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  • 1.
    Ali, Rashid
    et al.
    COMSATS Institute of Information Technology, Pakistan.
    Ashgar, Summara
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work–integrated informal Learning (WiiL) Adopting Social Networking as Interdisciplinary Learning at Workplace2014Conference paper (Other academic)
    Abstract [en]

    Work Integrated Learning usually focuses on student's practical knowledge and learning duringthe education, while a student after completing the institutional period is still a student at workplace ass/he never stops learning. Learning within the organization is not only the formal training and educationof the employees, but also an informal process of sharing knowledge. The knowledge is often embedded in organizational activities, practices, and norms, as well as the social ties among the persons.The use of social networking site within the organization enables a new work integrated methodof learning and communication among the colleagues from different disciplines, encouraging both personal and professional informal knowledge sharing inside the organization. Our analysis ofemployee's behavior and acceptance of social networking as an informal way of learning was performed by a descriptive case survey research.The respondents providing the empirical data for survey consisted of 105 out of 180 targeted employees from a private IT organization in Pakistan. The questionnaire results present that the professionals use social networking sites to share their experiences and to build a virtual break in the hierarchical levels of the profession within the organization. Their motivation in using social networking includes sharing personal and professional experiences with co-workers and advancing their career.This paper illustrates the power of social networking as a Work Integrated Informal Learning (WIIL) tool that contributes significantly to increase the gain of interdisciplinary knowledge within the organization

  • 2.
    Ali, Rashid
    et al.
    Department of Information and Communication Engineering Yeungnam University, Gyeongsangbuk-do, Republic of Korea.
    Ashgar, Summara
    Department of Information and Communication Engineering Yeungnam University, Gyeongsangbuk-do, Republic of Korea.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Kim, Sung Won
    Department of Information and Communication Engineering Yeungnam University, Gyeongsangbuk-do, Republic of Korea.
    Kim, Byung-Seo
    Department of Computer & Information Communication Engineering Hongik University, Sejong, Republic of Korea.
    Competence development at workplace: a work integrated informal learning (WIIL) approach2016In: Far East Journal of Electronics and Communications, ISSN 0973-7006, Vol. 2, p. 35-42Article in journal (Refereed)
    Abstract [en]

    Learning within the organization is not only linked to the formal training and education of the employees, but also to informal processes of sharing knowledge. The knowledge is often embedded in organizational activities, practices and norms, as well as in social ties among individuals in the organization. We analyzed employees' behavior and acceptance of online social networking as an information system (IS) of learning. The analysis is performed by a descriptive case survey within a telecom corporation in Pakistan. The purpose of our study is to bring an informal learning system at workplace. In this study we obtain quantitative data from 105 out of 180 targeted employees. The results show that a majority of the studied employees favor social networking to connect colleagues at different levels and more than half of the respondents share their knowledge and experiences using social sites. Nearly half of the respondents strongly agree that knowledge sharing is an important role of social sites within the organization and many are in favor of social media as an informal learning system. The results also show how the professionals use social networking sites to share their experiences and to build a virtual break in hierarchical levels of professions. This paper illustrates the benefits of social networking sites as an informal work integrated learning tool that also serves as an IS model for the organization.

  • 3.
    Ali, Rashid
    et al.
    Department of Information and Communication Engineering Yeungnam University, Gyeongsangbuk-do, Republic of Korea.
    Ashgar, Summara
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Kim, Sung Won
    Department of Information and Communication Engineering Yeungnam University, Gyeongsangbuk-do, Republic of Korea.
    Kim, Byung-Seo
    Department of Computer & Information Communication Engineering Hongik University, Sejong, Republic of Korea.
    Social Networking sites for Interdisciplinary Learning at Workplace: Work integrated informal Learning (WiiL)2016In: International Conference on Advanced Computing, Communication and Information Sciences (ICACCI-2016): Proceedings, Pushpa Publishing House , 2016, p. 9-9Conference paper (Refereed)
    Abstract [en]

    Work Integrated Learning (WIL) studies usually focuses on educational situations when professional organizations are actively involved in learning processes for students in higher education. However, after completing the institutional period entering the professional arena, the professional person is still actually a student at the workplace as s/he never stops learning. Learning within the organization is not only linked to the formal training and education of the employees, but also to informal processes of sharing knowledge. The knowledge is often embedded in organizational activities, practices and norms, as well as in social ties among individuals in the organization. Our analysis of employees' behavior and acceptance of online social networking as an information system (IS) of learning is performed by a descriptive case survey within a telecom corporation in Pakistan. Thepurpose of our study is to bring an informal learning system at workplace. In this study we quantitative data isobtained from 105 out of 180 targeted employees. The results show that a majority of the studied employees favors social networking to connect colleagues at different levels and more than half of the respondents share their knowledge and experiences using social sites. Nearly half of the respondents strongly agree that knowledge sharing is an important role of social sites within the organization and many are in favor of social media as an informal learning system. The results also show how the professionals use social networking sites to share their experiences and to build a virtual break in hierarchical levels of professions. This paper illustrates the benefits of social networking sites as an informal work integrated learning tool that also serves as an IS model for the organization.

  • 4.
    Ampem, Daniel Kwame Baidoo
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Reaching Out, Tuning in: On the Problematic Information Structure Hindering Connection between Socially Engaged Organizations and Refugees in the Municipality of Trollhättan2017In: Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies: Revised papers first presented at the 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden / [ed] Iréne Bernhard, Trollhättan: University West , 2017, p. 21-28Conference paper (Refereed)
    Abstract [en]

    The recent refugee crises have caused newcomers to settle in different municipalities in Sweden. Different municipalities respond differently to the situations that arise from an increased number of refugees waiting for decisions from the Swedish Migration Agency regarding residence permit. Such variation in response also affects how refugees can access relevant information about activities and initiatives available in the designated municipality while waiting. This study investigated how stakeholders' in the municipality of Trollhättan experienced their possibilities to spread information about their activities targeting refugees. A particular interest was on what kind of activities stakeholders provided, problems they face in reaching out to refugees, and opinions on using technology usage for outreach. Seven stakeholders in Trollhättan municipality were included in the study; a private company, the municipal employment office, a university and four nonprofit organizations. Findings suggest that stakeholders did arrange various types of initiatives but it was hard for refugees placed in Trollhättan to get access to these local initiatives. Stakeholders wanted to reach out to as many refugees as possible but they have a hard time doing so. The study concluded that information access of stakeholders activities is a major problem for refugees in Trollhättan. In order to address the dispersed and hard-to-find information from the varied stakeholders, a mobile app was suggested as a solution to the information problem in order to create a digital cental place for stakeholder initiatives and information spread. These initiatives, if known about, could create a more active and varied everyday life for refugees awaiting decisions from the migration board. For stakeholders to reach out with information of planned activities and for refugees to be able to tunein to these possibilities becomes particularly important in municipalities where refugees are dispersed in various kinds of locations, rather than living in largec amps.

  • 5.
    Axelsson, Ann-Sofie
    et al.
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle,.
    Sonnenwald, Diane
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Att etablera ett kollaboratorium inom biblioteks- och informationsvetenskap: behov och utmaningar från ett praktikerperspektiv2007In: Svensk biblioteksforskning, ISSN 0284-4354, E-ISSN 1653-5235, Vol. 16, no 1Article in journal (Refereed)
  • 6.
    Axelsson, Ann-Sofie
    et al.
    Chalmers University of Technology.
    Spante, Maria
    Chalmers University of Technology.
    Needs and Challenges with Respect to Establishing a Collaboratory within Library and Information Science: Practitioners' Perspectives2009In: Change Challenges Leadership: Library in the Academic Community / [ed] M-L. Huotari and A. Lehto (eds.), Tampere: Tampere University , 2009, p. 62-80Chapter in book (Other academic)
  • 7.
    Babaheidari, Said Morad
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    A Systematic Process for Selecting a Typical Case in School Setting2013In: Proceedings IRIS 36: August 11-14 2013 at Gran, Norway / [ed] Bratteteig, Tone, Aanestad, Margunn & Skorve, Espen, Oslo: University of Oslo , 2013, p. 461-472Conference paper (Refereed)
    Abstract [en]

    This paper describes the rationale behind the concrete steps how we systematically have gone through the case selection process as the first phase of a research project named Consequences of the Digitalization of Schools. The project is a single-case longitudinal (5-year long) study and adopts a so called Whole-School Approach. Previous research has criticized case studies for lack of both systematic approach and transparency in the presentation of the case selection process. The purpose of the presentation of this case selection process is to contribute to enhancing understanding of and broadening knowledge on systematic and transparent case selection techniques. The SIRIS database has been used to select a typical Swedish primary school in the chosen municipality where the project will be conducted. The SIRIS database contains annually statistics from all primary schools in Sweden, and is available online for public use. We demonstrate how and why a particular school representing a so called typical school was selected as our case. 

  • 8.
    Chaat, Hiba
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Teaching Civic Orientation for New Residents in Sweden: on Competence Development and Knowledge Sharing in a Growing Profession2017In: Uddevalla Symposium 2017: Innovation, Entrepreneurship and Industrial Dynamics in Internationalized Regional Economies: Revised papers first presented at the 20th Uddevalla Symposium 15-17 June, 2017, Trollhättan, Sweden / [ed] Iréne Bernhard, Trollhättan: University West , 2017, p. 165-178Conference paper (Refereed)
    Abstract [en]

    Due to the increasing number of refugees in Sweden, there is increased pressure on integration organizations to educate new residents about their rights and obligations in the new country. In Sweden, this is done with a mandatory course in civic orientation for those who get a residence permit. The courses are held in the native language of the new residents, thus increasing the demand for people with both language and pedagogical skills to hold civic orientation courses. The civic orientation classes include participants with different backgrounds and ages. The only common denominator among the course participants is the language. Thus, it isnot conventional teaching where students have more characteristics in common, and integration workers are not conventional teachers since not all of them are professional, trained educators. Therefore, we claim that we see a new profession in the making since these integration workers are recruited as integration workers in Sweden on the basis of their individual background rather than on formal training. In order to illuminate this new profession, this study compares and contrasts thework situation, processes of competence development and knowledge sharing by integration workers in a small and a big city in two different municipalities in west Sweden. Data were collected using semi-structured interviews with eight integration workers and two course coordinators. The analysis was based on the dynamic theory of organizational knowledge creation by Nonaka (1994). Results indicated that the work situations share similarities in relation to how the courses were organized and planned for. However, organizational differences became evident due to the number of integration workers, quality management, employee support, and possibilities for knowledge sharing. These differences also created varied difficulties in how to improve courses and learn from other civic orientation teachers. It is concluded that there is a need for better national coordination and knowledge sharing on both the individual and organizational level. The study suggests that there should be a dynamic, interactive national support system where integration workers could systematically and individually share experiences to improve the quality of the civic orientation courses. This becomes essential since local conditions create huge variations regarding experience-based improvement of thecourses, thus jeopardizing both content and process quality of the mandatory courses by putting all responsibility on the individual teacher.

  • 9. Christie, Michael
    et al.
    Ferdos, Fariba
    Spante, Maria
    Chalmers tekniska högskola Centrum för kunskapsbildning och kommunikation (CKK).
    Axelsson, A
    Online collaborative learning: a case study2005In: Proceedings of the ALE conference, Amsterdam, Nederlands, 6-11 June 2005, 2005Conference paper (Refereed)
  • 10.
    Christie, Michael
    et al.
    Chalmers University of Technology.
    Ferdos, Fariba
    Chalmers University of Technology.
    Spante, Maria
    Chalmers University of Technology.
    Axelsson, Ann-Sofie
    Chalmers University of Technology.
    The Task Takes Over: Assuming Too Much in Online Collaborative Learning2005In: Research and Practice of Active Learning in Engineering Education / [ed] E. de-Graaf, G. Saunders-Smith and M. Nieweg (eds.), Amsterdam: Pallas Amsterdam University Press , 2005, p. 12-18Chapter in book (Other academic)
  • 11.
    Eriksson, Thommy
    et al.
    Chalmers tekniska högskola, Centrum för kunskapsbildning och kommunikation (CKK).
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för industriell organisation och ekonomi.
    Andersson, Sven
    Chalmers tekniska högskola Centrum för kunskapsbildning och kommunikation (CKK).
    Desktop VR and Filmmaking: a case study of how web3D models and chat can be used in the product design process2004In: ACM International Conference Proceeding Series, Cancun, Mexico, 2004, Vol. 58Conference paper (Other academic)
  • 12.
    Eriksson, Thommy
    et al.
    Chalmers tekniska högskola, Centrum för kunskapsbildning och kommunikation (CKK).
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Andersson, Sven
    Chalmers tekniska högskola Centrum för kunskapsbildning och kommunikation (CKK).
    The Computer Mediated Movie Producer: Leadership in Online Collaborative Communities2004In: Proceeding of Winter Internationals Symposium on Information and Communication, Cancun, 2004Conference paper (Other academic)
  • 13.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Production System.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Situated and Mediated Engineering Education: Researchers Design Conceptions of e-Learning targeting Industry Practitioners Competence needsIn: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055Article in journal (Refereed)
  • 14.
    Hattinger, Monika
    et al.
    University West, Department of Engineering Science, Division of Manufacturing Processes.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Ruijan, Du
    Mediated and Situated Engineering Education2014In: Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014, Cheasapeake, VA: Association for the Advancement of Computing in Education, 2014, p. 810-817Conference paper (Refereed)
    Abstract [en]

    This small-scale interview study explore engineering expert teachers’ experiences and ideas of e-learning within engineering education. The aim is to capture teachers`experiences entering educational situations that forces them towards new modes of teaching as well as towards a closer collaboration with the industry engineering professional practice. The study addresses challenges crucial for engineering teachers to master when designing e-learning courses that manufacturing industry needs. In the paper we highlight how teachers’perspectives effect the design of work-integrated e-learning courses. In particular we investigate how teacher express their ideas regarding the transition of campus courses into work-integrated e-learning courses as a new teaching situation. Findings show that teachers are content experts in the engineering knowledge field but lack experiences and support for design of e-learning courses.

  • 15. Heldal, Ilona
    et al.
    Schroeder, Ralph
    Axelsson, Ann-Sofie
    Spante, Maria
    Chalmers tekniska högskola Centrum för kunskapsbildning och kommunikation (CKK).
    Wideström, Josef
    Immersiveness and Symmetry in Copresent Scenarios2005In: Proceeding of IEEE VR2005, 2005, p. 171-178Conference paper (Refereed)
    Abstract [en]

    Collaboration at a distance has long been a research goal of distributed virtual environments. A number of recent technologies, including immersive projection technology systems (IPTs) and head-mounted displays (HMDs), promise a new generation of technologies that are more intuitive to use than desktop-based systems. This paper presents an experiment that compares collaboration in five different settings. Pairs collaborated on the same puzzle-solving task using one of: an IPT connected to another IPT, an IPT connected to an HMD, an IPT connected to a desktop system, two connected desktop systems, or face-to-face collaboration with real objects. The findings demonstrate the benefits of using immersive technologies, and show the advantages of using symmetrical settings for better performance. Some usability problems of the different distributed settings are addressed, as well as factors such as “presence” and “copresence” and how these contribute to the participants’ overall experiences

  • 16.
    Heldal, Ilona
    et al.
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle,.
    Assessing collaboration in virtual environments2009In: Challanges in the Evaluation of Usability and User Experience in Reality Based Interaction, 2009Conference paper (Refereed)
  • 17.
    Heldal, Ilona
    et al.
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Conell, Mike
    WSP Sweden AB .
    Are Two Heads Better than One?: Object-focused Work in Physical and in Virtual Environments2006In: VRST '06 Proceedings of the ACM symposium on Virtual reality software and technology, New York: ACM Digital Library, 2006, p. 287-296Conference paper (Refereed)
    Abstract [en]

    Under which conditions has collaboration added value over individual work? How does performance change when using different technologies? These are important questions for industry and for research. This paper addresses them for pairs versus individuals using physical objects and virtual representations for object-focused task-solving. Based upon previous research on pair’s performance and experiences for collaboration in a real setting and four different distributed virtual environments (VEs), single-user experimental studies were carried out. The results show that in relation to performance, pairs working in networked CAVE™ technologies are superior compared to individuals, or pairs working in other distributed settings. In general, social interaction works as a facilitator for this type of task solving in networked VEs. Though, best performance was found in the real setting, with no major difference when comparing individuals versus pairs, working in VEs often were appreciated higher than working with physical objects.

  • 18.
    Heldal, Ilona
    et al.
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation.
    Steed, Anthony
    Spante, Maria
    Chalmers tekniska högskola. Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Schroeder, Ralph
    Bengtsson, Sophia
    Partanaan, Marja
    Successes and Failures in Copresent Situations2005In: Presence - Teleoperators and Virtual Environments, ISSN 1054-7460, E-ISSN 1531-3263, Vol. 14, no 5, p. 563-579Article in journal (Refereed)
  • 19.
    Johansson, Kristina
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Is everyone on board: A study investigating the implementation of a programme with a "new " learning design.2015Conference paper (Other academic)
  • 20.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Islind, Anna Sigridur
    University West, Department of Economics and Informatics, Divison of Informatics.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Designing with rather than for: On the relevance, joy and importance of collaborative engaged work in the design process of a home care mobile service2014In: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ghazawneh, Ahmad, Nørbjerg, Jacob och Pries-Heje, Jan, 2014, p. 1-15Conference paper (Refereed)
    Abstract [en]

    In an open innovation project called “mCity”, the aim is to verify conceptual applications for mobile services including mobile payments and transactions. On such design initiative was designated for the citizen group “seniors”, have home care taking as part of their assistance from the home care organisational system. The design initiative is called Skafferiet, a grocery-shopping application for the home care service. Based on this project, the aim in this article is to identify if and when significant design decisions were influenced by user involvement and contextual understanding detecting whether the applied design method supported the design process or if it lead to redundant activities. The applied approach was a combination of methodological strategies emphasizing co-design and engaged scholarship. The different actors involved were i) politicians, management and staff ii) caretakers iii) designers and iv) researchers. The result indicated numerous beneficial aspects with the iterative collaboration between actors. Apart from the relevance and joy of working together, it was important for the quality of the m-service, a successful implementation process and trigger for organizational improvement. The risk of rejecting one level of involvement, in favor of saving time and reduce complexity, would probably lead to a more narrow solution lacking the empowered process of involvement and engagement of all parties leading the relevance of the design process and its end-product astray.

  • 21.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Nilsson, Ann
    University West, Department of Economics and IT, Division of Media and Design.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Pareto, Lena
    University West, Department of Economics and IT, Division of Media and Design.
    Petersen, Ann-Louise
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nordic Innovation Networks in Education: Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design2012In: Uddevalla Symposium 2012 : Entrepreneurship and Innovation Networks. Revised papers presented at the 15th Uddevalla Symposium 14-16 June, 2012, Faro, Portugal. / [ed] Bernhard, Irene, 2012, p. 553-571Conference paper (Refereed)
    Abstract [en]

    This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.

     

  • 22.
    Mauléon, Christina
    et al.
    Borås University & Gothenburg Research Institute.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Exploring the raison d’etre of an incident reporting system in an elementary school2015Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to investigate the raison d’étre of the use of an incident reporting system in a Swedish primary school and through the lens of situated risk (Boholm, 2003; 2009) problematize what outcomes such a use may generate in terms of children’s safety.

    In Swedish schools there exists today, through legislation, a zero tolerance level of both physical and psychological abuse of children and as such are all schools required to act when such incidents occur. The main purpose of this legislation is to maintain children’s safety in schools. In order to meet the requirements of taking action many schools have implement incident reporting systems into which they report such incidents and accidents.

    However little is known about what consequences the use of such systems have in practice. In our case study we explore how legislation regarding children’s safety in schools, is translated into the implementation and use of an incident reporting system in a Swedish primary school and what consequences this has on children’s safety. We claim that there exists a need to gain more knowledge about what unintended consequences the use of such systems have on children as we find that in some situations this use may, in practice, be opposed to children’s safety. 

  • 23.
    Mauléon, Christina
    et al.
    University of Gothenburg.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    On the intended and unintended consequences of the enactment of digital management control systems in Swedish Schools2016Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to investigate the enactment of digital management control systems in Swedish schools and what intended and unintended consequences, both short-term and longterm, this may have on individual-, organizational- and societal levels. A pilot study has been conducted and the results show how the enactment of an incident reporting system (one type of digital management control system) in a Swedish school resulted in unintended and even harmful consequences for the students. Combining relational theory with the frameworks of translation and enactment in studies of technology in use provides support in our investigation of how technology is inextricably intertwined in the continuous shaping and re-shaping of organizational practice.

  • 24.
    Mauléon, Christina
    et al.
    University of Gothenburg.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Safety and the use of management control systems and Key Performance Indicators at a Swedish nuclear powerplant2016In: SRA Europe 2nd Nordic Chapter Meeting in Gothenburg 14‐15 November, 2016: Book of abstracts, Gothenburg Research Institute , 2016, p. 12-12Conference paper (Other academic)
    Abstract [en]

    Continuous control, testing and maintenance of systems and components are of utmost importance for maintaining safety at a nuclear power plant (NPP). And key elements for safe practice in organizations overall are often claimed to be adaptation, change and the ability to reflect and maneuver in paradoxical situations.  Identifying new innovative ways of organizing in order to control growing demands regarding safety, efficiency, quality, reliability, profitability etc. is a challenge in all types of organizations. Following this development organizational and management controltheory and practice have progressed rapidly inorganizations in recent years and one profound idea to manage and control for organizational efficiency and success is to implement management control systems (MCS:s) in which Key Performance Indicators (KPI:s) playa key role.  This paper will present an example of when a safety KPI at a NPP was presented as green,orange and red simultaneously within the same NPP. Questions raised were: how could this happen? and what consequences might this have upon safety?  What was found is that different stakeholder demands were being met at different levels of the organization when reporting the safety KPI in three different ways.However no deeper analysis of what consequences this might bring in terms of safety was conducted at anylevel.  There exists some research on how management control systems and KPI:s shape organizational outcomes. However there exists a knowledge gap considering the long term effects the use of such systems and measurements have upon i.e. safety.   

  • 25.
    Nortwig, Anne-Mette
    et al.
    University Collage Sjælland, Denmark.
    Christiansen, Rene.B.
    University Collage Sjælland, Denmark.
    Karlsen, Asgjerd Vea
    Høgskolen i Buskerud og Vestfold , Norway.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Grænser, barrierer og broer: Kulturmøder og computermedieret kommunikation i online synkrone arbejdsfællesskaber2015In: Det tredje språket: Multimodale studier av interkulturell kommunikasjon i kunst, skole og samfunnsliv / [ed] Engebretsen, Martin, Kristiansand: Portal forlag, 2015, p. 267-281Chapter in book (Other academic)
  • 26.
    Pareto, Lena
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Gynther, Karsten
    University College Zealand, Denmark..
    Lindhardt, Bent
    University College Zealand, Denmark..
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Vejbaek, Leif
    University College Zealand, Denmark..
    Wølner, Tor Arne
    Vestfold University College, Norway..
    A model for instructional design in virtual Nordic classrooms2013In: Proceedings of ECTC 2013, Brighton, UK, July 11 - 14, 2013,, 2013, p. 230-241Conference paper (Refereed)
  • 27.
    Pareto, Lena
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Lindhardt, Bent
    University College Zealand, Denmark.
    Vejbaek, Leif
    University College Zealand, Denmark.
    Wølner, Tor Arne
    Vestfold University College, Norway.
    Gynther, Karsten
    University College Zealand, Denmark.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    A Model for Instructional Design in Virtual Nordic Classrooms2013In: The Inaugural European Conference on Technology in the Classroom 2013: The Impact of Innovation: Technology and You, Naka Ward, Nagoya, Aichi, Japan: The International Academic Forum , 2013, p. 222-233Conference paper (Refereed)
    Abstract [en]

    In this paper we will report from an on-going EU-financed project aiming at developing innovative cross-border, virtual classroom instructional designs; that is designs where classes from three Nordic countries collaborate by means of technology to enhance teaching and learning. School management, teachers, students, and educational researchers from Denmark, Norway and Sweden collaborate since 2011 in three-country teams on all levels to explore and evaluate novel cross-border instructional designs in four subjects. The research approach is user-driven innovation by means of Action Research and Design-based research. The cross- border instructional designs exhibit several challenges: designs need to be aligned with all national curriculums with respect to 1) subject content and 2) learning goals, and in order to advance learning, we need to address 3) learning benefits due to the collaboration. In Mathematics, such cross-border learning benefits were particular elusive to identify, so some kind of guidance were needed. The model, first proposed for Mathematics but generalizable to other subjects, is a three-dimensional cube that categorizes an instructional design with respect to 1) subject-content, 2) aimed-for competence, and 3) learning-benefit. The subject contents and required competencies were derived and synthesized from the national curricula, whereas the learning benefits were inspired from previous cross-border designs. The model has successfully been used as a classification system for virtual classroom tasks, and also as an innovation tool to generate novel instructional designs where the expected learning benefits became explicit from start, which facilitates design evaluation. 

  • 28.
    Pareto, Lena
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Willermark, Sara
    University West, Department of Economics and IT, Division of Media and Design.
    Challenges of Implementing Interactivity in the Classroom2014In: IRIS  Proceedings: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, Denmark,, 2014Conference paper (Refereed)
    Abstract [en]

    Digitalization of schools has been on the agenda for decades and has resulted in new demands on teachers' skills in order to implememt technology into teaching. Despite political reforms, investments in technology and continuing professional development (CPD) initiatives for teachers, research often shows slow changes and unequal implementation. This paper addresses the challenges teachers are facing when participating in a 2-year CPD project using a highly interactive technology in classroom settings. The study is based on 18 in-depth interviwes and 6 video recalled observation sessions. The results show how the actual classroom situation is being very intense for the teacher in their everyday work. We conclude that for teachers to transform their teaching practices using highly interactive ICT-based learning is associated with several challenges related to planning and execution, for the part of the teachers, at the same time as it can be beneficial for student learning.

  • 29.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Den didaktiska designens betydelse: IT-didaktiska modeller och ramvillkor2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 125-136Chapter in book (Other academic)
  • 30.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Didaktisk design och IT-didaktiska samarbetsmodeller i gränsöverskridande undervisning2015In: NGL 2015. Next Generation Learning Conference, 18-19 november 2015, Högskolan Dalarna Falun: Book of Abstract, 2015, p. B2-20Conference paper (Other academic)
  • 31.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, MariaUniversity West, Department of Economics and IT, Divison of Informatics.
    Kollaborativ undervisning i digital skolmiljö2016Collection (editor) (Other academic)
  • 32.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Lärarprofessionens nya villkor i samhällets digitalisering2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 9-20Chapter in book (Other academic)
  • 33.
    Spante, Maria
    Chalmers tekniska högskola, (Institutionen för teknikens ekonomi och organisation).
    Connected Practice: The Dynamics of Social Interaction in Shared Virtual Environment2009Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis investigates the phenomenon of social interaction in shared virtual environments (SVEs), supported by virtual reality (VR) systems over time. SVEs are computer generated 3D graphical spaces where geographically distributed people can meet and interact with each other in a graphical space. Although there have been a number of studies about social interaction in SVEs, there has been a lack of research looking into changes over time, which this thesis does. In order to gain more knowledge about social interaction over the longer term, this thesis compares and contrasts four different types of VR systems that supported various SVEs. Two of the systems were internet based SVEs on desktop computers where many users could interact at the same time. One of the SVEs had voice based communication. The other SVE had text based communication. The other two were based in laboratory settings. One setting was networked immersive projection technologies (IPT) in which two participants performed a variety of tasks together. The other was one IPT connected to a desktop VR and participants changed systems half way through the trial in which they collaboratively solved a task together. In both settings voice based communication were used. Observations and other methods of analysis were carried out, focusing on differences and similarities in peoples behaviors in the process of social interaction over time in SVEs. The six papers contained in this thesis explore social interaction over time in shared virtual environments. This thesis argues that technology becomes not only a tool for social interaction; it also becomes a key aspect in social interaction. While the technology filters out some of the social cues we are familiar with from face to face situations, it also ‘filters in’ new cues that become important for how people can connect to each other in the shared virtual environment. Over time, these social cues, that people creates among themselves while using the technology, become essential for people learn about; otherwise they find it difficult to relate to each other and do things together in the shared virtual environments. The more difficulties people have in figuring out how to use the technology while interacting with others, the less they will accept the technology as an appropriate tool for connecting people and doing things together. The reason for this is that social and technical issues can only be separated analytically in shared virtual environments; in practice, as this thesis shows, they are highly intertwined. This thesis puts forward a dynamic model identifying the importance of looking more explicitly at individuals, technology, task and time while studying social interaction in SVEs. In this way, the thesis combines a number of insights both from previous social science theories of social interaction and practices - together with observations from the studies this thesis builds on. The thesis puts forward a concept that includes these insights - connected practice, defined as the dynamics of social interaction in technical systems. This concept can guide future studies to incorporate both technical and social aspects over time since it was shown to be the key to understanding the phenomenon of this thesis. It is finally suggested in the thesis that the concept connected practice can be utilized in other technical systems apart from SVEs in future research of social interaction in technical systems.

  • 34.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Dialog och digital teknik som stöd för att förstå människans levnadsvillkor2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 67-88Chapter in book (Other academic)
  • 35.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digital Creativity: Enabling Learning Of Gender Roles In Society In Primary School By Story Driven Digital Production2018In: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris,Costas Tsolakidis, ICICTE , 2018, p. 213-224Conference paper (Refereed)
    Abstract [en]

    To achieve knowledge and understanding in social science, students' ability to discuss and reflect is important. However, the goal to stimulate perspective taking and inference making upon social phenomena has proven to be difficult in general and in particular for primary school students. Thus, there is a need to develop models and concepts for learning that provide guidance that address these challenges. This study reports on how 6th grade students in a Swedish school successfully worked with gender roles in society with a storydriven didactical design linked to digital competence development and creativity in a cross-border setting.

  • 36.
    Spante, Maria
    Chalmers tekniska högskola (Institutionen för teknik och samhälle).
    Elaborating Distraction-Conflict Theory towards and Analytical Model for Evaluating Collaboration in Shared Virtual Environment2004In: Proceeding of Virtual Reality Design and Evaluation Workshop, Nottingham, UK., Nottingham, 2004Conference paper (Refereed)
  • 37.
    Spante, Maria
    Chalmers tekniska högskola, (Institutionen för teknikens ekonomi och organisation).
    Learning to be Social: Establishing and Maintaining Relationships in Shared Virtual Environments2004In: Elaborated version of paper published in proceedings of Realitat Virtual a l'arquitectura i la Construcció Barcelona, Spain, Barcelona, 2004Conference paper (Refereed)
  • 38.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Open up for open seminars!2016Conference paper (Other academic)
  • 39.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Open Up for Open Seminars at Universities: Student-driven Seminars as Community Involvement2016In: Uddevalla Symposium 2016: Geography, Open Innovation,Diversity and Entrepreneurship. Revised papers presented at the 19th Uddevalla Symposium, 30 June- 2 July, 2016, London, UK / [ed] Iréne Bernhard, Trollhättan: University West , 2016, p. 573-584Conference paper (Refereed)
    Abstract [en]

    This article focuses on student and refugee experiences of initiating and participating in Open Seminars at University West. There has been a polarization between volunteer work and official practice regarding previous research on efforts for refugees. This initiative is to be found in-between these models, since students are doing the Open Seminars within a strategic initiative on behalf of the University, yet on a voluntary basis and with no credits involved. There is a need for socialentrepreneurial action in many domains in society. Universities might play a keyrole as a bridging institution where these types of in-between initiatives and practices become both possible and important for democratic processes in general, and community involvement among students in higher education in particular. The experiences from the students and refugees, captured by focus group interviews, showed that the student-driven, campus-based Open Seminars created added valuein relation to topic-specific learning, deepened understanding of the literature and moderated stereotypical understandings. The seminars were also meaningful for students as well as asylum-seeking refugees. Student-driven Open Seminars become important social entrepreneurial actions helping universities to function as anchor institutions in their region addressing the refugee situation in Sweden.

  • 40.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Organizing Digitalization In School: How A Municipality In Sweden Arranged For New Curriculum Implementation  Emphasizing Digitalization2018In: The Proceedings of the International Conference on Information Communication Technologies in Education 2018 / [ed] Linda Morris, Costas Tsolakidis, ICICTE , 2018, p. 382-390Conference paper (Refereed)
    Abstract [en]

    This study focused on how a municipality in Sweden organized for a new curriculum implementation with the focus on digitalization following the demands from politicians. A compulsory competence development course was initiated for all 40 school leaders in the municipality. The course followed the structure and form provided from the Swedish National Agency for Education.The results showed vast variation among school leaders regarding the understanding of digitalization and how they led processes in their schools.The results call for a thoughtful model of how to capture and act on these differences to secure equal quality of education in the municipality.

  • 41.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Samarbetsbaserad undervisning i historia och samhällskunskap: utmaningar och möjligheter. IKT didaktik och lärande om människors villkor. Boundary object som stöd för IKT-didaktisk planering2015In: NGL2015. Next Generation Learning Conference. Högskolan Dalarna 18-19 November, 2015, Falun: Book of Abstract, 2015, p. C2-32Conference paper (Other academic)
    Abstract [sv]

    Med bas i ett EU-finansierat projekt Gränsöverskridande Nordisk undervisning (GNU, http://projektgnu.eu) mellan skolor i Sverige, Norge och Danmark har vi genom praktiknära och aktionsinriktade ansatser studerat och tillsammans med lärare bedrivit ett tre-årigt skolutvecklingsarbete med fokus på samarbete i och med digitala verktyg som grund för lärande i samhällsorienterade ämnen.

     

    Vikten av det praktiknära perspektivet poängteras i en omfattande översikt av 132 svenska forskningsstudier av samhällsorienterade (SO) ämnen. Johansson Harrie (2011) visade att det fortfarande finns ett stort behov av studier av vad som faktiskt sker i klassrummen i syfte att få en större förståelse för hur klassrumsaktiviteter och undervisningsresultat hänger samman. Att studera det som sker i klassrummet är viktigt då samhällsorienterade ämneskunskaper möjliggörs eller hindras i mötet mellan lärare och elever menar Schüllerqvist och Osbeck (2009) då intentionerna i läroplaner konkretiseras just i mötet. 

     

    Utöver behovet av fler studier kopplade till vad som sker i skolmiljön i SO-undervisningen finns också ett behov av att lyfta in bruk av digitala verktyg i den didaktiska situationen. Lärare likväl som elever förväntas att utveckla sin förmåga att använda sig av digitala verktyg i skolan för att lära. Lärarens utmaning i det didaktiska upplägget handlar om det aktiva valet av när vad fungerar som stöd för önskat undervisningsresultat vid bruk av digitala verktyg (Grönlund et al 2013). I relation till samhällsvetenskapliga ämnen lyfter Lund och Hauge (2011) fram hur viktigt det är att man som lärare behöver ‘designa in sig själv’ i de olika aktiviteter som eleverna skall göra samt skapa förståelse för både sig själv och sina elever att de digitala verktygen i sig också spelar roll i lärandet.

     

    Givet de identifierade utmaningar från tidigare forskning som poängterar vikten av att belysa det som konkret sker både gällande hur man interagerar, vilka verktyg som tas i bruk och på vilket sätt det innehållsliga stoffet sätts i relation till och utvecklas av bruk av digital teknik i samarbete med andra, illustreras dessa möjligheter och utmaningar i två konkreta undervisningsförlopp. De två skilda didaktiska uppläggen sätts i relation till Boundary object teorin, vilken lyfter fram hur människors sätt att förhålla sig till varandra och samarbeta underlättas genom att samlas kring något som upplevs tydligt och förståeligt för de inblandade människorna. 

  • 42.
    Spante, Maria
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Shared Virtual Environments: Technology, Social Interaction, and Adaptation over Time2004Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]
    • This thesis investigates social interaction and adaptation over time in shared virtual environments. Shared virtual environments (SVEs) are computer generated 3D graphical spaces where geographically distributed people can meet and interact with each other in a graphical space. Although there have been a number of studies about social interaction in shared virtual environments, there has been almost no research looking into changes over time, which this thesis does. It also relates the use of shared virtual environments to the broader context of other types of technologies used for bridging distances and linking people together. In order to gain more knowledge about social interaction over the longer term, this thesis compared and contrasted two different shared virtual environments. One was an internet-based virtual environment on desktop computers where many users could interact at the same time. The other were two networked immersive projection technology systems in which two participants performed a variety of tasks together. Observations and other methods of analysis were carried out, focusing on differences and similarities in people’s behaviour in processes of adaptation. The four papers contained in this thesis analyse the various processes of adaptation over time. This thesis argues that technology becomes not only a tool for social interaction; it also becomes a key aspect in social interaction. While the technology filters out some social cues that we are familiar with from face-to-face situations, it also “filters in” new cues that become important for how people can connect to each other inside the shared virtual environment. Over time, these social cues become essential for people to adapt to; otherwise people find it difficult to relate to each other and do things together in the shared virtual environment. The more difficulties people have in adapting to how to use the technology while interacting with others, the less people will accept the technology as an appropriate tool for connecting people and doing things together. The reason for this is that social and technical issues can only be separated analytically in shared virtual environments; in practice, as this thesis shows, they are highly intertwined. The thesis puts forward a dynamic model identifying the importance of looking more explicitly at individuals, technology, tasks and time in different contexts in social interaction. In this way, the thesis integrates a number of elements of the process of adaptation over time in SVEs into an overall framework, and paves the way for more extensive and in-depth future research into this topic.
  • 43.
    Spante, Maria
    University West, Department of Economics and IT, Divison of Informatics.
    Talking heads on the internet: social interaction in a multi-user voice based 3d graphical environment2011In: Proceedings of IRIS 2011.: TUCS Lecture Notes  No 15, October 2011 / [ed] Leino, Timo, 2011Conference paper (Refereed)
    Abstract [en]

    This paper reports on the finding from a qualitative study which investigated how long-term

    users of Traveler, a voice-based 3D online graphical environment launched in 1996 and still

    running, experience their social relations in relation to this specific cue-rich communication

    technology. The paper describes the subjective perceptions of the technology-mediated social

    experience such as the experience of social atmosphere in the community, of online

    friendship, of the meaning of the online social interaction in the users' offline lives. The paper

    also discusses the importance of these subjective experiences for motivation to regularly use

    Traveler. Conclusions drawn from the study suggest that it is crucial for users to have the

    ability to handle the technical functions of the program in order to function socially in the

    environment such as using the functions of the graphical program and using the voice channel

    in a social significant way. As a result, in order to have a positive and meaningful social

    experience in online it is critical for users to adapt to technical as well as to social factors.

    This process of adaptation is very important since the way functions are used was interpreted

    as social signals by users suggesting that social and technical aspects are intertwined in social

    practice. The paper describes this process of adaptation and the positive social effects of a

    successful adaptation. 

  • 44.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Alfredsson, Karl
    Lin Education , Göteborg.
    Cross Competence Collaboration to Design for Inclusion2016In: NordiCHI '16 Proceedings of the 9th Nordic Conference on Human-Computer Interaction: Gothenburg, Sweden — October 23 - 27, 2016, New York: ACM Press, 2016, p. 1-3, article id a132Conference paper (Refereed)
    Abstract [en]

    The aim of the workshop is to co-create different types of collaborative elements, models and strategies for inclusionin schools and for learning in other settings. Participants from a variety of organizations are invited: game designers; drama, history, and social science teachers; principals; school developers; writers; theater professionals'; and researchers in interaction, design and digital literacy. Our ambition is to share place-bounded experiences and ideas among various competence groups focusing on design for inclusion. All schools and all settings have their own possibilities and challenges. These possibilities and challenges need to be addressed in a game design that builds upon students' interaction with society, other students and different digital technologies. The expected results from the workshops will include heightened sensitivity to the need for cross-competence collaboration in design processes to support student-driven content creation with digital media.

  • 45.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Ericsson, Thommy
    Department of Applied IT, Chalmers University of Technology, Gothenburg.
    Sunnerstam, Maria
    University of Gothenburg, Gothenburg.
    Huang De-Voss, Cammy
    Virtual Labs, Stanford University, Stanford.
    Axelsson, Michael
    Department of Zoology, Gothenburg University, Gothenburg.
    Unlock the rigidity and design for flexibility2010In: US-China Education Review, ISSN 1548-6613, Vol. 7, no 11, p. 44-52Article in journal (Refereed)
    Abstract [en]

    This paper reports findings from a project implementing the VL (virtual labs) site featuring

    flash-based animations developed at Stanford University. The main conclusion in this paper stresses the need to

    design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in

    their everyday work, in order to allow them to build their own audiovisual presentation kits based on various

    available resources. Ambitious but rigid visualization products might otherwise end up not being used at all. 

  • 46.
    Spante, Maria
    et al.
    Chalmers University of Technology.
    Eriksson, Thommy
    Chalmers University of Technology.
    Sunnerstam, Maria
    Gothenburg University.
    Huang-DeVoss, Cammy
    Stanford.
    Axelsson, Michael
    Gothenburg University.
    The Need for Efficient and Flexible Educational Imagery: When Ambitious Visualization Products meet the Context of Actual Learning Environment2009In: Readings in Technology and Education: Proceedings of ICICTE 2009, 2009, p. 425-436Conference paper (Refereed)
    Abstract [en]

    This paper reports findings from a project implementing the Virtual Labs site featuring Flashbased animations developed at Stanford University. The main conclusion in this paper stresses the need to design for flexibility and adaptability of interactive media to better suit the specific situation teachers encounter in their everyday work in order to allow them to build their own audiovisual presentation kits based on various available resources. Ambitious but rigidvisualization products might otherwise end up not being used at all.

  • 47.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Fors, Johan
    Lin Education, Sweden.
    Alfredsson, Karl
    Lin Education, Sweden.
    Rosenberg, Staffan
    Lin Education, Sweden.
    The Story Machine: Transmedia games in education2017In: ICICTE 2017. The International Conference on Information Communications Technologies in Education 2017: Proceedings / [ed] Linda Morris & Costas Tsolakidis, Rhodos: ICICTE , 2017, p. 249-259Conference paper (Refereed)
    Abstract [en]

    The paper reports on the design process of a transmedia game driven by narratives mixing fact with fiction. The aim of the game was to enhance student motivation, collaboration, multiliteracy and local history learning. Atotal of 378 students ages 14-16 from three municipalities in Sweden played the game in their local school, providing content, reflections and suggestions for this type of gamification in school; thus supporting the design. The game improved students' multiliteracy skills while physically visiting and exploring local historical sites. Working in groups to solve tasks improved collaboration skills. Being placed in a fictional setting supported engagement.

  • 48.
    Spante, Maria
    et al.
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Heldal, Ilona
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle.
    Axelsson, Ann-Sofie
    Chalmers tekniska högskola, Institutionen för teknikens ekonomi och organisation, Teknik och samhälle,.
    Schroeder, Ralph
    Is there a Trade-off between Presence and Copresence?2003In: The 6th International Workshop on Presence, Aalborg, Denmark, October 6-8, 2003Conference paper (Refereed)
  • 49.
    Spante, Maria
    et al.
    Chalmers tekniska högskola (Institutionen för teknik och samhälle) .
    Heldal, Ilona
    Axelsson, Ann-Sofie
    Schroeder, Ralph
    Strangers and Friends in Networked Immersive Environments: Virtual Spaces for Future Living2003In: Proceeding of Home Oriented Information technologies (HOIT) 2003, Irvine, CA., 2003Conference paper (Refereed)
  • 50.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Jacquet, Ewa
    Stockholms Universitet, Stockholm, Sverige.
    Lindqvist, Eva
    Swedish National Agency for Education, Stockholm, Sweden.
    Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development2018In: SITE 2018. 29th International Conference, March 26-30, 2018, The Westin Alexandria, Washington, DC, Washington D.C., 2018, p. 1-10, article id 51824Conference paper (Refereed)
    Abstract [en]

    The aim of the article is to highlight and explore challenges and possibilities for literacies development within a story-driven transmedia game using mobile technology. Two classes of 7th grade students from two different schools in Sweden participated in the game. During the game, groups of students are supposed to solve a mystery, while being active and finding clues connected to physical places, and to engage in various literacy activities. The participants interpret texts and interactions produced by the game master in the role of different characters within the game. To solve the mystery the participants also have to produce blog texts, photos, films, podcasts and other media. Data from game sessions was collected though participant observations and blog analyses, focusing on signs of engagement and involvement. The study concludes that major drivers for being motivated by transmedia game activities were to be found in the interaction with the game master, collaboration among group participants, number of postings as well as complexity in utterances in written language, pictorial contributions and compositions, entering an imaginary "as if" gaming mode. Hence, transmedia games provide an educational structure that involves the majority of students in their multiliteracy development. The game enables teachers to target those who would benefit from specific multiliteracy guidance while playing to enhance learning. Further transmedia game designs should therefore explicitly incorporate a teacher role in games.

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