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Högberg, K. & Willermark, S. (2019). Making Sense of Organizational Social Media: An International Longitudinal Case Study of Hotel Employees. In: Tung X. Bui (Ed.), Proceedings of the 52nd Annual Hawaii International Conference on System Sciences: . Paper presented at Hawaii International Conference on System Sciences 2019, January 8-11, 2019, Maui, Hawaii (pp. 2377-2386). Honolulu: Hawaii International Conference on System Sciences (HICSS)
Open this publication in new window or tab >>Making Sense of Organizational Social Media: An International Longitudinal Case Study of Hotel Employees
2019 (English)In: Proceedings of the 52nd Annual Hawaii International Conference on System Sciences / [ed] Tung X. Bui, Honolulu: Hawaii International Conference on System Sciences (HICSS) , 2019, p. 2377-2386Conference paper, Published paper (Other academic)
Abstract [en]

When new Information Technologies (IT) are implemented in an organization, this creates new situations that need to be understood and made sense of. Sensemaking processes are vital when trying to identify the meaning users give when interacting with the new IT. The purpose of this study is to identify how hotel employees make sense of organizational social media over time. The empirical data was gathered overfour years in seven European countries and 14 hotels within an international hotel chain. In total, 37 interviews with 28 hotel employees were conducted. The findings explain how the hotel employees' dailywork routines are disrupted due to the social media implementation, but also what meanings the employees ascribe to social media in an organizational context. The study contributes to existing literature by providing illustrations about how users' sensemaking process concerning organizational social media influences their use over time.

Place, publisher, year, edition, pages
Honolulu: Hawaii International Conference on System Sciences (HICSS), 2019
Keywords
Hotel employees, organizational social media, sensemaking process, socio-cognitive
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-14732 (URN)10.24251/hicss.2019.287 (DOI)978-0-9981331-2-6 (ISBN)
Conference
Hawaii International Conference on System Sciences 2019, January 8-11, 2019, Maui, Hawaii
Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-28Bibliographically approved
Pareto, L. & Willermark, S. (2019). TPACK in situ: A Design-based Approach Supporting Professional Development in Practice. Journal of educational computing research (Print), 57(5), 1186-1226
Open this publication in new window or tab >>TPACK in situ: A Design-based Approach Supporting Professional Development in Practice
2019 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 57, no 5, p. 1186-1226Article in journal (Refereed) Published
Abstract [en]

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.

Keywords
Technological pedagogical content knowledge, technological pedagogical content knowledge in situ, design based, teaching practice, reflective practitioner, teacher professional development
National Category
Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12007 (URN)10.1177/0735633118783180 (DOI)000480760100005 ()2-s2.0-85049674449 (Scopus ID)
Funder
European Regional Development Fund (ERDF)
Note

Ingår i avhandling

Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2019-10-15Bibliographically approved
Willermark, S. (2018). Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola. (Doctoral dissertation). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Digital Didaktisk Design: Att utveckla undervisning i och för en digitaliserad skola
2018 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018. p. 134
Series
PhD Thesis: University West ; 13
Keywords
Digital teknik, digital didaktisk design, lärare, virtuellt klassrum, TPACK, verksamhetsteori, expansivt lärande, gränser
National Category
Didactics Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12009 (URN)978-91-87531-74-3 (ISBN)978-91-87531-73-6 (ISBN)
Public defence
2018-02-09, F306, Trollhättan, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2018-01-19 Created: 2018-01-16 Last updated: 2018-01-19
Winman, T., Spante, M., Willermark, S., Svensson, L. & Lundh Snis, U. (2018). Digitaliseringen i skolan: möjligheter och utmaningar. Stockholm: Skolverket
Open this publication in new window or tab >>Digitaliseringen i skolan: möjligheter och utmaningar
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2018 (Swedish)Book (Other academic)
Alternative title[sv]
Digitalisering i skolan : möjligheter och utmaningar
Place, publisher, year, edition, pages
Stockholm: Skolverket, 2018. p. 83
Series
Forskning för skolan
Keywords
Digitalisering, skola, kunskapsöversikt
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-12878 (URN)978-91-7559-323-4 (ISBN)
Available from: 2018-09-06 Created: 2018-09-06 Last updated: 2019-03-26Bibliographically approved
Bernhardsson, L. & Willermark, S. (2018). "Just in Time": Tidig feedback för ökat lärande. In: Kristina Johansson (Ed.), VILÄR Abstraktbok: . Paper presented at VILÄR, 6-7 december 2018, Mölndal, Sverige (pp. 7-7). Trollhättan: Högskolan Väst
Open this publication in new window or tab >>"Just in Time": Tidig feedback för ökat lärande
2018 (Swedish)In: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, p. 7-7Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Genomströmning är ett begrepp som ofta används för att mäta hur lönsam en kursär för lärosätet. Det ger ett ekonomiskt mått på en kurs. Det är också ett mått på kvaliteten i studenternas arbeten. Ju bättre kvalitet och måluppfyllelse en inlämningsuppgift har desto större sannolikhet för ett godkänt betyg. Samtidigt kan det också ge en indikation på huruvida innehållet är svårt att ta till sig eller om kursmål är svåra att uppnå. Kursen Integritet och demokrati i Digitala Media vid Mediaavdelningen, Högskolan väst, har under flera år kämpat med relativt lågt antal godkända examinationsuppgifter vid första examinationstillfälle. Problemet diskuterades i lärarlaget och för att åtgärda problemet bestämde lärarna sig för att lämna feedback till studenterna i ett tidigare skede av kursen, med ett tydlig fokus på vad som behövde förbättras för att bli godkänd. Åtgärden resulterade i en ökad genomströmning och i denna text diskuteras vikten av att ge feedback i tid. Metoden för iterativ feedback ser vi också kan användas vid utbildningstillfällen där arbetsintegrerat lärande är ett kursmål.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2018
Keywords
Feedback, Formativ bedömning, Högre utbildning
National Category
Learning
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-13444 (URN)978-91-87531-46-0 (ISBN)978-91-87531-47-7 (ISBN)
Conference
VILÄR, 6-7 december 2018, Mölndal, Sverige
Available from: 2019-01-22 Created: 2019-01-22 Last updated: 2019-01-23Bibliographically approved
Willermark, S. (2018). Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016. Journal of educational computing research (Print), 56(3), 315-343
Open this publication in new window or tab >>Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016
2018 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed) Published
Abstract [en]

Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

Keywords
technological pedagogical content knowledge, TPACK, knowledge evaluation, pre-service teachers, in-service teachers
National Category
Information Systems Didactics
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-11036 (URN)10.1177/0735633117713114 (DOI)000432085600001 ()2-s2.0-85040965975 (Scopus ID)
Available from: 2017-06-21 Created: 2017-06-21 Last updated: 2019-05-28Bibliographically approved
Willermark, S., Pareto, L. & Sofkova Hashemi, S. (2016). Didactical designs in use: exploring technological, pedagogical and content knowledge. In: Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H. (Ed.), Proceedings of the 5th International Conference on Designs for Learning: . Paper presented at 5th International Conference on Designs for Learning May 18-20, Copenhagen, Denmark (pp. 253-268). Aalborg: Aalborg Universitetsforlag
Open this publication in new window or tab >>Didactical designs in use: exploring technological, pedagogical and content knowledge
2016 (English)In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper, Published paper (Refereed)
Abstract [en]

In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

Place, publisher, year, edition, pages
Aalborg: Aalborg Universitetsforlag, 2016
Keywords
TPACK, Progression, Collaboration, School Development, Didactical Design
National Category
Didactics Pedagogical Work Information Systems, Social aspects
Research subject
Work Integrated Learning; Child and Youth studies; SOCIAL SCIENCE, Educational science; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-10006 (URN)978-87-7112-569-6 (ISBN)
Conference
5th International Conference on Designs for Learning May 18-20, Copenhagen, Denmark
Available from: 2016-10-17 Created: 2016-10-17 Last updated: 2019-12-03Bibliographically approved
Pareto, L. & Willermark, S. (2016). Prata och göra matematik tillsammans med digital teknik. In: Sylvana Sofkova Hashemi & Maria Spante (Ed.), Kollaborativ undervisning i digital skolmiljö: (pp. 21-46). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Prata och göra matematik tillsammans med digital teknik
2016 (Swedish)In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 21-46Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
Keywords
Matematik, digitalisering, digital teknik
National Category
Information Systems, Social aspects Pedagogical Work
Research subject
Work Integrated Learning; Child and Youth studies; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9949 (URN)9789140694607 (ISBN)
Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2019-12-04Bibliographically approved
Babaheidari, S. M., Haj-Bolouri, A., Högberg, K., Ljungdahl Eriksson, M., Lundh Snis, U., Norström, L., . . . Willermark, S. (2016). Work-integrated Learning in a Doctoral Course in Informatics. 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 - The 39th Information Systems Research Conference in Scandinavia, Ljungskile, Sweden, 7-10 August 2016 (pp. 1-11).
Open this publication in new window or tab >>Work-integrated Learning in a Doctoral Course in Informatics
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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. 1-11Conference paper, Published paper (Other academic)
Abstract [en]

Being the first university in the world to provide doctoral program in Work-integrated Learning (WIL), we face the challenge of how to integrate doctoral courses into the WIL philosophy, which is the profile of the University West, Sweden. To exemplify what we mean by such a notion of integration, we introduce and demonstrate our proposed ontological approach to integrate a PhDcourse into the fundamental concepts underpinning WIL. The WIL within the context of informatics research (which is a subfield of the IS discipline) playsfive different roles of (1) the main course content, (2) the target occupation ofthe students and occupational field of the teachers, (3) the analytical perspective of the research activities in the course, (4) the educational method where teachers and students conduct collaborative research activities as a cognitive apprenticeship learning model, and (5) a co-authored research paper as outcome.The outcomes of such a conducted approach and lessons learned from the course will be thoroughly described. In the course, a meta-analysis of WIL informatics research will be performed to examine four dimensions which are: theories relevant for WIL; methods used in WIL research; occupational fields in WIL informatics studies; and roles of technology in WIL research. The course is arranged in the these phases: Local investigation; locally rooted research within the informatics field is examined by the course participants in dialogue with the authors of a number of published articles in order to see the extent and the how aspects of these identified WIL-oriented research work; Local synthesis; both teachers and the PhD students (i.e., course participants) explore the results and synthesize a local WIL-model; Global overview; a number of related international literature is selected and studied; Global synthesis; The local WIL model is compared to the global investigation. Co-authoring; a research paper is co-authored by the course participants and presented at a conference. By doing so, we enhance our understandings and thus contribute to one additional practical application of WIL's pedagogical philosophy, which influences the course content, the course format, the activities, the teaching-learning model,and the outcome of the course.

Keywords
Work-Integrated Learning, Work-Integrated Learning Informatics, Course Design, Collaborative Research, Co-authoring, Teaching-learning Model
National Category
Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-10001 (URN)978-91-87531-38-5 (ISBN)
Conference
IRIS39 - The 39th Information Systems Research Conference in Scandinavia, Ljungskile, Sweden, 7-10 August 2016
Available from: 2016-10-17 Created: 2016-10-17 Last updated: 2017-01-13
Willermark, S. (2015). Obstacles Supporting Expansive Learning. In: : . Paper presented at CSCL 2015, the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg June 7-11, 2015..
Open this publication in new window or tab >>Obstacles Supporting Expansive Learning
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

We discuss key findings inspired by concepts of expansive learning theory by illustrating results from empirical research on technology-mediated cross-border collaboration in an educational setting. The study reports from a three-year school development project and aims to examine what factors that influence expansive learning and how we can design for it. 

Keywords
Expansive learning, activity theory, cross-border collaboration, technology-mediated
National Category
Information Systems, Social aspects Pedagogy
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-8835 (URN)
Conference
CSCL 2015, the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg June 7-11, 2015.
Available from: 2015-12-21 Created: 2015-12-21 Last updated: 2019-12-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1390-8379

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