question to answer in this study was: What are the requirements and their associated benefits and barriers of using technology-enhanced systems instead of traditional techniques for stroke rehabilitation in the Mid Sweden region? With Design Science as the overall research strategy, data was collected by semi-structured interviews with key stakeholders in the field of stroke rehabilitation. A deductive thematic analysis was conducted where important themes were grouped into the four main requirement categories of: Technical, Human-computer-interaction, Clinic and Sustainability. Beside the more specific requirements, an interesting finding was the division of stroke rehabilitation into the categories motoric, cognitive and speech rehabilitation; also, how technology enhanced solutions might be used in these categories. Each category has a potential for a successful use of technology enhanced services, but as the standard procedure in traditional stroke rehabilitation each patient needs a personalised treatment.
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| 22. |
- Ahmad, Awais, 1981-, et al.
(author)
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The Technology-Enhanced Requirements for the Three-Fold Stroke Rehabilitation to Support Independent Living
- 2020
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In: Information and Communication Technologies for Ageing Well and e-Health. - Cham : Springer. - 9783030526764 - 9783030526771 ; , s. 142-159
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Conference paper (peer-reviewed)abstract
- Stroke is a common and severe disease that can be found in all regions across the globe, and not onlyamong older adults. Result of a stroke can be death, or a variety of disabilities caused by impairments indifferent brain functions. This chapter discusses technology enhanced stroke rehabilitation from a threefoldview of cognitive, motoric and speech rehabilitation. The important research question was: Whatwould be the requirements for technology-enhanced stroke rehabilitation in the areas of cognitive, motoricand speech rehabilitation? The study was carried out with a requirement-focused Design Science approachcollecting data with semi-structured interviews. Informants were selected in a purposive sampling choosingprofessionals with valuable knowledge and skills in stroke rehabilitation. The findings in this study havegenerated useful general requirements for a future implementation and testing of technology enhancedstroke rehabilitation. Within each of the three rehabilitation categories cognitive, motoric and speech, thereseems to be potential for successful use of technology enhanced services. This development ofrehabilitation services must follow the fundamental principle for all forms of stroke rehabilitation: eachpatient needs a personalised treatment. However, in all three rehabilitation categories, there is a need todefine more specific requirements based on feedback from stroke patients testing the rehabilitationservices.
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| 23. |
- Bergkvist, Linda, Assistant professor, 1979-, et al.
(author)
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Redesigning Professional Development on Digital Transformation Using Andragogy as a Theoretical Lens
- 2023
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In: Proceedings of the 22nd European Conference on e-Learning - ECEL 2023. - : Academic Conferences and Publishing International Limited. - 9781914587900 - 9781914587917 ; , s. 25-32, s. 25-32
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Conference paper (peer-reviewed)abstract
- Regarding the ongoing digitalisation in the knowledge society, professional development seems more crucial than ever. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the life of full-time working learners. Content, pedagogical models and instructional design in university courses are often created for students in Bachelor's and Master's programs instead of tailored for adults working full-time. This study describes and discusses andragogy as a potential knowledge base for redesigning professional development courses on digital transformation. Evaluations from two instances of a course for professionals on digital transformation showed that the course participants overall are satisfied with the course. However, only a few course participants take the exam to get credits. Therefore, the research question that guided this study was, "What redesign options for increased pass rates and learner satisfaction in professional development for adult learners can be identified using andragogy as a theoretical lens?" The course is on distance and contains four modules with synchronous and asynchronous learning activities, resulting in five European Credit Transfer System (ECTS). The empirical material consisted of course participants' check-in presentation before the course started, mid-term evaluation, final evaluations, and a learning diary containing 58 entries. The data was deductively analysed using the theory of andragogy as an analytical lens. The findings imply that instructors should put effort into how different parts of the course are connected, supporting learners' need to know. Further, to enhance the course participants' prior experience as a resource for learning by adding learning activities, they exchange experiences and examples with each other, adding to their learning process and networking. The pedagogic parts of understanding the theoretical course material could be split into pieces through exercises where the participants apply conceptual models and concepts to real-situation problems. The learning diary could help the participants align the new knowledge with their prior knowledge with a focus on professional roles and work situations. The identified redesign options create opportunities to increase pedagogical parts like readiness, orientation, and motivation to learn according to the current higher education system.
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| 24. |
- Brodén, Karin, 1963-, et al.
(author)
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Redesigning Technology-Enhanced Professional Development to Facilitate Lifelong Learning
- 2023
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In: ICERI2023 Proceedings. - Sevilla : IATED. - 9788409559428 ; , s. 604-611
-
Conference paper (peer-reviewed)abstract
- Professional development is more crucial than ever, especially in supporting ongoing digitalisation in the knowledge society. The need for upskilling and reskilling is described as continuous lifelong learning, which must be combined and synchronised with the lives of full-time working learners. Content, pedagogical models and instructional design in university courses are often centred on students in their early twenties with little to no work experience instead of tailored for experienced professionals working full-time. One such course is the foundation for this study: a course on digitalisation and digital transformation targeting professionals with at least two years of work experience in digital transformation. Therefore, the research question that guided this study was: "How can a distance course for professionals be redesigned to facilitate lifelong learning?" The redesign aims to increase satisfaction with the course and the number of participants taking their exams. The course contains four modules with synchronous and asynchronous learning activities, resulting in 5 ECTS credits (the European Credit Transfer System). The analysed empirical material consists of course participants' check-in presentation before the course started, mid-term evaluation, final evaluation, and a learning diary containing 58 entries. The empirical material was inductively and iteratively analysed following the main steps of thematic analysis. Two of the researchers conducted the first steps of the analysis individually. The following steps were a joint coding procedure to reach a consensus. This part of the analysis included several discussions with the other researchers. The inductive analysis identified 70 initial codes that reflected issues related to course design, learning activities, course information, and instructions. The initial codes were clustered into seventeen more abstract themes based on similarities. The themes related to strengths and weaknesses/challenges with the course. The strengths were analysed as, among others, discussions with course participants in other domains, recordings introducing scientific articles, focused and direct instructions on the learning management system (LMS), and the course is held online at the same weekly time. Perceived challenges were, for example, reading scientific articles and understanding and transferring the content to their work situation, lack of correspondence among the modules, not all modules being published simultaneously on the LMS, and the general problem of mixing work and studies. Despite that, the material showed satisfied course participants, where only a few ended the course by taking the exam to get their credits, which is one of academia’s ways to quantify learning. Based on the data analysis, course and learning activities will be redesigned and developed to be tested and evaluated in a forthcoming course instance in autumn 2023.
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| 25. |
- Calvo-Morata, Antonio, et al.
(author)
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Games for coding to attract new students to STEM
- 2024
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In: 2024 IEEE Global Engineering Education Conference (EDUCON). - : IEEE conference proceedings.
-
Conference paper (peer-reviewed)abstract
- There is a need to increase the number of students, especially women, choosing programming and STEM disciplines. We need innovative approaches in schools to better engage students and awake their interest in computer science. This paper addresses the need to create tools that effectively support the learning of programming and the development of computational thinking, highlighting why video games can be an effective educational tool for it and also attract new students to STEM. The Game4Coding Erasmus+ project proposes the design of a video game called CodeQuest, using a game genre that has not been frequently used before to address the teaching of programming, the monster tamer genre. We consider that video games have a number of benefits such as that stimulate active learning, are engaging for a wide range of students, and present information in a way that is attractive to learners. We want to explore this kind of game’s effectiveness as a learning tool as well as its effect on the perception of STEM disciplines and programming to attract new public to coding (especially girls).
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| 26. |
- Cleveland-Innes, Martha, et al.
(author)
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Higher education for lifelong learning : Shaping the new global social contract for education
- 2023
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Conference paper (peer-reviewed)abstract
- The call for a higher education that embraces lifelong learning began in the 1970s, continued to escalate, and has never been louder. From extensive review, this new approach requires a delivery system that is accessible and meaningful to adults of all ages and from diverse backgrounds. Now embedded in the United Nations Sustainable Development Goals, a new social contract for education could be the keystone in our quest to create and sustain “a world of peace, dignity and prosperity on a healthy planet” (Guterres, 2020).This new social contract encourages us to analyse and embrace the results of the Covid-19 pandemic. This event left over 24 million diverse learners at significant risk of developmental loss. These learners from all age groups, including millions of children, may carry a deficit that will increase the demand for education across the lifespan. The same pandemic also left a legacy for digital learning that will shape education forms into the distant future. We add to these two key influences on higher education UNESCO’s recent suggestion that we need “a sector-wide, lifelong learning approach towards the future development of higher education” (International Commission on the Futures of Education, 2021, p. 102). Our research rests in the current higher education but draws on expert opinion about the necessary transformation needed for lifelong learning. An expanded Delphi method gathered data from prominent scholars and practitioners from around the world. This data driven exercise was guided by the question: What are the critical aspects of higher education transformation needed for lifelong learning in a digital era?The paper outlines the data gathering and analysis processes, which include Grounded Theory steps of open, axial, and confirmatory coding. For those with demonstrated knowledge about technology-enabled lifelong learning, there is an interrelated taxonomy of structures and processes that must be addressed in policy creation and reform of higher education. We argue that these seven identified elements need integrated repurposing to achieve lifelong learning outcomes: ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial resources’, ‘Quality assurance, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion.’ In addition, we identify government policy examples from Sweden and Canada that support these change requirements in alignment with SDGs. António Guterres (2020) https://www.un.org/press/en/2020/sgsm20003.doc.htmInternational Commission on the Futures of Education (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
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| 27. |
- Falkeman, Mats, et al.
(author)
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Identified Key Factors in Information System Procurement in the Public Sector in Sweden
- 2024
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In: CEUR Workshop Proceedings. - : CEUR-WS.
-
Conference paper (peer-reviewed)abstract
- Before the pandemic, many public sectors in Sweden relied heavily on American cloud services. The pandemic's onset necessitated remote work, highlighting the need for secure and legally compliant communication systems. The dSam project (Digital Collaboration Platform for the Public Sector) evaluated the market for such solutions, completing its report in autumn 2022. The project's main purpose was to investigate, analyze, and present factors influencing the procurement of digital information systems within the public sector in Sweden, and to understand the interaction between people and technology. This understanding aims to optimize behaviors and attitudes for successful procurement. The empirical material includes semi-structured interviews with authorities and supplementary observations. The study identifies ten key factors affecting the procurement of digital information systems in the Swedish public sector and highlights a significant research gap in theories related to IT artifacts.
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| 28. |
- García-Martínez, Aránzazu, et al.
(author)
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A Proposal for an Immersive Virtual Reality Competencies Framework for History Teachers : Towards a Specialization of TPACK
- 2024
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In: Proceedings of ICICTE 2024.
-
Conference paper (peer-reviewed)abstract
- History education faces challenges engaging students due to its complexity, hindering understanding of key concepts like causality. Immersive virtual reality (iVR) is being broadly implemented in heritage institutions, with some history teachers beginning to explore its potential. However, insufficient technological-pedagogical knowledge complicates its implementation and the competencies needed for K-12 history teachers remain unexplored. Knowledge required to effectively implement iVR in history education is presented, aiming to discuss a model covering the various areas that should be developed for successful history education through iVR.
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| 29. |
- Granholm, Martina, 1969-, et al.
(author)
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Information sharing during cross‐border collaboration from a dialect continua perspective
- 2021
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In: Journal of Contingencies and Crisis Management. - : Wiley. - 0966-0879 .- 1468-5973.
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Journal article (peer-reviewed)abstract
- Emergencies sometimes cross the borders of nations making information sharing over national borders essential in emergency management. This type of information sharing is often mediated by some kind of technology. However, appropriate and efficient cross‐border communication is more than providing technology to mediate information exchange. This study note focuses on emergency services experience of terrestrial trunked radio (TETRA)‐mediated cross‐border communication across the Norwegian–Swedish border. We applied the theory of dialect continua to analyse how people from different dialect areas understood each other. The study was based upon data gathered from semi‐structured interviews. The findings show that indeed the technological solutions had opened up new opportunities for crossborder communication but that during stressful conditions, the language differences between Norwegian and Swedish could lead to misunderstandings.
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| 30. |
- Hansson, Henrik, et al.
(author)
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Chat yourself into the society : The development of an audio-visual online environment for the newly arrived
- 2019
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In: INTED2019 Proceedings. - Valencia : The International Academy of Technology, Education and Development. - 9788409086191 ; , s. 553-557
-
Conference paper (peer-reviewed)abstract
- Large groups of refugees have arrived in Sweden during the last years with a peak in 2015 when there were around 1.3 million asylum applications. Many of the newly arrived are still not yet integrated into the Swedish society and language skills is a key factor for a successful inclusion and integration process. There is a need for new digital language learning tools, not least for informal self-learning. The aim of the study is to describe and discuss the development and evaluation of an audio-visual online tool for informal language learning as a complement to formal language training.The overall research strategy has been action research with a qualitative investigation where data were gathered in a mix of usability tests, observations and interviews. Main informants were 12 students from three separate courses on Swedish for newly arrived. Since the group of informants constitute an exposed group, personal details have been kept as anonymous as possible.Findings indicate that several design concepts were useful and appreciated by the test group, but several users wanted an alternative to the Facebook based login. Gamification seemed to be a promising way to increase motivation, and many participants perceived that a feature with direct translation of messages would be a good way to improve the language learning. Furthermore, there were requests for tool mechanisms to filter conversation partners by gender and by interests.
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| 31. |
- Hellerstedt, Andreas, et al.
(author)
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From Comenius to Counter-Strike : 400 years of Game-based learning as a didactic foundation
- 2018
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In: Proceedings of the 12th European Conference on Games Based Learning (ECGBL 2018). - Sophia Antipolis, France : Academic Conferences and Publishing International Limited. - 9781911218999 ; , s. 232-239
-
Conference paper (peer-reviewed)abstract
- The Czech philosopher John Amos Comenius has been presented as the father of modern didactics. He also favoured learning by doing and believed in "the art of turning all our schools into games". Furthermore, Comenius had the idea of a flipped classroom with a four-hour school day, divided into two hours in the morning and two hours in the afternoon. The time in between is recommended to be spent on preparation, play and to explore nature. Comenius saw play as an important didactic strategy since play is an imitation of life itself. Most importantly, Comenius wished games/play and learning to be integrated. He envisioned "a school in which the serious and the fun are mixed" (Comenius, 1657B, [xviii]).This study has been carried out as a central and comparative literature review. Central in the sense of reviewing a body of literature that is central to the chosen topic, and comparative in the sense that texts describing ideas from the Comenius era have been compared to contemporary ideas. The historical texts were studied using a contextual method, viewing Comenius's works as moves in an argument, as described by Skinner (1996). The comparison reveals both similarities and differences. The concepts of learning by doing, 'facilitas' and to flip the classroom, are all didactic ideas aligned to game-based learning today. Some examples of learning initiatives and schools fundamentally built upon the idea of 'learning by gaming' were found, but the idea still seems radical to most educators. Comenius would probably have loved the rich abundance of games and gamification today, but certainly not shooting games like Counter-Strike. Comenius’s vision was more one of a peaceful utopia with enlightened citizens. Finally, it is hard to tell if Comenius, alive today, would find the 21st century digital games to support or to interfere his Epicurean idea of a 'direct vision'.
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| 32. |
- Hellerstedt, Andreas, et al.
(author)
-
Game-based learning : a long history
- 2019
-
Conference paper (peer-reviewed)abstract
- Several studies on Game-based learning (GBL) start out in the era of Tetris and PacMan and are limited to digital learning games. However, the GBL concept has a long pre-history with board games like Kalaha, Xiangxi, Chess and other forms of game having been used for thousands of years in educational contexts, training strategic and tactical thinking, as well as language skills, mathematics and other subjects. Games and play-based learning were well-known didactic ideas in ancient Greece and during the Roman Empire. The oldest African board games were built more than 5000 years ago.The aim of this study is to analyse and discuss ideas on the role of games in education from a historical perspective. A literature study was carried out with a focus on the intellectual history of educational theory, followed by discussions of a number of key texts. Authors have analysed the changing conceptions of play and games in the context of the philosophy of education. Findings indicate that the view of games and game-based learning varies between the studied époques. However, the idea of complementing theoretic and abstract education with concrete and motivating play seems to have a constant value. A concept that for several reasons can be even more important in contemporary, technology enhanced mass education.
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| 33. |
- Hellerstedt, Andreas, 1978-, et al.
(author)
-
Game-based learning : Three historical approaches for the modern classroom
- 2020
-
In: Proceedings of the 9th Irish Conference on Game-based learning. - Cork : Patrick Felicia. - 9798649025898 ; , s. 55-63
-
Book chapter (peer-reviewed)abstract
- The concept of game-based learning has been a significant part of academic discussions on education since the 1980ies. Many of the ideas inherent in these concepts are easily traceable to early 20th century pedagogues, such as Piaget and Dewey, and game theorists, such as Huizinga and Caillois. However, as presented in this paper, the use of games in education has a longer history. Philosophers and educators have expressly discussed the role of games or play in education, in classical antiquity, and the renaissance in particular. This paper will consider this longer history and present three classical approaches that have the potential to enrich contemporary education.
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| 34. |
- Hellerstedt, Andreas, 1978-, et al.
(author)
-
Teaching with Technology Trees : Game-based Learning for History Education
- 2023
-
In: ICERI2023 Proceedings. - Sevilkla, Spain : The International Academy of Technology, Education and Development. - 9788409559428 ; , s. 53-60
-
Conference paper (peer-reviewed)abstract
- Game-based learning has become a mainstream didactic approach used in many educational contexts.There is today a large-scale development of tailored educational games, but also a frequent use of commercial-off-the-shelf (COTS) games. The use of technology trees in games has a specific interest for game-based learning in history education, where technology trees illustrate a civilization’s progress in terms of scientific, technological, cultural or economic innovations. The aim of this study is to investigate technology tree games and their potential use in history education. What particular skills can this tool learn students of history? Which insights does it provide in their understanding of historical processes? This study was carried out as a scoping review to provide an overview of game-based learning based on technology trees. A scoping review is an exploratory study that systematically maps the literature on a specific topic to build a foundation for future work and further research. The results from this study will be used in the implementation of game-based learning in university courses on history. The literature review showed that the technology tree-feature in historical games has the potential to train students on four major and interconnected points above all: 1) The understanding of historical causality, 2) The concepts of contingency and determinism, 3) Counter-factual reasoning, and 4) The application and discussion of historical theories in relation to major historical processes and epochs. The review also highlights recurring criticisms of games using the technology tree concept: 1) From a postcolonial perspective, many strategy games including a tech tree are considered to reinforce a Eurocentric narrative of world history through emphasis on scientific development, international trade,war and expansionism, while sometimes also downplaying important but controversial historical institutions and developments, notably slavery, and 2) From a feminist perspective, many games have been criticised for a male gender-bias in portraying leading historical figures or the general marginalization of the role of women in society. Again, the tech tree has been claimed to reinforce such tendencies. Finally, the review concludes with suggestions for future research. Most importantly, the findings point to the need of testing and evaluation of the use of games involving the techno tree feature in actual course practice in higher education.
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| 35. |
- Holand, Ivar S., et al.
(author)
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A structured and dynamic model for emergency management exercises
- 2021
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In: Proceedings of the 18th ISCRAM Conference. - : International Association for Information Systems for Crisis Response and Management. - 9781949373615 ; , s. 186-197
-
Conference paper (peer-reviewed)abstract
- Emergencies are management challenges, and emergency exercises that involve multiple collaborating parties isa means towards mastering them. Such exercises are often conducted in a virtual training environment based oncomplex disaster scenarios. The reported study was carried out using a requirement-focused design approach. Theaim was to describe and discuss a relevant design for lean, dynamic, and cost-efficient emergency managementexercise systems. Data were gathered from a literature study and analyses of earlier emergency managementprojects in which the authors had participated. Despite the complexity of many current emergency managementexercises, the scenarios usually involve only the response phases and have a linear structure that hinders bothdidactic aspects and the software structure. The conclusion drawn from the study is that an emergencymanagement exercise model should focus on managing the activities that correspond to alternatives that unfoldfrom a dynamic scenario. Finally, the authors recommend the principles of alternate reality games as a waytowards more dynamic and cost-efficient emergency exercise systems.
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| 36. |
- Holand, Ivar S., et al.
(author)
-
Implementation of Emergency Management Exercises as Alternate Reality Games : Students’ Perceptions
- 2022
-
In: International Journal of Emerging Technologies in Learning (iJET). - : International Association of Online Engineering. - 1863-0383. ; 17:6, s. 181-193
-
Journal article (peer-reviewed)abstract
- Emergency management exercises could be carried out as simulationsor serious games, as they allow for infinite replications in which participantscan make mistakes without negative consequences. Alternate reality games(ARGs) offer a model for interactive networked narratives based on realistic andimmersive emergency scenarios, and possibilities for collaborative problem solvingwith peer-to-peer communication. The aim of the paper is to analyze anddiscuss students’ attitudes towards the implementation of an emergency managementexercise as a game inspired by ARGs, comprising a virtual crisis managementexercise system. The study on which the paper is based was conducted usinga qualitative approach together with a literature review and a thematic analysisof university students’ answers to an evaluation questionnaire, following theirparticipation in a virtual exercise with an ARG design. The findings suggest thatARG concepts have a potential in emergency management training and could betested with rescue services staff, also across national borders. Realism shouldhowever be increased and additional ARG concepts added.
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| 37. |
- Hrastinski, Stefan, 1980-, et al.
(author)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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In: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
-
Journal article (peer-reviewed)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 38. |
- Humble, Niklas, 1987-, et al.
(author)
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Artificial Intelligence in Education - a Promise, a Threat or a Hype?
- 2019
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In: Proceedings of the European Conference on the Impact of Artificial Intelligence and Robotics, EM-Normandie Business School Oxford, UK, 31 October-1 November 2019. - England : Academic Conferences and Publishing International Limited. - 9781912764440 ; , s. 149-156
-
Conference paper (peer-reviewed)abstract
- The idea of creating intelligent machines and artificial intelligence (AI) have been around for centuries, and can be traced back to at least to the 14th century. Artificial Intelligence in Education (AIED) is a much younger discipline, but during the last 25 years there have been achievements in a number of fields which have made impact on education. Critical voices have been raised against the over-optimism in contemporary AI research. Less have been written about the high expectation of AIED and its potential impact on education. The aim of this study was to analyse and discuss AIED from the teacher perspective. This study was carried out as a SWOT-analysis, with data gathered from a literature study. Main keywords in the literature search were: artificial intelligence, artificial intelligence in education, AIED, teacher perspective, education and teacher. Themes and patterns in the four main categories where further processed as a deductive-inductive thematic analysis. Findings indicates that there are both promises and threats for the teacher in the contemporary AIED. In several aspects the field seems to be in a state of hype but as other hype areas there is a potential for maturing and with concrete applications in daily teaching and learning activities. Recommendations is to learn from traditional AI and to open up for an informative and nuanced discussion concerning the role of AI in education. Otherwise there is a risk for artificial education instead of artificial intelligence in education.
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| 39. |
- Humble, Niklas, et al.
(author)
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Computational Moral Support in Crisis Management : The Idea of Facilitating Decision Making
- 2021
-
In: NEEDS 2021 - the fifth edition of the Northern European Conference on Emergency and Disaster Studies.
-
Conference paper (peer-reviewed)abstract
- Humans are normally good at logic reasoning and taking appropriate decisions. But in situations of crisis this is not always the case. Moral aspects are an important part of crisis management, which can be difficult to manage in complex and stressful situations. Several studies indicate that humans under stress better should be facilitated by decisions making system. (Robert & Lajtha, 2002; Keramitsoglou et al., 2004) This study presents a model that is based on the ethical theory of consequentialism. Consequentialism states that moral decisions can be calculated by the actions expected outcomes (Kymlicka, 2002:13;Sinnott-Armstrong, 2003; Mill, 2007:457). However, a known issue with consequentialism is how to deal with prediction in complex situations (Singer, 1982; Norcross 1990; Simons 1999; Lenman 2000;Hansson, 2007). The calculations in the model are inspired by Hookers (2000:32) suggestions of how potential long term, short term, positive and negative outcomes should weigh against each other. The suggested model should be flexible enough to be used in both real crisis situations and crisis management exercises. However, before testing the model in real life crisis situations there is a need for further evaluation in table top exercises. These table top exercises should preferably include the concept of scripted collaboration. A specialisation of scripted collaboration is to present conflicts of interests to the participants, something that resembles moral dilemmas in philosophy. Keywords: Computational moral support, Crisis management ethics, Consequentialism, Decision support system, Moral dilemmas ReferencesHansson, S. O. (2007). Philosophical problems in cost–benefit analysis. Economics & Philosophy, 23(2), 163-183.Hooker, B. (2000). Ideal code, real world: A rule-consequentialist theory of morality. Oxford University Press. Keramitsoglou, I., Kiranoudis, C. T., Sarimvels, H., & Sifakis, N. (2004). A multidisciplinary decision support system for forest fire crisis management. Environmental management, 33(2), 212-225.Kymlicka, W. (2002). Contemporary Political Philosophy: An Introduction. Second Edition. Oxford University Press.Lenman, J. (2000). Consequentialism and cluelessness. Philosophy & public affairs, 29(4), 342-370.Mill, J. S. (2007). Utilitarianism. In: Shafer-Landau, R. (Ed.). (2007). Ethical theory: an anthology. Blackwell Publishing Ltd. Norcross, A. 1990. Consequentialism and the unforeseen future. Analysis 50:253–56.Robert, B., & Lajtha, C. (2002). A new approach to crisis management. Journal of contingencies and crisis management, 10(4), 181-191.Simons, K.W. 1999. Negligence. In Responsibility, ed. E.F. Paul, F. D. Miller Jr, and J. Paul, 52–93. Cambridge University Press. Singer, M. (1982). Incoherence, inconsistency, and moral theory: more on actual consequence utilitarianism. The Southern Journal of Philosophy, 20(3), 375-391.Sinnott-Armstrong, W. (2003). Consequentialism.
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| 40. |
- Humble, Niklas, et al.
(author)
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Computerised Consequentialism to Support Moral Reasoning and Decision Making in Crisis Management
- 2021
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In: Proceedings of the 3rd European Conference on the Impact of Artificial Intelligence and Robotics ECIAIR 2021. - Reading (UK). - 9781914587221 - 9781914587238
-
Conference paper (peer-reviewed)abstract
- Under normal conditions, humans are good at logic reasoning and taking appropriate decisions, but crisis management is not conducted under normal conditions. In complex and stressful situations, the moral aspects of crisis management could be hard to sort out, with decision makers stuck in moral dilemmas. Research has recommended that the detailed emergency handling manuals should be complemented with decision making support systems. This paper presents and discusses a model for an intelligent decision support system (IDSS), based on the ethical theory of consequentialism. Consequentialism posits that moral decisions can be calculated by the expected outcomes from presumptive actions. On the other hand, consequentialism has been criticised for deficiencies in the prediction of complex situations. Calculations in the suggested model are inspired by Hooker's Rule-consequentialist theory of morality. A theory with the fundamental idea that potential long-term and short-term outcomes should be weighed against each other. Furthermore, the positive and negative outcomes from presumptive actions should be estimated and weighed against each other. The suggested model should be flexible enough to be used in both real crisis situations and crisis management exercises. However, before testing the model in real life crisis situations there is a need for thorough evaluations in virtual crisis management exercises. As a complement, these virtual crisis exercises should preferably also include scripted collaboration. The most interesting specialisation of scripted collaboration are the conflict scripts, enabling the idea of scripting exercise conflicts that resemble moral dilemmas in philosophy.
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| 41. |
- Humble, Niklas, et al.
(author)
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Content Analysis or Thematic Analysis : Similarities, Differences and Applications in Qualitative Research
- 2022
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In: Proceedings of the 21st European Conference on Research Methodology for Business and Management Studies ECRM 2022. - Reading, UK : Academic Conferences and Publishing International Limited. - 9781914587368 - 9781914587375 ; , s. 76-81
-
Conference paper (peer-reviewed)abstract
- Research has a long tradition of quantitative research which still dominates many university courses on research methods. Qualitative research is a younger phenomenon that was established in research after the second world war. An emerging research field that needed new analysis methods tailored for qualitative data. Two of the most frequently used approaches in qualitative data analysis are content analysis and thematic analysis. In several aspects content analysis and thematic analysis both share a common approach to analytically examine qualitative data, and the fact that they have been used interchangeably has made it difficult for the more unexperienced researchers to distinguish and choose between them. The aim of this study is to examine doctoral students’ perceptions of qualitative analysis with content analysis and thematicanalysis. The study had a qualitative approach with data collected from two webinars on qualitative data analysis, where a total of 76 doctoral students participated. Data consists of participant reflections in a Padlet on content analysis and thematic analysis at the two webinars. Webinar participants have given their consent to use their reflections in the Padlet for research. Content analysis with an abductive coding approach was used to analyse the collected data and formulate categories that answer the study’s aim and research question. Results show both perceived similarities and differences between content analysis and thematic analysis. Both are perceived to have a similar process in the coding of data, although content analysishas a wider selection of coding approaches and thematic analysis support deeper immersion. Content analysis is also perceived as more practical and straightforward, while thematic analysis is perceived as more intuitive and faster to learn. Both content analysis and thematic analysis are perceived to have individual opportunities and challenges that make them appropriate for different types of research. Findings presented in this study can be used by researchers at any level to explore similarities and differences between content analysis and thematic analysis, and where to apply them in research.
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| 42. |
- Humble, Niklas, et al.
(author)
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Content Analysis or Thematic Analysis : Doctoral Students' Perceptions of Similarities and Differences
- 2022
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In: Electronic Journal of Business Research Methods. - : Academic Conferences International Ltd. - 1477-7029. ; 20:3, s. 89-98
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Journal article (peer-reviewed)abstract
- This paper is a review of content analysis or thematic analysis which is further explored though the lens of impressions of doctoral students who attended a presentation on the subject.The long tradition of quantitative research still dominates many university courses on research methodology and data analysis. During the 20th century the field of qualitative research has had a growing need for new analysis methods that accommodate qualitative data and two frequently used methods are content analysis and thematic analysis. They have several things in common and sometimes, they have been understood by researchers to be interchangeably. It has been argued by some researchers that conventional content analysis has really the same functional approach to analysing data as an inductive thematic analysis. This study reports on two webinars on qualitative analysis involving doctoral students and facilitated by the authors. The webinars presented, discussed content analysis and thematic analysis, and gathered participants’ reflections on these methods using a Padlet (padlet.com). The aim of the study was to analyse and describe doctoral students' perceptions of content analysis and thematic analysis. The data collected has been analysed using conventional content analysis applying an abductive coding approach. The study identifies several perceived similarities and differences between the two methods, but also opportunities and challenges for applying them. Findings highlight that the two methods are perceived to be applicable to different types of research. Furthermore, they offer similar challenges to the researcher including their potential for bias and could be considered a choice between an intuitive and a practical approach to analysis. Many of the identified perceptions can be related to previous literature on content analysis and thematic analysis. However, other perceptions seems to indicates a need for more thorough and nuanced discussions on methods for qualitative analysis. The study suggest that more efforts should be made to support doctoral students in attaining a nuanced understanding of qualitative methods for analysis.
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| 43. |
- Humble, Niklas, et al.
(author)
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Design science for Small Scale Studies : Recommendations for Undergraduates and Junior Researchers
- 2023
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In: European Conference on Research Methodology for Business and Management Studies. - Reading (UK) : Academic Conferences and Publishing International Limited. - 9781914587719 - 9781914587726 ; , s. 87-92
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Conference paper (peer-reviewed)abstract
- Design science is a research methodology that can be applied for both small scale studies at undergraduate level and for large scale application in the industry. Design science is a research methodology with several branches, with slightly different processes built around a common foundation. This paper has a focus on the branch developed by Johannesson and Perjons, and the five-phase model that is included in this branch: 1) explicate problem, 2) define requirements, 3) design and develop artefact, 4) demonstrate artefact, and 5) evaluate artefact. All these five phases must of course be carried out in a complete large-scale project in many real-world developments. However, the problem with applying a design science research project for undergraduates is that a thorough implementation of all the five phases is often too demanding for a Bachelor’s or a Master's thesis. A reason for this is that several of the phases are better carried out in an iterative manner to obtain a quality result, which is time-consuming. The aim of this paper is to discuss the challenges and opportunities in applying design science for small scale studies, such as those conducted by undergraduates in their theses or by researchers new to the field. Based on this discussion, the paper concludes with a set of recommendations for how the design science methodology can be modified and applied to accommodate these smaller studies. The main recommendation is, as the principle for quality research, to delimit and to choose a specific focus that is carried out in depth. Some examples of focuses, that also are recommended by Johannesson and Perjons, are requirements and development focused design science research or evaluation focused design science research. An interesting follow-up to this position paper would be to study the application of design science in Bachelor’s theses and where the emphasis is placed? Moreover, it would be interesting to investigate how design science is applied by researchers and compare if their emphasis in the design science methodology differs from that of undergraduates.
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| 44. |
- Humble, Niklas, et al.
(author)
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Enhancing Pedagogy to Andragogy in the Redesign of Teacher Training Courses on Programming
- 2021
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In: Proceedings of the 20th European Conference on e-Learning (ECEL 2021). - Reading, UK : Academic Conferences and Publishing International Limited. - 9781914587184 - 9781914587191 ; , s. 210-217
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Conference paper (peer-reviewed)abstract
- Many countries have a new policy with an aim of involving computer programming earlier in the compulsory school curricula. In Sweden this should be implemented as a part of secondary school mathematics and technology. This reform has created a nation-wide need for teacher professional development with programming courses given by universities. For the universities this is a new learner group with a higher average age and different learning needs than the traditional younger students. The aim of the study was to identify and discuss opportunities and barriers for increasing the pass rate and learner satisfaction in programming courses for secondary school mathematics and technology teachers. Main research questions in the study were, 1) Which factors for increased pass rates and participant motivation could be identified for teacher training courses on programming? and 2) How might these identified factors be related to course participants learning needs? This study was carried out as a case study involving triangulation of multiple data sources. Data has been gathered in a combination of self-assessment questionnaires, course evaluations and essays written by course participants from three different course instances. A content analysis was conducted to find and group themes in the data that are relevant to answer the research questions. The analysis has been partly inductive, and partly deductive with adult learning as the theoretical lens. The study identifies 8 main themes that are important to consider as factors for course pass rate and participant motivation. The identified themes are: 1) Exchange of experience, 2) Practical work, 3) Help and support, 4) Alignment to prior knowledge, 5) Required time and commitment, 6) Level of difficulty, 7) Clarity and structure, 8) Participant expectation. Dependent on how these are addressed in teacher professional development courses, they can be opportunities or barriers for increased pass rate. The next step will be to apply and evaluate the identified themes in future course re-design.
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| 45. |
- Humble, Niklas, et al.
(author)
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Grades 7–12 teachers' perception of computational thinking for mathematics and technology
- 2023
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In: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 8
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Journal article (peer-reviewed)abstract
- Introduction: An ongoing trend on a global scale is the integration of computer science and programming in K-12 education. The integration has been motivated by the needs of the present and future labor market but also by the assumption that skills related to computer science and programming are valuable for citizens to navigate an increasingly digitalized society. Computational thinking (CT) is a concept that aims to define and summarize skills associated with programming and computer science and has received wide recognition within research and education. But how do the teachers perceive this concept, and how do they relate it to their own teaching and learning activities? This study aims to investigate and discuss teachers' perceptions of CT in grades 7–12 mathematics and technology.Methods: Data have been collected from essay assignments in three instances of a professional development course on fundamental programming for grades 7–12 teachers in mathematics and technology. In the essays, the teachers reflect on CT in relation to mathematics and technology and teaching and learning activities in these subjects. With a theoretical framework for CT, the collected data have been analyzed with a directed content analysis approach to identify categories of interests for CT in relation to grades 7–12 mathematics and technology.Results: The results of the study show that the teachers perceive both opportunities and challenges in applying the CT concept in their teaching and learning activities. For example, it can strengthen the subjects through new practices and reinforce old practices, but it could be too complex and perceived as difficult by some students. Furthermore, many of the teachers perceive CT not only to be relevant for mathematics and technology but also for learning in general.Discussion: The conclusion of the study is that CT has the potential to enhance teaching and learning activities in mathematics, technology, and other STEM subjects. If this should be successful, CT must not be involved too abstractly or too superficially. This study contributes to the discussion on CT in K-12 education, adding the teachers' perspective. The findings of this study can be used by teachers and other stakeholders in the design of classroom activities that apply the CT concept.
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| 46. |
- Humble, Niklas, 1987-, et al.
(author)
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Learning Analytics For Programming Education: Obstacles And Opportunities
- 2019
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In: 12th International Conference of Education, Research and Innovation, Seville (Spain), 11-13 November 2019. - Valencia (SPAIN). - 9788409147557 ; , s. 6159-6166
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Conference paper (peer-reviewed)abstract
- During recent years the field of Learning Analytics have been frequently mentioned in discussions of addressing challenges in education, as well as a means to analyse and draw upon students' strengths in educational contexts. Prognoses for the future labour market show an increasing need of programmers, yet studies show that programming education struggle with student dropout, poor academic performance and low pass rates. The aim of this study was to analyse and discuss potential obstacles and opportunities in using learning analytics tools for forecasting student success in relation to course outcomes in programming education.This study was carried out as a literature review with a theorical framework for Learning Analytics presented by Yassine, Kadry and Sicilia (2016) in “A framework for learning analytics in moodle for assessing course outcomes”. In 2016 IEEE Global Engineering Education Conference (EDUCON) (pp. 261-266). IEEE.” as the basis for a content analysis with deductive coding. Main keywords in the literature search was: learning analytics, programming, education, course, tool, obstacles, opportunities. Keywords were combined with the Boolean operators “and” and “or”. The literature search was limited to recently published research (between years 2015 and 2019).The study shows that learning analytics tools, if thoughtfully used, is an opportunity to forecast student success and improve educational design, both from the student perspective and from the teacher perspective. Learning analytics tools does not necessarily have to build on quantitative big data analyses only. From a teacher perspective it could be more valuable with a mixed method approach in the strive to improve existing course design. As pointed out in several research studies students’ and teachers’ integrity have to be respected. Today’s virtual learning environments provide huge amounts of learning data, but as in all other types of research, this should build on informed consent. Finally, in a new approach of learning analytics the analyses preferably should include some teaching analytics as well, to better improve course design and learning outcomes.
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| 47. |
- Humble, Niklas, et al.
(author)
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Making programming part of teachers' everyday life - Programming affordances and constraints for K-12 mathematics and technology
- 2023
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In: The international journal of information and learning technology. - : ald. - 2056-4880 .- 2056-4899. ; 40:1, s. 98-112
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Journal article (peer-reviewed)abstract
- Purpose The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.
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| 48. |
- Humble, Niklas, 1987-, et al.
(author)
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Need-Based Game Design : Developing a CT Game Based on Educational Needs
- 2023
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In: Proceedings of the 17th European Conference on Games Based Learning (ECGBL 2023). - : ACI Academic Conferences International. - 9781914587894 ; , s. 269-277
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Conference paper (peer-reviewed)abstract
- According to reports and previous research, present and future society show a high need for citizens with technical skills, such as computer programming. The need for technical competent citizens can however be challenging for higher education institutions to accommodate due to low numbers of students in higher education computer science. But also due to the high drop-out rates and low pass rates in introductory programming courses. With that said, it is important to both recruit new students to computer science and to support those who already study the subject, to meet the demands of the present and the future. An approach that has shown great promise in motivating students while still keeping focus on the learning aspects in education, is game-based learning (GBL). To facilitate support in higher education computer science, more specifically courses in fundamental programming, this study had the aim of identifying important design concepts in the development of a need-based educational game on computational thinking (CT). Skills related to programming have commonly been organized as part of the CT concept. To identify the educational needs, e-mail interviews were conducted with teachers that teach higher education courses on computer programming in Swedish universities. Based in an on-going design science project to create a learning game on computational thinking for higher education, the study discusses and compares the identified needs with design theories, such as affordances, emotional design, and sustainable design. The conclusion is a conceptual design of the educational game with a set of recommendations for a need-based game design in educational context.
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| 49. |
- Humble, Niklas, et al.
(author)
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Olika programmeringsverktyg och lärares fortbildning : Hinder och möjligheter
- 2021
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In: Programmering i skolmatematiken. - Lund : Studentlitteratur AB. - 9789144143293 ; , s. 143-155
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Book chapter (pop. science, debate, etc.)abstract
- I detta kapitel ges ett lärarperspektiv på programmering och programmeringsverktyg i skolan. Lärarnas röster är hämtade från essäer, foruminlägg och kursutvärderingar skrivna av deltagare i en programmeringskurs för verksamma matematiklärare i grund- och gymnasieskolan. Författarna har identifierat ett antal teman som sorterats i två huvudkategorier: att använda programmering i matematik, respektive att arbeta med olika programmeringsverktyg. Lärarna menar att det kan bli både roligt och mer engagerande med programmering i matematikundervisningen. Samtidigt vittnar de om tidsbrist, såväl för fortbildning som för programmeringsinslag i undervisningen. Vissa programmeringsverktyg upplevs ha en låg tröskel, medan andra upplevs som svåra, vilket begränsar deras användning i matematikundervisningen.
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| 50. |
- Humble, Niklas, 1987-, et al.
(author)
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On the Role of Unplugged Programming in K-12 Education
- 2019
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In: Proceedings of the 18th European Conference on e-Learning, ECEL. - Reading, UK : Academic Conferences and Publishing International Limited. - 9781912764419 ; , s. 224-230
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Conference paper (peer-reviewed)abstract
- The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement, both for pedagogical reasons and as a never-failing analogue backup.
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