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  • 1.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, Department of Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, Department of Economics and IT, Divison of Informatics.
    From industrial mentality to entrepreneurial spirit: an engaged research approach for regional transformation2011In: Uddevalla Symposium 2011. Entrepreneurial Knowledge, Technology and Transformation of Regions: Revised papers presented at the 14th Uddevalla Symposium, 16-18 June, 2011, Bergamo, Italy / [ed] Irene Bernhard, Trollhättan: University West , 2011, p. 501-513Conference paper (Other academic)
  • 2.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, Department of Economics and IT, Divison of Informatics.
    Developing teachers’ interactive competence with the support of video recalled interviews: a training method in the making – Some initial results and lessons learned2012In: Society for Information Technology and Teacher Education - Mar 5-9, 2012 - Austin, TX, Texas, 2012, p. 1-8Conference paper (Refereed)
    Abstract [en]

    This pilot study puts special emphasis on teachers' interactive competence. Interactive competence is defined as the teacher's ability to handle interaction with the students while incorporating interactive technology in the teaching situation. The focus of the study lies on the teacher's ability to manage an interactive digital artifact with built-in interactive features, and the interactions that exist between teacher and student, as well as on the teacher's way of dealing with student-to-student interactions during teaching sessions, on repeated occasions. The paper reports how two K-12 Swedish teachers themselves identify and manage their own competence development with the support of the method of video recalled interviews (VRI). Initial results suggest that the teachers in the study were mainly concerned about the social atmosphere in the classroom and how the teachers relate to students and less focused on how the interactive technology supports learning of the subject matter during the different sessions.

  • 3.
    Svanberg, Pia
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media Production.
    Lundh-Snis, Ulrika
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Incentives for Participation in Organised Business Networks2009In: Proceedings of the 32nd Information Systems Research Seminar in Scandinavia, IRIS 32: Inclusive Design / [ed] Molka-Danielsen, J., Molde University College , 2009Conference paper (Refereed)
    Abstract [en]

    Much research shows several implications that business collaboration and knowledge exchange takes place across several inter-organisational network constellations. As organisational boundaries become inter-connected into networks of people and resources there is a need to consider the value and effects of such non-traditional networking businesses. This paper portrays how business managers perceive the role of an organised business network and what values cross-company business networking generate. 16 in-depth interviews form the foundations of this preliminary findings. The research question is: Which are the incentives for participation in business networks? The aim is to better understand incentives and values for participation in order to design and manage the business network organisation more effectively. Our argument is that the specifics of incentives and preconceptions of business networking have big impact on how valuable the actual effects of such network participation are. From this study we also discuss implications of how the network can facilitate and coordinate for increased business opportunities.

  • 4.
    Svensson, Ann
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Lundh-Snis, Ulrika
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svanberg, Pia
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Attitudes to information technology in health care professions2009In: The 17th European Conference on Information Systems, Verona, june 8-10, 2009., 2009Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to explore attitudes towards IT among various categories of health care staff; health care professions. We will identify problem areas that may be the reasons for why different attitudes among different professions at a healthcare organisation exist, and subsequently we will analyse how this may have impact on how to make sense of IT use. The research question is: What factors may explain differences regarding attitudes to IT among different professions in a health care organisation?

    The paper reports from a particular study of the “NU” healthcare organisation in west Sweden. The results reveal two main problem areas: i) the infrastructural and; ii) the socio-organisational. These are discussed as analytical implications for bridging the gaps between different professions in health care organisations.

  • 5.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Nilsson, Stefan
    University West, Department of Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, Department of Economics and IT, Divison of Informatics.
    Learning Models in Online Education: On the Transformation from Tutors to Producers2010In: Proceedings of Global Learn Asia Pacific 2010 / [ed] Zoraini Wati Abas, Insung Jung & Joseph Luca, AACE , 2010, p. 3707-3712Conference paper (Other academic)
    Abstract [en]

    In recent years online and blended learning has scaled up from being a pilot endeavor driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, the conditions for the online teacher has gradually changed, and the situation of today is in many ways problematic where student interaction and dialogue has to stand back in favor of time consuming content production, material delivery, and technical problem solving. This paper draws on the experiences from a Scandinavian University to illustrate how this transition can be understood in the light of rapid technological development in combination with slow evolution of pedagogical models for online education.

  • 6.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Nilsson, Stefan
    University West, Department of Economics and IT, Division of Media and Design.
    Svanberg, Pia
    University West, Department of Economics and IT, Divison of Informatics.
    Johansson, Lars-Olof
    Halmstad University, Halmstad.
    From Tutor to Producer: Changes in the design space of online education2010In: Proceedings of the 33rd IRIS Seminar. 2010. / [ed] Hanne Westh Nicolajsen, John Persson, Lise Heeager, Gitte Tjørnehøj, Karlheinz Kautz, Peter Axel Nielsen, Rebild, Denmark, 2010Conference paper (Refereed)
    Abstract [en]

    In recent years online and blended learning has scaled up from being a pilot endeavour driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, the conditions for the online teacher has gradually changed, and the situation of today is in many ways problematic where student interaction and dialogue has to stand back in favour of time consuming content production, material delivery, and technical problem solving. This paper draws on the experiences from a Scandinavian University to illustrate how this transition can be understood in the light of rapid technological development in combination with slow evolution of pedagogical models for online education.

1 - 6 of 6
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