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Haj-Bolouri, A. (2019). Design Principles for E-Learning that Support Integration Work: A Case of Action Design Research. Paper presented at Conference of 14th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2019 ; Conference Date: 4 June 2019 Through 6 June 2019;. Lecture Notes in Computer Science, 11491 LNCS, 300-316
Open this publication in new window or tab >>Design Principles for E-Learning that Support Integration Work: A Case of Action Design Research
2019 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 11491 LNCS, p. 300-316Article in journal (Refereed) Published
Abstract [en]

Design principles are prescriptive knowledge that offers theory-based guidelines for Design Science Research in Information Systems. This paper introduces and proposes a set of design principles for e-learning that support integration work. The design principles are proposed based on two cycles of Action Design Research. The cycles were conducted in the organizational setting of stakeholders and end-users known as integration workers, which are responsible for supporting the integration process of newly arrived immigrants of society. Overall, the contributions of this paper are (1) e-learning technologies that support integration work, (2) prescriptive knowledge in form of design principles for designing e-learning technologies that support integration work, and (3) an explicit case of Action Design Research that demonstrates the process of shaping and re-shaping design principles through two different cycles. © 2019, Springer Nature Switzerland AG.

Keywords
Design; E-learning; Information systems; Information use; Integration, Design Principles; Design research; Design-science researches; E-learning technology; End users; Integration process; Organizational setting; Shaping designs, Engineering education
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13950 (URN)10.1007/978-3-030-19504-5_20 (DOI)2-s2.0-85066028668 (Scopus ID)
Conference
Conference of 14th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2019 ; Conference Date: 4 June 2019 Through 6 June 2019;
Available from: 2019-06-11 Created: 2019-06-11 Last updated: 2019-07-24Bibliographically approved
Haj-Bolouri, A., Östlund, C., Rossi, M. & Svensson, L. (2019). Work-Integrated Learning as an Outcome of Using Action Design Research in Practice. Paper presented at 14th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2019 Worcester, MA, USA, June 4–6, 2019. Lecture Notes in Computer Science, 11491, 92-107
Open this publication in new window or tab >>Work-Integrated Learning as an Outcome of Using Action Design Research in Practice
2019 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 11491, p. 92-107Article in journal (Refereed) Published
Abstract [en]

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

Keywords
Action Design Research, Work-Integrated learning, Reflective practice, Design Science Research
National Category
Learning
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13915 (URN)10.1007/978-3-030-19504-5 (DOI)2-s2.0-85066019666 (Scopus ID)
Conference
14th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2019 Worcester, MA, USA, June 4–6, 2019
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2019-07-25Bibliographically approved
Haj-Bolouri, A., Purao, S., Rossi, M. & Bernhardsson, L. (2018). Action Design Research in Practice: Lessons and Concerns. In: Frank U.,Kautz K.,Bednar P.M. (Ed.), Proceedings ECIS 2018: . Paper presented at European Conference on Information Systems 2018, ECIS 2018, June 23rd – 28th 2018 / Portsmouth, UK. , Article ID 1755.
Open this publication in new window or tab >>Action Design Research in Practice: Lessons and Concerns
2018 (English)In: Proceedings ECIS 2018 / [ed] Frank U.,Kautz K.,Bednar P.M., 2018, article id 1755Conference paper, Published paper (Other academic)
Abstract [en]

This paper reports on the results of a study of how scholars engage with and use the action designresearch (ADR) method. Since its publication, ADR has been acknowledged as an importantvariant of DSR, and has been adopted by a number of researchers. It has been adopted as theprimary research method for doctoral dissertations as well as research projects in severaldisciplines. With the increasing use of ADR, the research community is also learning about how toapply ADR in different contexts. In this paper, we focus on how researchers are using the method.Drawing on primary data from researchers who have recently engaged in or finished an ADRproject, we identify several recurring themes: managing expectations with actual outcomes ofADR-projects, coordinating work across different ADR-stages, and balancing the focus on probleminstance versus class of problems. Our work contributes a greater understanding about how ADRprojects are carried out in practice, how researchers can avoid some of the common pitfalls, andhow the method can be applied more effectively.

Keywords
action design research, design science research, design knowledge
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13057 (URN)2-s2.0-85061316853 (Scopus ID)
Conference
European Conference on Information Systems 2018, ECIS 2018, June 23rd – 28th 2018 / Portsmouth, UK
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2019-02-27Bibliographically approved
Haj-Bolouri, A. (2018). Designing for Adaptable Learning. (Doctoral dissertation). Trollhättan: University West
Open this publication in new window or tab >>Designing for Adaptable Learning
2018 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The research in this thesis emphasizes the endeavor of designing for adaptable learning. Designing for adaptable learning is understood as an overall response to designing for integration work. Designing for integration work is thus classified as a special case of designing for adaptable learning. Integration work in this research is understood as a professional practice that aims to improve and support the integration process of newly arrived immigrants (referred to as newcomers) in society. As professional practitioners of integration work, integration workers face daily challenges that are wicked by nature. In order to understand and problematize these challenges, the empirical work of this research was organized and performed within a case of digitalizing the civic orientation program in Sweden. The civic orientation program is a special case of integration work in Sweden, where integration workers organize and provide civic orientation to newcomers in Sweden. Different groups of newcomers are subsequently participating in a required 60 hours of civic orientation and are provided sessions through their native language. The integration workers are responsible for organizing and performing civic orientation through a dynamic process of dialogues, exercises, and more. Integration work as a practice, however, does not incorporate a standardized knowledge base, which provides integration workers a unified way of organizing and performing civic orientation. Instead, different counties and municipalities in Sweden organize and perform civic orientation in various ways. Furthermore, due to the extreme heterogeneity among newcomers as participants in civic orientation, the integration workers are forced to adapt. In turn, the integration workers themselves are heterogeneous due to their different roles, areas of responsibilities, and more essentially, worldviews. In order to understand and problematize the aspects of designing for integration work, an explorative approach was adopted through three consecutive cycles of Action Design Research. The cycles were performed from 2013 until completion of this thesis. The thesis was subsequently governed through three research questions: (1) How to design for integration work? (2)What makes designing for integration work significant? (3) Why do design for integration work? There search questions were addressed and answered through a body of produced knowledge that captures and provides the essential contributions of the thesis. The contributions of the thesis highlight different aspects of designing for integration work, as a special case of designing for adaptable learning. Thus, the contributions are presented and discussed with an explicit bearing toward designing for adaptable learning,as the general class of problems and solutions of this research. The contributions are consequently provided through: (1) an ensemble artifact that is termed a digital platform for civic orientation; (2) an Information Systems Design Theory for adaptable e-learning; (3) a design research methodology that incorporates work-integrated learning; (4) the meta-design of an open learning platform that supports the social integration of newcomers in society; and (5) a philosophical concept that problematizes and conceptualizes the essence of presence in e-learning. Ultimately, the research contributes to the research domains of information systems and work-integrated learning, by providing findings that problematize core aspects of designing for adaptable learning. Furthermore, the thesis extensively discusses the findings of this research by emphasizing a philosophical perspective toward core aspects of the research contributions. Finally, the thesis concludes with a set of limitations of the current research and a brief discussion about potential endeavours of future research.

Place, publisher, year, edition, pages
Trollhättan: University West, 2018. p. 108
Series
PhD Thesis: University West ; 17
Keywords
Design, action design research, design science research, information systems, integration work, civic orientation, work-integrated learning, e-learning, adaptable learning
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12253 (URN)978-91-87531-84-2 (ISBN)978-91-87531-83-5 (ISBN)
Public defence
2018-05-28, Albertsalen, Högskolan Väst, Trollhättan, 13:00 (English)
Supervisors
Available from: 2018-04-20 Created: 2018-04-16 Last updated: 2018-04-25
Haj-Bolouri, A. (2018). Kernel Philosophy: A Way of Inspiring and Making Sense of Design in Information Systems Research?. In: SIGPrag's proceedings: . Paper presented at AIS SIGPRAG pre-ICIS workshop on ”Practice-based Design and Innovation of Digital Artifacts”, 2018-12-12, San Francisco, CA, USA (pp. 1-19). American Information Society
Open this publication in new window or tab >>Kernel Philosophy: A Way of Inspiring and Making Sense of Design in Information Systems Research?
2018 (English)In: SIGPrag's proceedings, American Information Society , 2018, p. 1-19Conference paper, Published paper (Other academic)
Abstract [en]

This research in progress introduces the concept of kernel philosophy to advance prior discussions concerning design, meta-design, the underlying rationale of design, and the assumptions and values of which a design rationale rests upon. Consequently, the present research proposes philosophy as a kernel that ingrains the assumptions and values of a design rationale, and how an active use of kernel philosophy may establish a reflective attitude to-wards design in information systems research, through two main features (1) sense-making of design/meta-design and (2) inspiring the design/meta-design process. Finally, the paper pro-vides a brief demonstration of kernel philosophy in use and ends with a brief discussion con-cerning limitations and future research.

Place, publisher, year, edition, pages
American Information Society, 2018
Keywords
Philosophy, Design, Information Systems, Rationale, Research
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13352 (URN)
Conference
AIS SIGPRAG pre-ICIS workshop on ”Practice-based Design and Innovation of Digital Artifacts”, 2018-12-12, San Francisco, CA, USA
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-15Bibliographically approved
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
Open this publication in new window or tab >>Software-embedded evaluation support in design science research
2018 (English)In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 10844 LNCS, p. 348-362Article in journal (Refereed) 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.

Keywords
Information systems; Information use, Design-science researches; Embedded evaluation; Healthcare sectors; Sociotechnical systems; Support mechanism; Swedishs, Design
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-12702 (URN)10.1007/978-3-319-91800-6_23 (DOI)2-s2.0-85047925999 (Scopus ID)
Conference
13th International Conference on Design Science Research in Information Systems and Technology, DESRIST 2018; Chennai; India
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2019-05-28Bibliographically approved
Haj-Bolouri, A., Purao, S., Rossi, M. & Bernhardsson, L. (2017). Action Design Research as a Method-in-Use: Problems and Opportunities. In: Maedche, Alexander [Hrsg.]; Brocke, Jan vom [Hrsg.]; Hevner, Alan [Hrsg.] (Ed.), Designing the Digital Transformation: DESRIST 2017 Research in Progress Proceedings. Paper presented at The 12th International Conference in Design Science Research in Information Technology and Systems. Karlsruhe, Germany. 30 MAY - 1 JUNE, 2017 (pp. 110-118). Karlsruhe: KIT Publishers
Open this publication in new window or tab >>Action Design Research as a Method-in-Use: Problems and Opportunities
2017 (English)In: Designing the Digital Transformation: DESRIST 2017 Research in Progress Proceedings / [ed] Maedche, Alexander [Hrsg.]; Brocke, Jan vom [Hrsg.]; Hevner, Alan [Hrsg.], Karlsruhe: KIT Publishers, 2017, p. 110-118Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports on the results of a study to investigate how scholars engage with and use the action design research (ADR) approach. ADR has been acknowledged as an important variant of the Design Science Research approach, and has been adopted by a number of scholars, as the methodological basis for doctoral dissertations as well as multidisciplinary research projects. With thisuse, the research community is learning about how to apply ADR's central tenets in different contexts. In this paper, we draw on primary data from researchers who have recently engaged in or finished an ADR project to identify recurring problems and opportunities related to working in different ADR stages, balancing demands from practice and research, and addressing problem instance vs. class of problems. Our work contributes a greater understanding of how ADR projects are carried out in practice, how researchers use ADR, and pointers to possibilities for extending ADR.

Place, publisher, year, edition, pages
Karlsruhe: KIT Publishers, 2017
Series
KIT Scientific Working Papers, ISSN 2194-1629 ; 64
Keywords
Action design research, Use, Design science research and practice
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11007 (URN)10.5445/IR/1000069452 (DOI)
Conference
The 12th International Conference in Design Science Research in Information Technology and Systems. Karlsruhe, Germany. 30 MAY - 1 JUNE, 2017
Available from: 2017-06-14 Created: 2017-06-14 Last updated: 2018-01-08Bibliographically approved
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
Open this publication in new window or tab >>Conceptualizing the Essence of Presence in Distance Education through Digital Dasein
2017 (English)In: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, no 2, p. 149-173Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Chesapeake, VA: Association for the Advancement of Computing in Education, 2017
Keywords
E-learning, distance education, Digital Dasein
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-11006 (URN)
Available from: 2017-06-14 Created: 2017-06-14 Last updated: 2018-04-16Bibliographically approved
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
Open this publication in new window or tab >>Conceptualizing the essence of presence in E-learning through digital dasein
2017 (English)In: International Journal on E-learning, ISSN 1537-2456, E-ISSN 1943-5932, Vol. 16, no 2, p. 149-173Article in journal (Refereed) 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.

Keywords
Students, learning, cognitive presence
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13051 (URN)2-s2.0-85048870552 (Scopus ID)
Conference
Invited as a paper from E-Learn 2014
Available from: 2018-10-26 Created: 2018-10-26 Last updated: 2019-05-21Bibliographically approved
Sjöström, J., Chandra Kruse, L. & Haj-Bolouri, A. (2016). A Design Theory for Built-in Evaluation Support. 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. 1-17).
Open this publication in new window or tab >>A Design Theory for Built-in Evaluation Support
2016 (English)In: 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, p. 1-17Conference paper, Published paper (Other academic)
Abstract [en]

Even though the practice of integrating evaluative features into the artifact has long been applied in commercially available software, it is still under represented in IS community. This paper presents a design theory for built-in evaluation support. We seek to incorporate the idea of 'the self-evaluating artifact' into the design science research. We are aware of the challenges in designing built-in evaluation features in socio-technical systems and take this issue into consideration in our framework. While the theory draws from the literature on evaluation in DSR, we also provide an expository instantiation of the theory demonstrating a built-in evaluation support mechanism designed and used in DSR research in the Swedish healthcare sector.

Keywords
Built-in evaluation, socio-technical evaluation, design science research, IS design theory
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9998 (URN)978-91-87531-38-5 (ISBN)
Conference
IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016
Available from: 2016-10-17 Created: 2016-10-17 Last updated: 2017-01-13
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-1202-9797

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