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  • 1.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Eriksson, Kristina
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Malmsköld, Lennart
    University West, Department of Engineering Science, Division of Automation Systems.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-learning Readiness and Absorptive Capacity in the Manufacturing Industry2014In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 7, no 3, p. 33-40Article in journal (Refereed)
    Abstract [en]

    The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity is the firm´s ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper the concept of absorptive capacity is used as a lens for analyzing managerial rationales for engaging in technology enhanced competence development projects. Through interviews with key informants in 15 manufacturing firms we study the capabilities and readiness that organizations need for participation in e-learning initiatives. We present a framework of readiness for technology enhanced competence development comprised of the following interrelated constructs; awareness, e-learning maturity, dynamic capability and co-creativity. Results show a broad variation of levels within the constructs among the firms. Notable is the low level of e-learning maturity and dynamic capability. We argue that e-learning maturity is dependent on all four constructs.

  • 2.
    Malmsköld, Lennart
    et al.
    University West, Department of Engineering Science, Division of Production Systems. Volvo Technology.
    Örtengren, Roland
    Chalmers tekniska högskola.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Training Virtually Virtual2012In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, no 3, p. 29-36Article in journal (Refereed)
    Abstract [en]

    This paper reports from a longitudinal study of a Swedish manufacturer in the automotive industry, where a series of studies have explored the potential and limitations of computer-based training of assembly operators. The study is focusing on two supplementing sets of target variables – operators' attitudes and the quality output from operators in real production. Starting with small-scale studies where proof-of-concept for virtual training is established, the research moves on to comparative studies where different computer-based learning models are contrasted and evaluated. The research design ends with large-scale field experiments assessing the effects of computer-based training in terms of quality output. The results clearly demonstrate that computer-based training, when integrated with training of standardized work procedures, outperforms traditional methods for operator training, regardless of the content and the context of the assembly operation. The findings of the study are synthesized into a design framework for virtual training where cognitive and craftsmanship training is contrasted to the learning of product, process, sequence and finesse of assembly.

  • 3.
    Nilsson, Stefan
    University West, Department of Economics and IT, Division of Media and Design.
    Design Patterns for Visualization of User Activities in a Synchronous Shared Workspace2015In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 8, no 3Article in journal (Refereed)
    Abstract [en]

    Scholars in fields such as Computer-Supported Collaborative Learning (CSCL) have extensively covered the general theme of distributed collaboration in the past few decades. Recent advances in web technologies have pushed forward the boundaries of what is possible to create on the web, aiding the development of various types of collaborative software. Standing on the shoulders of previous research, and in the light of the new web technologies, we here outline the development of what we label a "synchronous shared workspace". The purpose of the system is to serve as a web-based collaboration tool for small groups of geographically and/or temporally dispersed persons within a learning context. Designing this type of system presents interesting challenges on how to graphically visualize the presence of others and their activities, i.e. awareness information. Further, the system provides other types of functionalities such as visualizing previous activities and real-time manipulation of media objects that provides challenges for designers. Utilizing a "design pattern" approach, this paper explores visualization patterns for collaboration in shared workspaces in order to support mutual awareness and coordination activities. Five design patterns were implemented in the system and evaluated by a small group of online learners. The results support the notion that visualization of awareness information is a complex issue and that the work to provide effortless coordination of collaboration is a research interest that needs more attention.

  • 4.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-learning use patterns in the workplace: Web logs from interaction with a web based lecture2012In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, no 4, p. 4-8Article in journal (Refereed)
    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.

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