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Publikasjoner (10 av 22) Visa alla publikasjoner
Sjöström, J., Kruse, L. C., Haj-Bolouri, A. & Flensburg, P. (2018). Software-embedded evaluation support in design science research. Paper presented at 13th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2018; Chennai; India. Lecture Notes in Computer Science, 10844 LNCS, 348-362
Åpne denne publikasjonen i ny fane eller vindu >>Software-embedded evaluation support in design science research
2018 (engelsk)Inngår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 10844 LNCS, s. 348-362Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Even though the practice of integrating evaluative features into software has long been applied in commercially available software, it is still underrepresented in the Information Systems (IS) community. This paper presents a framework for embedded evaluation support. We are aware of the challenges of evaluation of socio-technical systems and take this issue into consideration in our framework. Our framework is the result of conceptualizations drawing from the evaluation discourse discussion on the topics of artifact evaluation in DSR. We also demonstrate our ideas through two examples of embedded evaluation support mechanisms designed and used in a DSR project in the Swedish healthcare sector. © Springer International Publishing AG, part of Springer Nature 2018.

Emneord
Information systems; Information use, Design-science researches; Embedded evaluation; Healthcare sectors; Sociotechnical systems; Support mechanism; Swedishs, Design
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-12702 (URN)10.1007/978-3-319-91800-6_23 (DOI)2-s2.0-85047925999 (Scopus ID)
Konferanse
13th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2018; Chennai; India
Tilgjengelig fra: 2018-07-05 Laget: 2018-07-05 Sist oppdatert: 2019-05-28bibliografisk kontrollert
Flensburg, P. (2017). Becoming Professor: With Almost no Publications. Scandinavian Journal of Information Systems, 29(1), 135-160
Åpne denne publikasjonen i ny fane eller vindu >>Becoming Professor: With Almost no Publications
2017 (engelsk)Inngår i: Scandinavian Journal of Information Systems, ISSN 0905-0167, E-ISSN 1901-0990, Vol. 29, nr 1, s. 135-160Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Abstract. I consider my career as rather exceptional. I think I am the only living person in Sweden who achieved a professor chair with only one international journal publication; a publication I use as an example of a totally incomprehensible text! The following is the storyof how I achieved this. I first describe two important issues that have governed my decisionsin the career: Being interpretivist in a dominating positivist research paradigm and my decision not to publish. This is important for understanding my interpretation of what was happening. Then I describe the four universities where I have worked, first by providing the story, then describing how the discipline developed at that place and finally some reflections on the research we conducted. I summarize by giving an historic overview of informatics as Iperceive it after 44 years of teaching and finally I reflect upon my career according to my goals.

Emneord
IS history, career description, information systems development
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-11468 (URN)2-s2.0-85023623382 (Scopus ID)
Tilgjengelig fra: 2017-09-11 Laget: 2017-09-11 Sist oppdatert: 2019-05-23bibliografisk kontrollert
Haj-Bolouri, A. & Flensburg, P. (2017). Conceptualizing the Essence of Presence in Distance Education through Digital Dasein. International Journal on E-learning, 16(2), 149-173
Åpne denne publikasjonen i ny fane eller vindu >>Conceptualizing the Essence of Presence in Distance Education through Digital Dasein
2017 (engelsk)Inngår i: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, nr 2, s. 149-173Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Abstract: In order to learn, presence is necessary. If we experience a genuinely rich presence, exams, tests and other forms of evaluating knowledge are not crucial for learning. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be "digitalized". In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The concept of Dasein means to apprehend the existence of the world and not only the world itself. Digital Dasein means to transcend the digital medium and reveal the essence of presence for a more translucent form of e-learning. The need for an artefact mediating Digital Dasein has been identified.

sted, utgiver, år, opplag, sider
Chesapeake, VA: Association for the Advancement of Computing in Education, 2017
Emneord
E-learning, distance education, Digital Dasein
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-11006 (URN)
Tilgjengelig fra: 2017-06-14 Laget: 2017-06-14 Sist oppdatert: 2018-04-16bibliografisk kontrollert
Haj-Bolouri, A. & Flensburg, P. (2017). Conceptualizing the essence of presence in E-learning through digital dasein. Paper presented at Invited as a paper from E-Learn 2014. International Journal on E-learning, 16(2), 149-173
Åpne denne publikasjonen i ny fane eller vindu >>Conceptualizing the essence of presence in E-learning through digital dasein
2017 (engelsk)Inngår i: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, nr 2, s. 149-173Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In order to learn, presence is necessary. If we experience a genuinely rich presence, exams, tests and other forms of evaluating knowledge are not crucial for learning. In distance learning, the concept of presence is not obvious. Presence in distance and network contexts usually means being active on social media. However, in distance and network learning, something more is needed. It is the face-to-face interaction that needs to be “digitalized”. In order to investigate this, we have turned to Heidegger (1927) and the concept of Dasein. The concept of Dasein means to apprehend the existence of the world and not only the world itself. Digital Dasein means to transcend the digital medium and reveal the essence of presence for a more translucent form of e-learning. The need for an artefact mediating Digital Dasein has been identified. © 2017, Association for the Advancement of Computing in Education. All rights reserved.

Emneord
Students, learning, cognitive presence
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-13051 (URN)2-s2.0-85048870552 (Scopus ID)
Konferanse
Invited as a paper from E-Learn 2014
Tilgjengelig fra: 2018-10-26 Laget: 2018-10-26 Sist oppdatert: 2019-05-21bibliografisk kontrollert
Flensburg, P. & Holl, A. (2017). Das älteste gedruckte schwedische Rechenbuch (Aegidius Aurelius, Arithmetica, Uppsala 1614): (Aegidius Aurelius, Arithmetica, Uppsala 1614). In: Gebhardt, Rainer (Ed.), Tagungsband zum wissenschaftlichen Kolloquium vom 21.–23. April 2017 in der Berg- und Adam-Ries-Stadt Annaberg-Buchholz: . Paper presented at Wissenschaftliches Kolloquium Rechenmeister und Mathematiker der frühen Neuzeit, 21.- 23.04.2017, Annaberg-Buchholz, Germany (pp. 313-326). Annaberg-Buchholz: Adam-Ries-Bund
Åpne denne publikasjonen i ny fane eller vindu >>Das älteste gedruckte schwedische Rechenbuch (Aegidius Aurelius, Arithmetica, Uppsala 1614): (Aegidius Aurelius, Arithmetica, Uppsala 1614)
2017 (tysk)Inngår i: Tagungsband zum wissenschaftlichen Kolloquium vom 21.–23. April 2017 in der Berg- und Adam-Ries-Stadt Annaberg-Buchholz / [ed] Gebhardt, Rainer, Annaberg-Buchholz: Adam-Ries-Bund , 2017, s. 313-326Konferansepaper, Publicerat paper (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Annaberg-Buchholz: Adam-Ries-Bund, 2017
Serie
Schriften des Adam-Ries-Bundes e.V. Annaberg-Buchholz ; 25
Emneord
matematik, tidigt räkenskap
HSV kategori
Forskningsprogram
TEKNIK, Matematik
Identifikatorer
urn:nbn:se:hv:diva-11975 (URN)978-3-944217-27-7 (ISBN)
Konferanse
Wissenschaftliches Kolloquium Rechenmeister und Mathematiker der frühen Neuzeit, 21.- 23.04.2017, Annaberg-Buchholz, Germany
Tilgjengelig fra: 2018-01-05 Laget: 2018-01-05 Sist oppdatert: 2018-01-05bibliografisk kontrollert
Haj-Bolouri, A., Chandra Kruse, L., Iivari, J. & Flensburg, P. (2016). How Habermas' Philosophy can Inspire the Design of Information Systems: The Case of Designing an Open Learning Platform for Social Integration. In: Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika (Ed.), Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. Ljungskile, Sweden, August 7-10, 2016: . Paper presented at IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. (pp. 1-13). , 7
Åpne denne publikasjonen i ny fane eller vindu >>How Habermas' Philosophy can Inspire the Design of Information Systems: The Case of Designing an Open Learning Platform for Social Integration
2016 (engelsk)Inngår i: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. Ljungskile, Sweden, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika, 2016, Vol. 7, s. 1-13Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

The notions of immigration and social integration have increasingly become central themes in public discourse,particularly in the European Union. Besides opportunities, this phenomenon also poses challenges to the host nations of promoting social integration of immigrants. Continuing an earlier Design Science Research project that developed an open learning platform for Civic Orientation in Sweden, this paper attempts to extend this platform using Jürgen Habermas' Theory of Communicative Action as an inspiration. We aim at designing a more inclusive open learning platform for social integration that supports instrumental, strategic, normatively-regulated, dramaturgical, and communicative action. We expect to further the relevance of philosophy in IS research by not only making sense of phenomena through philosophical lens, butalso attaining inspirations from philosophy in designing sociotechnical information systems.

Serie
Selected Papers of the Information Systems Research Seminar in Scandinavia, E-ISSN 2387-3353
Emneord
Social integration, immigration, Habermas, theory of communicative action, open learning platform, philosophy in IS.
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-10002 (URN)978-91-87531-38-5 (ISBN)
Konferanse
IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016.
Tilgjengelig fra: 2016-10-17 Laget: 2016-10-17 Sist oppdatert: 2018-04-16
Haj-Bolouri, A., Flensburg, P. & Thapa, D. (2016). Imparting social values through eLearning platform: A social learning approach. In: Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis (Ed.), Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016: . Paper presented at IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 (pp. 1-15).
Åpne denne publikasjonen i ny fane eller vindu >>Imparting social values through eLearning platform: A social learning approach
2016 (engelsk)Inngår i: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, s. 1-15Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

In this paper, we have identified a gap with regard to imparting social values in an eLearning platform that was designed for orienting immigrants entering Sweden (newcomers). We identified that an existing eLearning platform is more oriented towards creating awareness rather than imparting transformative learning. Therefore, we propose a conceptual framework suggesting how to bring in the social values in eLearning platform,by subsequently applying social learning approach to promulgate transformative learning in which the learner also internalize the values in their attitude and behavior. The proposed framework makes a theoretical contribution by combining the notion of value, value content, value systems and social learning approach in the eLearning platform. The contribution also has practical implications in terms of providing transformative learning to newcomers. We argue that the contents on social values through the eLearning platform should be transformative, and not only informative. We suggest to integrate social values in the eLearning platform; make the learning transformative, and impart those values through social learning approaches such as triple-loop learning, connecting various communities of practices and to make the platform more interactive and engaging

Emneord
Social values, eLearning platform, social learning, immigrants, Sweden
HSV kategori
Forskningsprogram
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-9999 (URN)978-91-87531-38-5 (ISBN)
Konferanse
IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016
Tilgjengelig fra: 2016-10-17 Laget: 2016-10-17 Sist oppdatert: 2017-01-12
Flensburg, P. (2016). Investigation of scientific background for the IRIS community: evaluation of method. In: Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika (Ed.), Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, August 7-10, 2016. Ljungskile, Sweden: Electronic Proceedings. Paper presented at IRIS, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. (pp. 1-13). Trollhättan
Åpne denne publikasjonen i ny fane eller vindu >>Investigation of scientific background for the IRIS community: evaluation of method
2016 (engelsk)Inngår i: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, August 7-10, 2016. Ljungskile, Sweden: Electronic Proceedings / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika, Trollhättan, 2016, s. 1-13Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

In IRIS business meeting 2015 it was decided that we should undertake a description of 40 years of trends, topics, theories and methods used by the IRIS community. In this paper a method for doing such an investigation is described and the problem of the paper is to find ways of improving it. This is done in a pilot investigation, which is evaluated. The conclusion is that at least one more test need to be done. 

sted, utgiver, år, opplag, sider
Trollhättan: , 2016
Emneord
IRIS, IRIS history, IS theories, IS domain
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-10368 (URN)978-91-87531-38-5 (ISBN)
Konferanse
IRIS, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016.
Tilgjengelig fra: 2016-12-21 Laget: 2016-12-21 Sist oppdatert: 2017-01-12bibliografisk kontrollert
Flensburg, P. (2015). Against users. In: Anssi Öörni, Netta Iivari, Kari Kuutti, Harri Oinas-Kukkonen and Mikko Rajanen (Ed.), Proceedings of the 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulu, Finland, 9-12 August. (USB): . Paper presented at 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulu, Finland, 9-12 August. (pp. 1-13). IRIS
Åpne denne publikasjonen i ny fane eller vindu >>Against users
2015 (engelsk)Inngår i: Proceedings of the 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulu, Finland, 9-12 August. (USB) / [ed] Anssi Öörni, Netta Iivari, Kari Kuutti, Harri Oinas-Kukkonen and Mikko Rajanen, IRIS , 2015, s. 1-13Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

Ever since the 50’s users has played a great role in the research aboutinformation systems. However, users have mainly been considered as operators of the information system or as managers receiving the output. In this article I argue that users are not operators but clerks performing their job. In the same way as I’m a driver and not a car user when I drive my car, the clerk is performing the work, not using an information system. Knowing how to use the information system the clerk produces useful inform ation without paying any specific attention to the artifact. This perspective put certain demands on the designer of the artifacts, in fact (s)he should be a meta-designer, providing the clerks with useful tools for designing their own workflows

sted, utgiver, år, opplag, sider
IRIS, 2015
Emneord
Human scale information systems, work role
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-8573 (URN)
Konferanse
38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulu, Finland, 9-12 August.
Tilgjengelig fra: 2015-10-26 Laget: 2015-10-26 Sist oppdatert: 2015-10-26
Babaheidari, S. M. & Flensburg, P. (2015). Towards a Framework for Re-conceptualization of Work-integrated Learning: an ontological approach. In: 19th World Conference Proceedings Refereed Papers: . Paper presented at WACE 19th World Conference at Kyoto Sangyo University August 2015 (pp. 1-17).
Åpne denne publikasjonen i ny fane eller vindu >>Towards a Framework for Re-conceptualization of Work-integrated Learning: an ontological approach
2015 (engelsk)Inngår i: 19th World Conference Proceedings Refereed Papers, 2015, s. 1-17Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

The concept of Work-integrated learning (WIL) is very closely connected to the concept of purposefully designed curriculum. The main focus is on conducting a range of rigorous approaches to integrate theory with the practice. The existing view of the WIL emerged out of the theory of employability. WIL has been traditionally viewed as a strategic merely curriculum design rather than adopting a Whole-organization approach to effective leadership theory–practice symbiosis (LTPS), which we advocate. Such an approach is useful in enhancing an awareness to consider concerns and interests of all stakeholders that are involved in the multiple initiatives pursued in higher education institutions. But it requires fundamental rethinking and radical design of WIL-inspired educational processes such as course design. Rethinking implies approaching WIL ontologically. Depending on which extent the concept of WIL has been perceived by universities worldwide, it has been thus viewed and implemented from a diverse spectrum of perspectives. First, we discuss the implications for the existed conceptual differences. Thereafter, and inspired by the main philosophical assumptions underpinning a Whole-organization approach to WIL, we propose and thus thoroughly concretize a framework which we call Work-related Educational Activities (WREA). The model which is the theoretical foundation of WREA consists of a category of several components. After identification of the main components of the model, we adopt an ontological approach to the reconceptualization of WIL. The aim of this paper is twofold. Firstly, to demonstrate how University West in Sweden views WIL, which is its newly announced research profile. Secondly, an attempt to re-conceptualize WIL by conducting an ontological approach to WREA.

Serie
World Conference Proceedings Refereed Papers, ISSN 2152-0518
Emneord
Work-integrated Learning, Word-related Educational Activities, WIL-inspired Educational Processes, Experiential Learning, Cooperative & Work-Integrated Education (CWIE), Reconceptualization of WIL, Work-related Learning, Theory-place Integration, WIL-oriented Ontology, University West, Work-related Learning, AIL
HSV kategori
Forskningsprogram
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-8574 (URN)
Konferanse
WACE 19th World Conference at Kyoto Sangyo University August 2015
Tilgjengelig fra: 2016-01-11 Laget: 2015-10-26 Sist oppdatert: 2016-03-10bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-3074-5682