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Master Östlund, ChristianORCID iD iconorcid.org/0000-0001-9094-4125
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Publikationer (10 of 16) Visa alla publikationer
Jobe, W. & Master Östlund, C. (2019). The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship. In: Iréne Bernhard (Ed.), Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy. Paper presented at 22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy (pp. 235-247). Trollhättan: University West
Öppna denna publikation i ny flik eller fönster >>The Effects of Using Work-Integrated Learning in Higher Education on Student and Startup Employability, Networking, and Entrepreneurship
2019 (Engelska)Ingår i: Uddevalla Symposium 2019: Unlocking the Potential of Regions Through Entrepreneurship and Innovation. Revised papers presented at the 22nd Uddevalla Symposium,27–29 June, 2019, L'Aquila, Italy / [ed] Iréne Bernhard, Trollhättan: University West , 2019, s. 235-247Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper explores the results and perceived effects from an IT project management course given in Informatics at University West in Sweden. The 10-week course requires students to manage and execute real-world projects as a form of work integrated learning (WIL). For the past three years, the course has been performed in cooperation with the Innovatum Startup program offered by the Innovatum Science Center in Trollhättan, Sweden. Each year Innovatum Startup hosts a match making session where the startup companies present their projects and propose concrete projects that the university students can choose as their real-world project. This paper presents the results regarding the startups' and students' satisfaction with the course as well as the outcomes of the students' work for the startups and the effects on the students' future employability, networking and entrepreneurship. The results are based on surveys given to the participating students and startup companies. The findings show a high level of student and startup satisfaction with the WIL collaboration and the findings reaffirm similar research that WIL courses benefit student employability and networking. However, the findings do not show a significant impact on entrepreneurship.

Ort, förlag, år, upplaga, sidor
Trollhättan: University West, 2019
Serie
Rapport Högskolan Väst, ISSN 2002-6188, E-ISSN 2002-6196 ; 2019:4
Nyckelord
work-integrated learning, higher education, entrepreneurship, networking, employability
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Utbildningsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-14841 (URN)978-91-88847-40-9 (ISBN)
Konferens
22nd Uddevalla Symposium,27–29 June, 2019, L’Aquila, Italy
Tillgänglig från: 2020-01-10 Skapad: 2020-01-10 Senast uppdaterad: 2020-01-10Bibliografiskt granskad
Haj-Bolouri, A., Master Östlund, C., Rossi, M. & Svensson, L. (2019). Work-Integrated Learning as an Outcome of Using Action Design Research in Practice. In: Tulu B., Djamasbi S., Leroy G. (Ed.), Extending the Boundaries of Design Science Theory and Practice: . Paper presented at DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology (pp. 92-107). Springer, 11491
Öppna denna publikation i ny flik eller fönster >>Work-Integrated Learning as an Outcome of Using Action Design Research in Practice
2019 (Engelska)Ingår i: Extending the Boundaries of Design Science Theory and Practice / [ed] Tulu B., Djamasbi S., Leroy G., Springer, 2019, Vol. 11491, s. 92-107Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADR is a subtype of Design Science Research (DSR) and a prominent method for facilitating mutually beneficial collaboration between academia and practice. Subsequently, we tie our work around ADR and WIL to the Scandinavian school of IS-research and worker participation, by emphasizing reflective practice on both researcher and practitioner side. We demonstrate this through two empirical cases and four case episodes. Consequently, the cases highlight building, intervention, and evaluation in the areas of civic orientation and county administration. The narrative around each case focuses on ADR-activities that mediate reflection and learning through iterative cycles. Outcomes from the cases are reported as WIL-outcomes and finally, we conclude this paper by briefly suggesting two implications for future relevant research.

Ort, förlag, år, upplaga, sidor
Springer, 2019
Serie
Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349
Nyckelord
Action Design Research, Work-Integrated learning, Reflective practice, Design Science Research
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik Lärande
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-14805 (URN)10.1007/978-3-030-19504-5_7 (DOI)2-s2.0-85066019666 (Scopus ID)978-3-030-19503-8 (ISBN)978-3-030-19504-5 (ISBN)
Konferens
DESRIST 2019 International Conference on Design Science Research in Information Systems and Technology
Tillgänglig från: 2019-12-27 Skapad: 2019-12-27 Senast uppdaterad: 2020-01-27Bibliografiskt granskad
Östlund, C. (2017). Design for e-training. (Doctoral dissertation). Köpenhamn: Copenhagen Business School Press
Öppna denna publikation i ny flik eller fönster >>Design for e-training
2017 (Engelska)Doktorsavhandling, monografi (Övrigt vetenskapligt)
Abstract [en]

This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. The objective of this thesis is to inform how technology can be designed to support workplace training by acknowledging the context demands of every day work. The context for this thesis is the government authority in Sweden called the county administration. The research in this thesis follows the approach of design science research and design principles for e-training through web lectures emerged in collaboration with members of the county administration through four design cycles of problem awareness: conceptual suggestion, system development, and evaluation. The perspective on learning adopts that of socio-cultural learning since it acknowledges the importance of context by stressing the relationship between learning and the context in which the learning occurs. A framework called authentic e-learning with nine core design principles was chosen as a kernel theory. The first version of the web lecture application was based on the unchanged design principles of authentic e-learning. The design principles were then evaluated in the context of a work place and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of work place learning and new principles emerged from the evaluation process. The thesis concludes with eight design principles for e-training through web lectures.

Ort, förlag, år, upplaga, sidor
Köpenhamn: Copenhagen Business School Press, 2017. s. 283
Serie
Doctoral School of Business and Management, PhD Series, ISSN 0906-6934 ; 18.2017
Nyckelord
E-learning, work-integrated learning, workplace learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-10955 (URN)978-87-93579-08-8 (ISBN)978-87-93579-09-5 (ISBN)
Handledare
Tillgänglig från: 2017-05-25 Skapad: 2017-05-24 Senast uppdaterad: 2017-05-25Bibliografiskt granskad
Östlund, C. (2015). A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach. In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015: . Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States (pp. 1544-1551). Chesapeake, VA: Association for the Advancement of Computing in Education
Öppna denna publikation i ny flik eller fönster >>A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach
2015 (Engelska)Ingår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, s. 1544-1551Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper contributes with a model for evaluating IT supported workplace training (e-training). Since the problem domain of e-training is in the intersection of work, learning and IT, evaluating e-training is complex with multiple stakeholders. Venable et al (2012) provide a framework for how to choose evaluation strategy and method in design science research. This framework is applied to a desing science research project aiming for a design framework for developing e-training systems. A model based on the framework by Venable et al. (2012) and the design science research case is then suggested.

Ort, förlag, år, upplaga, sidor
Chesapeake, VA: Association for the Advancement of Computing in Education, 2015
Nyckelord
Evaluation, training, WIL, Work-integrated learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-9021 (URN)
Konferens
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States
Tillgänglig från: 2016-02-05 Skapad: 2016-02-05 Senast uppdaterad: 2016-06-01Bibliografiskt granskad
Östlund, C. & Svensson, L. (2015). Design Guidelines Through Educational Mining. In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015: . Paper presented at E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States (pp. 1854-1857). Chesapeake, VA: Association for the Advancement of Computing in Education
Öppna denna publikation i ny flik eller fönster >>Design Guidelines Through Educational Mining
2015 (Engelska)Ingår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, s. 1854-1857Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Great effort is put into improving online education, focusing on how students learn and how teachers' can help the students' to be effective in that process. Recently the interest in using web mining techniques in e-learning environments (educational mining) for this purpose has increased. The efforts can be oriented towards assisting the students' learning process, the teachers' scaffolding efforts or the administrators' to make the web site more efficient. It is argued in this paper that educational mining also have great potential in deriving design guidelines for the e-learning environment and not only support the processes taking place after the system is developed and implemented.

Ort, förlag, år, upplaga, sidor
Chesapeake, VA: Association for the Advancement of Computing in Education, 2015
Nyckelord
Online education, Work-integrated Learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-9017 (URN)
Konferens
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States
Tillgänglig från: 2016-02-05 Skapad: 2016-02-05 Senast uppdaterad: 2016-06-01Bibliografiskt granskad
Östlund, C., Jobe, W. & Svensson, L. (2014). E-training through web lectures. In: M. Searson & M. Ochoa (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014: . Paper presented at Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States (pp. 397-402). Chesapeake, VA: AACE
Öppna denna publikation i ny flik eller fönster >>E-training through web lectures
2014 (Engelska)Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 397-402Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.

Ort, förlag, år, upplaga, sidor
Chesapeake, VA: AACE, 2014
Nyckelord
Web lectures, design science, workplace learning, Work-integrated Learning, WIL, AIL
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik Pedagogiskt arbete
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-7190 (URN)978-1-939797-07-0 (ISBN)
Konferens
Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States
Tillgänglig från: 2014-12-17 Skapad: 2014-12-17 Senast uppdaterad: 2018-01-11Bibliografiskt granskad
Jobe, W., Östlund, C. & Svensson, L. (2014). MOOCs for Professional Teacher Development. In: M. Searson & M. Ochoa (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014: . Paper presented at Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States (pp. 1580-1586). Chesapeake, VA: AACE
Öppna denna publikation i ny flik eller fönster >>MOOCs for Professional Teacher Development
2014 (Engelska)Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 1580-1586Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

A MOOC is a trending concept in education that is disrupting traditional methods oflearning consumption. The emergence and use of MOOCs for professional teacher development isstill uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typicallyfocuses on impacts for higher education and lifelong learning. However, the specific intersection ofMOOCs and professional teacher development is poorly researched. This concept papercontemplates the benefits and drawbacks of using MOOCs for professional teacher developmentand calls for more practical studies and explorative research. This paper also speculates on the basicMOOC design criteria and principles needed to maximize engagement and course completion,which are currently common issues with general MOOCs. The conclusion is that MOOCs can be acost- and resource-effective means to deliver quality education in order to further professionalteacher development. However, possible risks are employers' reluctance to accept MOOCaccreditation as equivalent professional development and the lack of relevant MOOC courses forprofessional development.

Ort, förlag, år, upplaga, sidor
Chesapeake, VA: AACE, 2014
Nyckelord
MOOC, Professional Teacher Development, Lifelong Learning, WIL, Work-integrated Learning, AIL
Nationell ämneskategori
Pedagogiskt arbete Systemvetenskap, informationssystem och informatik
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-7188 (URN)978-1-939797-07-0 (ISBN)
Konferens
Society for Information Technology & Teacher Education International Conference, Mar 17, 2014 in Jacksonville, Florida, United States
Tillgänglig från: 2014-12-17 Skapad: 2014-12-17 Senast uppdaterad: 2018-08-12Bibliografiskt granskad
Gellerstedt, M., Svensson, L. & Östlund, C. (2014). Navigating in a new pedagogical landscape with an introductory course in applied statistics.. In: MacGillivray, H., Martin, M., and Phillips, B (Ed.), Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012: (pp. 119-148). New York: Springer
Öppna denna publikation i ny flik eller fönster >>Navigating in a new pedagogical landscape with an introductory course in applied statistics.
2014 (Engelska)Ingår i: Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012 / [ed] MacGillivray, H., Martin, M., and Phillips, B, New York: Springer , 2014, s. 119-148Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

During the last few decades, a great deal of effort has been put into improving statistical education, focusing on how students learn statistics and how we as teachers can find effective ways to help them. At the same time the use of computers, the Internet, and learning management systems has grown rapidly, and offers new educational possibilities. In this chapter, we will discuss how these changes in the pedagogical landscape have affected our introductory course in applied statistics. The course and teaching context are presented in relation to guidelines for assessment and instruction in statistics and to seven principles for effective teaching. Teaching strategies, course content, and examples of course material are included. Furthermore, results from evaluations are discussed, especially focusing on diversity in student characteristics. These results indicate a variation in learning styles both between and within groups. Finally, we present some of our ideas for future development including strategies for individualization and the use of educational mining.

Ort, förlag, år, upplaga, sidor
New York: Springer, 2014
Serie
Springer Proceedings in Mathematics & Statistics, ISSN 2194-1009 ; 81
Nyckelord
Statistics, WIL, Work-integrated Learning, Statistik, AIL
Nationell ämneskategori
Pedagogik
Forskningsämne
SAMHÄLLSVETENSKAP, Informatik; Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-6616 (URN)10.1007/978-1-4939-0603-1_8 (DOI)2-s2.0-84943239658 (Scopus ID)978-1-4939-0602-4 (ISBN)978-1-4939-0603-1 (ISBN)
Tillgänglig från: 2014-09-11 Skapad: 2014-09-11 Senast uppdaterad: 2019-11-29Bibliografiskt granskad
Östlund, C. (2012). E-learning use patterns in the workplace: Web logs from interaction with a web based lecture. International Journal of Advanced Corporate Learning, 5(4), 4-8
Öppna denna publikation i ny flik eller fönster >>E-learning use patterns in the workplace: Web logs from interaction with a web based lecture
2012 (Engelska)Ingår i: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, nr 4, s. 4-8Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

When designing for e-learning the objective is todesign for learning i.e. the technology supporting thelearning activity should aid and support the learningprocess and be an arena where learning is likely to occur. Toobtain this when designing e-learning for the workplace theauthor argue that it is important to have knowledge on howusers actually access and use e-learning systems. In order togain this knowledge web logs from a web lecture developedfor a Scandinavian public body has been analyzed. During aperiod of two and a half months 15 learners visited the weblecture 74 times. The web lecture consisted of streamingvideo with exercises and additional links to resources on theWWW to provide an opportunity to investigate the topicfrom multiple perspectives. The web lecture tookapproximately one hour to finish. Using web usage miningfor the analysis seven groups or interaction patternsemerged: peaking, one go, partial order, partial unordered,single module, mixed modules, non-video modules.Furthermore the web logs paint a picture of the learningactivities being interrupted. This suggests that modulesneeds to be fine-grained (e.g. less than 8 minutes per videoclip) so learners’ do not need to waste time having to watchparts of a video clip while waiting for the part of interest toappear or having to fast forward. A clear and logicalstructure is also important to help the learner find their wayback accurately and fast.

Nyckelord
E-learning, workplace, web logs
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-4818 (URN)10.3991/ijac.v5i4.2209 (DOI)
Tillgänglig från: 2012-11-23 Skapad: 2012-11-23 Senast uppdaterad: 2019-04-26Bibliografiskt granskad
Östlund, C., Kautz, K. & Svensson, L. (2009). Towards adapting authentic learning for formal workintegrated e-learning. In: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09 (pp. Aricle 29).
Öppna denna publikation i ny flik eller fönster >>Towards adapting authentic learning for formal workintegrated e-learning
2009 (Engelska)Ingår i: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09, 2009, s. Aricle 29-Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

This poster reports from the initial steps of formulating a prescriptive design theory to support the development of scholastic/formal work-integrated e-learning systems. For this purpose a framework for authentic learning, developed andevaluated in a school setting and the eight components of design theories by Gregor and Jones has been used to guide two elearning activities in a work setting. Adapting authentic learning to a formal work-integrated e-learning context calls for a simplification of the framework where some elements of authentic learning become peripheral whereas others become more central. Copyright 2009 ACM.

Nyckelord
Authentic learning, Design science research, Work-integrated e-learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
Arbetsintegrerat lärande; SAMHÄLLSVETENSKAP, Informatik
Identifikatorer
urn:nbn:se:hv:diva-1976 (URN)10.1145/1555619.1555657 (DOI)
Tillgänglig från: 2009-11-18 Skapad: 2009-11-18 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-9094-4125

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