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Bernhardsson, PatrikORCID iD iconorcid.org/0000-0001-9395-5858
Publications (4 of 4) Show all publications
Jobe, W., Nilsson, S., Bernhardsson, P. & Rask, A. B. (2018). Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning. In: : . Paper presented at ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018. , Article ID 2440743862.
Open this publication in new window or tab >>Improving the creation, curation and discovery of open educational resources for work integrated and lifelong learning
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This paper concerns open education (OER) resources, and more specifically the process of publishing OER material to make it easier to find on the web. The overarching goals are to improve the creation and discovery of OER material for workplace learning as well as strive towards UNESCO’s Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. As we see it, there are two key challenges. The first challenge regards the content creation and curation side; i.e. the process of making OER material available to the general public, how to maintain the resource and how to get feedback on it. The second challenge regards discovery i.e. for OER consumers to easily find OER material and discern its usefulness in their specific learning context. We are in the process of developing a web based system that aids content creators in publishing and maintaining their OER material. The system helps the content creator by generating semantic metadata about the resource based on the Dublin Core system and creates a package of the material itself along with said metadata in a search engine optimized HTML5 file, ready for publishing on a web server or a video streaming site like YouTube, or other media sharing sites. This approach primarily utilizes common search engines to find the material, thus making the OER material decentralized and not necessarily specific to a specific OER repository. The metadata created by the system does, however, enable developers to create systems specialized in collecting and aggregating OER material, further enhancing the capability of the decentralized ecosystem of OER resources to be used by learning management systems. The key contribution is a suggestion as to how to automatically generate and use an OERID so that all resources can be discovered, curated, and reused.

Keywords
didactics, virtual learning, organization theory, differentiated instruction, Managers and employees in public institutions, Managers and employees in private companies
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-13076 (URN)
Conference
ICELW: The 11th Annual International Conference on E-Learning in the Workplace, 2018
Available from: 2018-10-31 Created: 2018-10-31 Last updated: 2018-11-07Bibliographically approved
Bernhardsson, P. & Bernhardsson, L. (2018). Personal Learning Environment For Learning After University. In: INTED 2018: Proceedings. Paper presented at INTED 2018, 12th annual International Technology, Education and Development Conference, Valencia, 5th, 6th and 7th of March, 2018..
Open this publication in new window or tab >>Personal Learning Environment For Learning After University
2018 (English)In: INTED 2018: Proceedings, 2018Conference paper, Published paper (Refereed)
Abstract [en]

It is becoming increasingly common for universities and schools to use some form of digital system between teachers and students. They usually use a Learning Management System (LMS). Watson [1] discusses the concept and systems used today and believes that the intentions with LMS are good but they lack valuable functions. They have most often been used to distribute instructions to students. It is a unified information that applies to all participants and is not in any way individualized or gives the individual student the unique support that may be needed for a good learning environment.

Learning in the digital era requires new skills focusing on different digital artefacts [2]. Learning is also a lifelong process that not only happens in an institutional context. Learning takes place in both formal and informal contexts. Learning and work-related activities are connected today, and education needs to be shaped to support a continued process even after completion of formal learning [3].

Instead of standardized one-way solutions for transferring instructions, in which is the way many LMS are used, students should during their time at the college learn tools that support learning and communication with others. By using the tools used in working life during the study time, the boundary is blurred between the school's LMS and tools commonly used in working life. [3]. Many LMS used in higher education is not used in business and the skills gained by students through LMS cannot easily be transformed into knowledge of the tools that companies use. By introducing tools that are widely used in business, students can create their own set of tools for communication, project management and information retrieval. The tools can then contribute to encouraging their own critical search of information based on which they can shape their unique knowledge and to act as an "agentic learner" [4]. The use of an LMS that students cannot use after completing studies does not give the same opportunities for continued learning as a set of ‘open tools’. They need to create a Personal Learning Environment (PLE) so that they can then continue to use same tools after completed studies. [5]

Richards et al [6] describes a driven student as an "agentic learner". A self-employed individual with both pleasure and ability to learn as such can determine what needs to be learned from knowledge goals in a syllabus related to the individual's existing knowledge. In order to become such a driven student, a larger "toolbox" for learning is needed than a standardized LMS solution often offers.

It is not new tools within LMS, adjustments and minor changes, which are needed. It is a whole new perspective where the focus is shifted from LMS to PLE. It is difficult to create understanding among students how tools locked in an LMS provide knowledge for an upcoming work life. A whole new set of tools is needed or what is described as a system change by Reigeluth [7]. A whole new perspective on what tools that support lifelong learning and not only university studies. Since the LMS is connected to the university the LMS is closed for external access and the student cannot access it after they leave the University.

In this paper we discuss, based on a theoretical perspective, whether open cloud-based tools can form the student's PLE to replace the university's LMS.

Keywords
PLE, LMS, Open Learning Resources
National Category
Learning
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-12221 (URN)978-84-697-9480-7 (ISBN)
Conference
INTED 2018, 12th annual International Technology, Education and Development Conference, Valencia, 5th, 6th and 7th of March, 2018.
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-04-06Bibliographically approved
Haj-Bolouri, A., Bernhardsson, L., Bernhardsson, P. & Svensson, L. (2016). An information systems design theory for adaptabe E-learning. Paper presented at 49th Hawaii International Conference on System Sciences (HICSS)5-8 Jan. 2016. Proceedings of the Annual Hawaii International Conference on System Sciences, 2016-March, 4414-4423
Open this publication in new window or tab >>An information systems design theory for adaptabe E-learning
2016 (English)In: Proceedings of the Annual Hawaii International Conference on System Sciences, ISSN 1530-1605, Vol. 2016-March, p. 4414-4423Article in journal (Refereed) Published
Abstract [en]

An Information Systems Design Theory is a prescriptive theory that offers theory-based principles, which can guide practitioners and scholars in the design of effective information systems and set an agenda for on-going research. This paper introduces and describes an ISDT for adaptable E-Learning. We formulate our ISDT based on two cycles of Action Design Research. The cycles were conducted in an authentic organizational setting with end-users, responsible for organizing, producing and distributing civic orientation. Based on our findings, we propose that our ISDT, together with its components, can be used to design, implement and support an information system that incorporates E-Learning, which is not explicitly constrained to the formal context of higher education. © 2016 IEEE.

Keywords
E-learning; Information systems; Systems analysis, Design research; End users; Formal contexts; Higher education; Information systems design theories; Organizational setting, Design
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-10462 (URN)10.1109/HICSS.2016.550 (DOI)2-s2.0-84975478700 (Scopus ID)
Conference
49th Hawaii International Conference on System Sciences (HICSS)5-8 Jan. 2016
Available from: 2017-01-03 Created: 2017-01-02 Last updated: 2019-05-21Bibliographically approved
Haj-Bolouri, A., Bernhardsson, L. & Bernhardsson, P. (2015). CollaborGeneous: A Framework of Collaborative IT-Tools for Heterogeneous Groups of Learners. In: Donnellan, Brian; Helfert, Markus; Kenneally, Jim; VanderMeer, Debra; Rothenberger, Marcus; Winter, Robert (Ed.), New Horizons in Design Science: Broadening the Research Agenda (pp. 376-380). Springer International Publishing, 9073
Open this publication in new window or tab >>CollaborGeneous: A Framework of Collaborative IT-Tools for Heterogeneous Groups of Learners
2015 (English)In: New Horizons in Design Science: Broadening the Research Agenda / [ed] Donnellan, Brian; Helfert, Markus; Kenneally, Jim; VanderMeer, Debra; Rothenberger, Marcus; Winter, Robert, Springer International Publishing , 2015, Vol. 9073, p. 376-380Chapter in book (Other academic)
Abstract [en]

In this paper, we present our designed prototype: CollaborGeneous. CollaborGeneous is a framework of collaborative IT-tools for heterogeneous groups of learners in Civic Orientation. It is designed to serve different types of activities for producing, maintaining, distributing and presenting digital learning-material within Civic Orientation. The significance of introducing our prototype is relevant for both practitioners and researchers within Design Science Research. The novelty of our artifact lies in its characteristic of use in the intersection between Civic Orientation and Information Systems, providing different groups of learner's necessary tools to collaborate and create an open digital experience of Civic Orientation.

Place, publisher, year, edition, pages
Springer International Publishing, 2015
Series
Lecture Notes in Computer Science
Keywords
Heterogeneous Groups; Civic Orientation; IT-Tools; Learning; Design Science Research; CollaborGeneous
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-7869 (URN)10.1007/978-3-319-18714-3_26 (DOI)2-s2.0-84937469078 (Scopus ID)
Available from: 2015-08-12 Created: 2015-08-11 Last updated: 2015-08-13Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-9395-5858

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