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Designing for Adaptable Learning
University West, School of Business, Economics and IT, Divison of Informatics. (LINA)ORCID iD: 0000-0002-1202-9797
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 [en]
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: urn:nbn:se:hv:diva-12253ISBN: 978-91-87531-84-2 (print)ISBN: 978-91-87531-83-5 (electronic)OAI: oai:DiVA.org:hv-12253DiVA, id: diva2:1198099
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
List of papers
1. An information systems design theory for adaptabe E-learning
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.

Place, publisher, year, edition, pages
IEEE, 2016
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: 2018-04-16Bibliographically approved
2. PADRE: a Method for Participatory Action Design Research
Open this publication in new window or tab >>PADRE: a Method for Participatory Action Design Research
2016 (English)In: Tackling Society's Grand Challenges with Design Science: 11th International Conference, DESRIST 2016, St. John's, NL, Canada, May 23-25, 2016, Proceedings / [ed] Editors: Parsons, J., Tuunanen, T., Venable, J., Donnellan, B., Helfert, M., Kenneally, J. (Eds.), Springer International Publishing , 2016, Vol. 9661, p. 19-36Conference paper, Published paper (Refereed)
Abstract [en]

Action Design Research (ADR) is a Design Research (DR) method that enriches the Design Science Research (DSR) paradigm, by providing stages and principles for designing artifacts and allowing for their emergence in an organizational context. The method has been used and elaborated by scholars, extending the mode of the method and its stages, incorporating and adopting knowledge from related approaches such as Participatory Action Research (PAR) and Participatory Design (PD). In this paper, we have adopted principles and philosophy from PAR and PD to extend and elaborate the AD R method, by providing a front-end of Action Research (AR) that emphasizes learning through incremental iteration. We will introduce our elaborated method as Participatory Action Design Research (PADRE) and demonstrate how we have used it in our own research. We argue that the ADR method can benefit from incorporating learning within and across each and every stage iteratively. We also argue that learning can be used as a learning nexus, which informs and gets accumulated for formalization of learning that can be re-used within different cycles of ADR. Hence, we introduce PADRE and provide a model that consists of a set of key-components, which extends and elaborates the ADR method

Place, publisher, year, edition, pages
Springer International Publishing, 2016
Series
Lecture Notes in Computer Science, ISSN 0302-9743
Keywords
Action Design Research, Participatory Action Design Research, Design Science Research
National Category
Design Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-9354 (URN)10.1007/978-3-319-39294-3_2 (DOI)2-s2.0-85007179081 (Scopus ID)978-3-319-39294-3 (ISBN)978-3-319-39293-6 (ISBN)
Conference
11th International Conference on Design Science Research in Information Systems and Technology (DESRIST) 2016. St. John, Canada, 23-25 May.
Available from: 2016-05-30 Created: 2016-05-30 Last updated: 2018-04-16Bibliographically approved
3. How Habermas' Philosophy can Inspire the Design of Information Systems: The Case of Designing an Open Learning Platform for Social Integration
Open this publication in new window or tab >>How Habermas' Philosophy can Inspire the Design of Information Systems: The Case of Designing an Open Learning Platform for Social Integration
2016 (English)In: 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, p. 1-13Conference paper, Published paper (Other academic)
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.

Series
Selected Papers of the Information Systems Research Seminar in Scandinavia, E-ISSN 2387-3353
Keywords
Social integration, immigration, Habermas, theory of communicative action, open learning platform, philosophy in IS.
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-10002 (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: 2018-04-16
4. Conceptualizing the Essence of Presence in Distance Education through Digital Dasein
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

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Haj-Bolouri, Amir

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