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  • 1.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    An eye for an I: a framework with focus on the integration of work and learning in higher education2018Inngår i: INTED 2018: Proceedings, 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Higher education plays a new role in the society and the highly specialized labor market, and higher education institutes are expected to interact with and contribute to the surrounding society. University West in Sweden is since 2002 commissioned by the government to develop the pedagogical strategy called work-integrated learning (WIL) and WIL is the “trade mark” for the University. This means that pedagogical methods are based on WIL and that the faculty is working on further refinement and development in order to maximize the pedagogical gain offered by using the synergy between theory and practice.

    Work-integrated-learning activities are often implemented in a course as methods aligned to the learning outcomes regarding knowledge in the specific subject. However, another perspective is that the capacity to reflect and understand the integration of theory and practice could actually be a learning outcome in itself. From this perspective, it is vital to theoretically frame and formulate stringent learnings outcomes. To have a clear framework for this is important for curriculum design, course delivery and assessment, as well.

    In a self-evaluation conducted at the University, including focus groups with, both undergraduate and post graduate students, teachers, researchers and managers, a call for a framework has been expressed.

    In this conceptual paper, we propose a framework to support, design, delivery and assessment of work-integrated-learning progression, i.e. understanding of the integration between theory and practice. This framework is inspired by theories regarding constructive alignment [3], the SOLO taxonomy, agentic learning, SAMR-model and the RAT-model. RAT means Replacement, Amplifying and Replacement [4] while SAMR is the acronym for Substitution, Augmentation, Modification and Redefinition [5]. Our WIL-4U has also been inspired by SOLO taxonomy [6]

    In short, the framework for progression includes a progression from being descriptive regarding the observed practice, skills for comparing and evaluating practices, to be agentic in how theory and practice could be used in synergy for evolving, new theory and development of practice. Thereby, putting on eye on the “i” in WiL.

    Ultimately such a framework could support the progression of “WiL-understanding” through an educational program, and that students after graduation have developed readiness for “life-long-learning” and could be agentic at workplaces in the sense that practice and theory are used in synergy.

  • 2.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Winman, Thomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning2017Inngår i: ICERI2017 Proceedings, 2017, s. 443-451Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). 

    Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. 

    At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?

    Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces.

  • 3.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Norström, Livia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Andersson, Mikael
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Flipped And Open Seminars As A Method For Work Integrated Learning2019Inngår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres (eds), Valencia: The International Academy of Technology, Education and Development, 2019, s. 4458-4466Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Since 2002 University West, Sweden has had a mission from the Swedish government to develop methods for work integrated learning (WIL). WIL is thus a “trademark” of the university and the university is continuously developing teaching models to enhance a synergy between theory and practice with the goal to improve education and students’ lifelong learning. A challenge in such work is a decreasing engagement among students to participate in seminars at campus, especially during periods of internship. In the study underlying this paper we therefore explore a new teaching and learning method that aims to stimulate students to come to campus and to discuss their experiences with peer students and teachers during their internship.The internship and the seminars are organized as a ‘WIL course’ in the fifth semester of the candidate program ‘Digital Media’. As part of the course the students spend four days a week in a workplace where they contribute substantially to the work at the workplace. One day a week they spend at campus to reflect, write and discuss topics related to the work and organization at the workplace e.g. organizational culture, how a work day is organized, how design work is organized, and how the workplace treats its customers. The students and teachers meet once every second week for a seminar where they discuss the above-mentioned themes. The reflections made at the seminars and the conversations are important for the learning goals at the course. However, the teachers experience a moderate interest from the students’ side to participate and the students tend to be ill prepared.To increase the value and learning for the students, a new approach for better structure and engagement has been introduced, where students in beforehand writtenly reflect on questions about their workplace in relation to the theme of the week. They write in open and shared documents so that all students before the seminare can take part of each others reflections and as such come to the seminar with a wider perspective on the particular theme. The seminar is then held at the campus where the themes are discussed and workplaces compared with help of a shared matrix where the students can place their workplace regarding level of structure, formality, creativity etc . As such the seminar has a ‘flipped’ character and the ICT tools for learning used are open and editable over time for all participants.The empirical material is based on 24 hours participant observations, 10 students’ written reflections and the course curricula. The findings show that the flipped and open approach to the seminars has made the students more engaged in reflections about their workplace, not only during the seminar at campus but also during their work at the workplace. The shared document stimulates reflections of differences between workplaces that has not been so clear before, and the matrix has helped the students to take the reflections to a higher level by reflecting over organizational culture and workplace conditions. By comparing each other’s experiences from a spectrum of different aspects/themes they get a more nuanced picture of the skills and competences needed in the workplace, and they get more strengthened in their professional role. The recurrent discussions over time during the course therefore contribute to make the students more experienced than they would had been by only having got the experience from their own workplace.

  • 4.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Perneman, Jan-Erik
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    An Intercultural University with Hubs, Nodes and Feeds2011Inngår i: EDU Learn 2011 Proceedings, 2011, s. 4755-4758Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Linköping University and University West in Sweden have during the last decades developed intercultural courses together with indigenous groups in the Nordic countries, Latin America and Africa.

    We have recently developed ideas about how the modern web-based tools could give the possibility to create a sustainable and mutual communication . The ideas are based on the use of technologies in the field of Web 2.0 and refer to tools such as blogs and RSS feeds and readers of such feeds.

    Readers can be set so that the transmitted information is displayed in the individual's own language, although it is written in another language. Similar features are also available for direct real-time translation of such blogs or other websites. Many blogs also allow, by special functions, to read and subscribe to the content of other blogs. By creating structures that link the course blogs "inwards" towards a common hub, portal information are made ​​available in such a way that the individual participant or group courses can easily find relevant information from other participants or from the education provider. The use of such hubs also create incentives to study digital communication tools and how these can operate in different educational models with education and lifelong learning in focus.

    Course blogs or group blogs are created on various free sites on the web. Examples include Wordpress.com or Blogger.com. The place does not matter if there's a feed so others can subscribe. If the group wants to link information from other blogs or sites with feedback there is a need for functionality locally on the system. The aforementioned systems have such features.A study group blog provides feedback to the course blog and a group blog can also subscribe to various feeds for different categories of course blogs. The hub shares in the same way information in both directions with one or more course blogs. The hub may also include links to the various systems and also addresses for individual feeds or combined for different course groups or a common language.

    The implementation of a hub according to the above model of intercultural courses also provide experiences that can be used for other courses in which several courses are given to groups that are dispersed geographically and also in time. There is also an opportunity to communicate and provide material from their own or joint "learning environments". It can be seen as experiments with forms of support to the "Personal Learning Environment" and opens for use of the “Open Educational Resources ", especially such as the participants themselves find interesting and want to spread to others.

  • 5.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Pineda, Maria Victoria
    Information Technology Department, College of Computer Studies.
    The Great Learning Experience: An attempt to understand learning from the wies of the millenial learners.2011Inngår i: Connecting Communities: The A B C D of eLearning, Palawan, 2011, s. 1-5Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Millenial learners are individuals born after 1985 with very wide exposure to various types of media enhanced by technology. They are persons who had listened to music while in the wombof their mothers and had watched television starting at age 0. Most of them would have hada music player or a game pad or a mobile phone at age 8. (Deterle, Dede and Schrier, 2008)These millenial learners grew up with constant web connectivity at their fingertips to assist themin their homeworks.

    The present pedagogies our academic institutions employ to support the learning style ofthe web generation of students may not be as suitable. Social constructivism, transformativelearning or problem-based learning, while prevalent in the Asian context, may be more perfectfor cognitively dynamic students. Our students nowadays are more adept to constructingknowledge, content (Attwell, 2007) and even more independent in their learning priorities.This study attempts to understand the new learning practices among our students. This studyattempts to find out how college students define what a good learning experience is. It is alsothe intention of the study to explore new educational practices and hopefully drive ways ofdesigning and developing the future of learning activities.

    The study was conceived in May 2011 and was planned to collect data in the form of shortvideos in a span of six months, from June to December. There will be two sets of samples, onefrom the students of De La Salle University of the Philippines (DLSU) and the other from thestudents of University West (UW) in Sweden.

    The experiment asked for a two minute video that will be created and expressed by anindividual or group of students. This meant planning and organization to compose the thoughts,the message and the content of the video. Since this contains the expression of the studentsthemselves, the self-expression equates to a great degree of authenticity.

    This paper will impart the work-in-progress of this experiment, the Great Learning Experience.To date, there are twenty videos from DLSU and fifteen videos from UW. This paper will tell themethods used in the different classes and the initial findings. Comparison of the UW and DLSUvideos is not included in the paper.

  • 6.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Pineda, Maria Victoria
    De La Salle University.
    What Drives a Great Learning Experience for Millennial Learners: Swedish and Filipino Observations2012Inngår i: PeLS Online Journal, ISSN 2094-781X, Vol. 3, nr 1, s. 3-9Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Millennial learners are individuals born after 1985 with very wide exposure to various types of media enhanced by technology. They are persons who had listened to music while in the womb of their mothers and had watched television starting at age 0. Most of them would have had a music player or a game pad or a mobile phone at age 8. (Deterle, Dede and Schrier, 2008) These millenial learners grew up with constant web connectivity at their fingertips to assist them in their homeworks.The present pedagogies our academic institutions employ to support the learning style of the web generation of students may not be as suitable. Social constructivism, transformative learning or problem-based learning, while prevalent in the Asian context, may be more perfect for cognitively dynamic students. Our students nowadays are more adept to constructing knowledge, content (Attwell, 2007) and even more independent in their learning priorities. This study attempts to understand the new learning practices among our students. This study attempts to find out how college students define what a good learning experience is. It is also the intention of the study to explore new educational practices and hopefully drive ways of designing and developing the future of learning activities. The study was conceived in May 2011 and was planned to collect data in the form of short videos in a span of six months, from June to December. There will be two sets of samples, one from the students of De La Salle University of the Philippines (DLSU) and the other from the students of University West (UW) in Sweden.The experiment asked for a two minute video that will be created and expressed by an individual or group of students. This meant planning and organization to compose the thoughts, the message and the content of the video. Since this contains the expression of the students themselves, the self-expression equates to a great degree of authenticity. This paper will impart the results of this experiment, the Great Learning Experience. There weretwenty videos from DLSU and fifteen videos from UW. This paper will tell the methods used in the different classes and the findings. Comparison of the UW and DLSU videos is not includedin the paper.

  • 7.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Combining pedagogical strategies and ICT support for fostering the digitalized agentic learner2017Inngår i: INTED2017 Proceedings, 2017, s. 1433-1441Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Higher education is facing exceptional challenges due to an increased complexity on the labour market. The work life of today is highly specialized and demands continuous education, i.e. lifelong learning. Higher education must focus on developing competencies for work life, beyond traditional theoretical knowledge [1]. To cater for these demands, higher education must adopt more application-oriented and trans-disciplinary research [2]. Moreover, colleges and universities could more systematically take responsibility for career development and adjust curricula for both traditional and non-traditional students [3]. A crucial question to address is how higher education could foster a student to become a “lifelong learner”? From a pedagogical perspective, it is of course vital to teach a student how to learn [4], aiming at achieving the skill to become a self-directed learner. Interestingly, it is argued that the qualities for being a proactive and agentic learner in higher education are the very same abilities required for effective professional practice [5]. We need to use educational strategies, e.g. work-integrated learning (WiL), as a part of the preparation of becoming an agentic learner, that permit them to successfully negotiate, engage and learn from what they are afforded, for both personal and professional outcomes [6]. Furthermore, we need to adopt important key factors that support fostering agentic learners [7]. 

    In parallel to pedagogical strategies and key factors, Information and Communication Technology (ICT) could play an important role for continuous learning [8-10]. Research shows that over the recent years, social media has been pointed out as a tool, not only for external communication, but also for informal learning within organizations [11-14]. 

    In this paper we wish to suggest a combination where important pedagogical strategies are combined with ICT-support. Moreover, we wish to suggest a strategy for how this combination could be practiced in higher education, making the transfer to work life smoother. 

    We acknowledge that students of today most often have good knowledge of the use of various digital tools such as Facebook, Youtube etc. This is however often constrained to the use of various platforms and tools for entertainment and social contacts. How these tools can be used for learning portfolios, both during their studies and for lifelong learning, is less known and used. We suggest that students during their education choose digital tools based on individual preferences and build a personal learning environment (PLE) [15]. The PLE should include “open tools”, such tools are available outside closed systems within organizations, in order to be useful also after graduation. The student has the possible to develop and re-use knowledge of tools and platforms to work in the new context, working life. However, the use of a PLE will not in itself do the trick. 

    Portfolio is one of many tools to assess learning. When the digital development progressed and applications on the Internet has expanded, the portfolio characteristics can be changed to the e-portfolio [16]. We advocate that both teachers and student need support for developing pedagogical strategies that optimize the use of ICT and aims at fostering agentic learners. We suggest that an e-portfolio may constitute such a joint support. 

    In this paper we will show that an e-portfolio and PLE can support important factors for fostering agentic learners who in an efficient way take advantage of modern ICT. In sum, we suggest an approach for fostering “digitalized agentic learners”. 

  • 8.
    Bernhardsson, Lennarth
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Willermark, Sara
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    "Just in Time": Tidig feedback för ökat lärande2018Inngår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 7-7Konferansepaper (Annet vitenskapelig)
    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.

  • 9.
    Bernhardsson, Patrik
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Personal Learning Environment For Learning After University2018Inngår i: INTED 2018: Proceedings, 2018Konferansepaper (Fagfellevurdert)
    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.

  • 10.
    Gellerstedt, Martin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Gellerstedt, Victoria
    Bernhard, Iréne
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Vallo Hult, Helena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Work-Integrated Learning: Impact of Individual and organizational Digitalization on Knowledge management and Expertise Sharing2019Inngår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, 2019, s. 3601-3609Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The primary aim with this study was to examine the impact of digitalization and the use of ICT for knowledge sharing in an organization. A secondary aim was to further develop knowledge management models to also include collaborative knowledge production and expertise sharing. Based on such a model, we developed a questionnaire answered by 265 respondents. We found that the relationship between using ICT for knowledge sharing was correlated to knowledge sharing also when adjusted for established factors like organisational climate and social norms. We conclude that digitalization, both individually and on an organisational level is an important asset for knowledge management, and that the use of ICT could support knowledge sharing beyond known and established important factors.

  • 11.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    A Duality of Digitalization: How Can We Understand the Tension Between Professional's Beliefs and Affordances with Digital Services in Civic Orientation?2015Inngår i: Conference Proceedings: ABSTRACTS All Concurrent Sessions Presented at the 19th World Conference on Cooperative & Work Integrated Education, WACE , 2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Throughout the last 2 decades, workplaces have been provided with digital services for optimizing work activities and processes. A variety of professions have incorporated their tasks for teaching and learning through the utilization of novel digital services. Teachers and students have the opportunity to interact with each other regardless of geographical locations through distance education and learning. Overall, the phenomenon of digitalization has generated consequences and effects for the society in general, and workplaces and professionals in particular.

        Recently, a notion of digitalization has reached projects conducted on a national level for integrating newcomers in Sweden. The Swedish government has appointed members from University West, together with a municipality in West Sweden to launch a novel digitalization project. The project emphasizes challenges and issues with designing, developing and evaluating an open digital experience in Civic Orientation. This paper examines and discusses a duality of digitalization by investigating how we can understand the tension between professional’s pre-understanding and affordances of digital services in Civic Orientation. We will present results from interviews with professionals at the municipality, together with results from a survey evaluation. We argue in the paper, that it is beneficial for further research, to understand the tension between professional’s beliefs and affordances of digital services.

  • 12.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Patrik
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    CollaborGeneous: A Framework of Collaborative IT-Tools for Heterogeneous Groups of Learners2015Inngår i: 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, s. 376-380Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 13.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Patrik
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    An information systems design theory for adaptabe E-learning2016Inngår i: Proceedings of the Annual Hawaii International Conference on System Sciences, ISSN 1530-1605, Vol. 2016-March, s. 4414-4423Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 14.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Rossi, Matti
    Aalto University, Finland.
    Introducing PADRE: Participatory Action Design Research2015Inngår i: Workshop Programme and Proceedings: AIS SIGPRAG Pre-ICIS Workshop :Practice-based Design and Innovation of Digital Artifacts, SIGPrag , 2015, s. 1-16Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Action Design Research (ADR) is a Design Research (DR) method that enriches the DesignScience Research (DSR) paradigm, by providing stages and principles for designing IT 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 afront-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 an repository of knowledge, 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.

  • 15.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Rossi, Matti
    Information Systems, Aalto University, Finland.
    PADRE: a Method for Participatory Action Design Research2016Inngår i: 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, s. 19-36Konferansepaper (Fagfellevurdert)
    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

  • 16.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Flensburg, Per
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Winman, Thomas
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Designing a Web-Based Education Platform for Swedish Civic Orientation2014Inngår i: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, s. 1-13Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution.

  • 17.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Purao, Sandeep
    Information and Process Management, Bentley University, USA.
    Rossi, Matti
    Information Systems, Aalto University, Finland.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Action Design Research as a Method-in-Use: Problems and Opportunities2017Inngår i: 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, s. 110-118Konferansepaper (Fagfellevurdert)
    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.

  • 18.
    Haj-Bolouri, Amir
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Purao, Sandeep
    Bentley University, Bentley, USA.
    Rossi, Matti
    Aalto University, Helsinki, Finland.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Action Design Research in Practice: Lessons and Concerns2018Inngår i: Proceedings ECIS 2018 / [ed] Frank U.,Kautz K.,Bednar P.M., 2018, artikkel-id 1755Konferansepaper (Annet vitenskapelig)
    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.

  • 19.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för industriell produktion.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Pongolini, Malin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Designing the CloudBoard: an ICT Tool for Online Tutoring in Higher Education2011Inngår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2011 / [ed] Matthew Koehler & Punya Mishra, Chesapeake, VA: AACE , 2011, s. 589-592Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper concerns online tutoring in higher education. Observation studies of online tutoring sessions in two masters level engineering courses were conducted where teachers on campus tutored students located at different manufacturing plants doing their masters project. The tutoring regarded problems surrounding the construction of advanced 3D-models for manufacturing and required the shared view of the 3D-models as well as synchronous voice communication, e-mail and image sharing using a flora of different services. While advanced screen sharing applications like WebEX and TeamViewer were central in the tutoring sessions, the research presented here focus on the tools that supplemented the use of the screen sharing applications. Addressing issues such as the need to record historical data to be able for teachers to follow the progression of the project, sharing media files between participants and discussing the results, we here present a system to support online tutoring in higher education.

  • 20.
    Norström, Livia
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Two-Way Tools in Higher Education2013Inngår i: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Kristina Johansson, Göran Lassbo and Eddy Nehls, Bentham eBooks, 2013, s. 28-41Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 21.
    Pennbrant, Sandra
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    Nunstedt, Håkan
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Learning Through Reflection: The Portfolio Method As A Tool To Promote Work-Integrated Learning In Higher Education2019Inngår i: INTED2019 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: The International Academy of Technology, Education and Development, 2019, s. 729-739Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Students need to develop meta-reflection to strengthen their learning process and to be able to manage the continuous changes encountered both higher education and in workplaces. Reflection is the most important for achieving progress within work integrated learning. For students to develop meta-reflection and achieve progression within work integrated learning, they need a systematic structure and conscious tools. The Portfolio method can be one of those tools.In this article we are going to discuss, from a theoretical standpoint, how teachers can develop a better structure for students so that they can strengthen their learning-process and progression of work integrated learning in higher education during internships which in turn promote lifelong learning. This progression of work integrated learning will be discussed in relation to the “WIL4U” model together with examples of reflection questions, learning outcomes, learning activities and examination forms. The “WIL4U” model was developed from the “AIL 4E (DUCATION)” model created by Bernhardsson, Gellerstedt and Svensson.The purpose of this conceptual discussion article is to highlight the portfolio method as a structure and tool for progress work integrated learning by reflection.With support of the portfolio method, the students can develop their ability to make well-balanced, and reflected choices in planning actions for work integrated learning. This requires well-developed self-regulation and the ability to meta-cognition and systematic meta-reflection to evaluate the effects of various actions. The portfolio method can also improve the reflection-process to develop the student's ability to emphasize strengths and increase the ability to achieve the learning outcomes in higher education.

1 - 21 of 21
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