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  • 1.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Eriksson, Kristina
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Action Design Research: Design of e-WIL for the Manufacturing Industry2015Ingår i: The 2015 Americas Conference on Information Systems (AMCIS 2015): Proceedings, 2015, s. 1-14Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper reports on a design process of e-learning courses for competence development of experienced employees in the manufacturing industry. Through a cross- organizational collaborative action design research project the aim was to design e-learning courses at university level to support work-integrated learning. Two design- and learning cycles were evaluated over two years. The first cycle identified challenges that were applied to a pilot course in Industrial automation. From evaluation of this course we derived design principles applied to two further courses in Machining and Negotiation skills. The results from our empirical data suggest general principles as competence mapping work, collaborative manufacturing e-WIL cases and interactive learning technologies for design of e-WIL courses as boundary crossing activities to reach transformative learning integrated in the manufacturing industry.

  • 2.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Eriksson, Kristina M.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Aspects of Knowledge Transformation in Industry-Union-University Collaborations: A study of Work-integrated e-Learning courses target Norwegian industry2018Ingår i: VILÄR Abstraktbok / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2018, s. 10-10Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The focus in this study is on knowledge transformation in the workplace following substantial competence initiatives through blended e-learning at the university level. Competence development on academic level is a key factor for industries in times of increased digitalization of manufacturing work. To develop competitive manufacturing requires employees with expert knowledge, which professional organisations need to strengthening. Even if individual employees' motivation for learning is essential, management need to put efforts on competence development and encourage education that, combine theory and practice in forms of work integrated learning. Blended e-learning courses on university level has been successful for supporting such competence development needs, which here is described as work-integrated e-learning, e-WIL. In this study, we explore practitioners' knowledge transformation after their participation in blended e-WIL courses that are designed with industry target content aiming for workplace transformations. Specifically, we focus on the learning efforts versus the management strategies after e-learning initiatives that have an effect on workplace transformations.

    The industry target courses in the case study, are designed in collaboration between an industry-union-university venture of a Norwegian industry network, the Addiscounion and a Swedish university. Six courses are included comprising three knowledge subjects; Logistics and Supply Chain Management, Engineering Tools, and Robotics and Automation. Addisco was the facilitator for engaging industry university collaboration, and stimulated co-creation between industry companies. Data was collected through a longitudinal action research project, comprising six focus group sessions with 113 industry participants during 2015 and 2018. We analysed the company management support of knowledge transformation through the course participants' manifestations of experiences in focus groups, conducted after each course intervention. Overall results show that most participants experience a low management support of knowledge transformation as an engine for workplace transformation, after conducting e-WIL courses. Stimulation of individual motivation and new skills gained were not promoted within the workplace structures. There seem to be a lack of individual competence plans, time for studies, business models and routines, networking and recognition of the individuals' knowledge transformation. Rather, participants claimed their individual responsibilities, and motivation that drives them to further competence development. We therefore argue for stronger management awareness and designed learning models, to develop company strategies that fully appreciate the benefits and new knowledge that industry participants bring back into the workplace after course participation.

  • 3.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Co-constructing Expertise: Competence Development through Work-Integrated e-Learning in joint Industry-University Collaboration2018Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This thesis is inter-disciplinary and proceed from the ongoing challenges of the increased digitalization, automation and robotization that impact the manufacturing industry's emergent need of high-qualified practitioners. Digitalization also challenges universities to open up to external collaboration and to design blended e-learning targeting industry knowledge needs. The studies take up on such challenges and explore inter-organizational collaborations and forms of knowledge construction to strengthen engineering competences integrated inwork in a way that enables manufacturing companies to remain effective and to be prepared for future industrial transformations. The objective is to explore how mutual construction of knowledge emerge through learning activities between multiple actors in a joint industry-university collaborative e-learning practice. The empirical setting is a new type of collaborative course concept developed within the project ProdEx. The project comprise a network of industries and one university in a longitudinal design and implementation process of blended and work-integrated e-learning. This initiative was explored with a collaborative action research approach integrated with five studies, from four perspectives, the industry managers, the practitioners, the research teachers and the course unit. Negotiated knotworking, from cultural-historical activity theory, became a central theoretical concept and a working tool to examine how managers, practitioners and research teachers together negotiated production technology knowledge content and e-learning design towards future workplace transformations. This concept was used to further understand how co-construction of knowledge was developing over time into a richer concept. The results contributes to a wider understanding of how co-construction of knowledge in an e-learning design practice was developing into stronger relations between actors and into more stable courses. Real learning cases and digital labs support theory-practical intertwining of mutual learning of active participation between practitioners and ix research teachers. Initial e-learning technology failures and pedagogical mistakes in the courses were easier to overcome, than issues concerning continuous company support for course participation. Matching industry competence needs with university research fields is continuously challenging. Practitioners' aiming for personal continuous competence development on university level created critical and high-qualitative performances and valuable engagement throughout the process of co-construction of knowledge. The knowledge co-construction became a two-way development, pushing research teachers to active involve and consider practitioners' industry experiences concerning learning content, pedagogical strategies and e-learning forms. While earlier research has discussed the problems of crossing boundaries between industry and university, overall findings show that industry and university actors are crossing boundaries when they mutually co-construct knowledge in an elearningpractice. Co-construction of knowledge entail mutual trust, sideways and interactive learning in a collaborative context. The main contribution suggested in the thesis is that co-constructing expertise entail three levels of activities among actors; to have insight into the purposes and practices of others (relational expertise), the capacity to transform the problems of a practice and together build common knowledge (distributed expertise), and finally the capacity of mutually co-construct knowledge acted upon in practice towards work-integrated transformations (co-constructing expertise).

  • 4.
    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 Education2011Ingår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2011 / [ed] Matthew Koehler & Punya Mishra, Chesapeake, VA: AACE , 2011, s. 589-592Konferensbidrag (Refereegranskat)
    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.

  • 5.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för teknik, matematik och datavetenskap, Avd för maskinteknik.
    Christiernin-Gustafsson, Linn
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datateknik.
    Eriksson, Kristina M.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för industriell produktion. Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Digitizing work: Organizational Work-Integrated Learning through Technology Mediated Courses in Manufacturing Industry2013Ingår i: 18th WACE World Conference on Cooperative & Work-Integrated Education: WIL-POWER: FUELING THE FUTURE WORKFORCE, WACE , 2013, s. 1-12Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The manufacturing industry is continuously facing global competition and customer demands which impose the need to knowledge development to manage changes and long-term business goals. Continuous and lifelong learning is often seen as processes that support competence development and learning integrated within work. In this paper we focus on processes of learning within the manufacturing industry and how learning initiatives as technology mediated courses (TMC) can support learning from the workplace learning needs. Is learning initiatives integrated in work considered as means for strategic business goals? Can TMC be an important learning tool for support of knowledge creation? The study is performed through interviews with production managers and human resource managers with eight manufacturing industries in the western part of Sweden. Through the study we try to understand what knowledge the industry needs to evolve and achieve effective production. We also study the readiness for technology mediated learning. Early results show that the industries have interest in learning initiatives such as TMC and are willing to co-produce knowledge together with universities. We present a matrix model that interlinks business goals and the industries current use of technology mediated learning tools. However, the experience of using tools such as web conference systems and learning management systems for learning initiatives is diversified.

  • 6.
    Norström, Livia
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Efforts at the boundaries: Social media use in Swedish municipalities2016Ingår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 9821, s. 123-137Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Social media is used by the majority of Swedish municipalities. However, the highly interactive features of social media are often not taken advantage of. The study aims to get a better understanding of why social media is not used to its full potential in the municipality. Findings from an interview study with communicators in three Swedish municipalities reveal that the motivation for using social media is often difficult to turn into action. Tensions emerging in the use of social media result in hesitation, uncertainty and a slowing down of work practice. The processes of managing the tensions are characterized by boundary crossing between different communities, such as municipal communicators, elected officials and citizens, with social media itself as an equally important actor. The processes of boundary crossing by the municipal communicators are discussed in terms of learning processes and new emerging competences that might redefine the role of the municipal communicator and hence perhaps the public servant in general. © IFIP International Federation for Information Processing 2016.

  • 7.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Eriksson, Kristina
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Malmsköld, Lennart
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för automationssystem.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    E-learning Readiness and Absorptive Capacity in the Manufacturing Industry2014Ingår i: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 7, nr 3, s. 33-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 8.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Engeström, Y.
    Sannino, Annalisa
    From contradictions to transformation: a study of joint Work-Integrated Elearning between Industry and UniversityIngår i: Journal of Engineering Education, ISSN 0096-0640Artikel i tidskrift (Refereegranskat)
  • 9.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Treurnicht, Nico
    Department of Industrial Engineering Stellenbosch University, South Africa.
    Learning Aspects for Manufacturing Enterprises within Aerospace industry entering into Quality Standard AS91002011Ingår i: 24th ICDE World Conference on Open and Distance Learning: Expanding Horizons- new approaches to ODL, 2011, s. 1-11Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aerospace industry is expected to grow substantially during the next two decades. As a result more suppliers aim for entering into this industry. Demands on safety and quality in this sector are particularly high, where SME´s must upgrade from the generic group of quality standards, the ISO9000 family, to AS9100, the aerospace standard. In this research we focus on the meaning of learning processes for successful implementation of quality standards in a workplace context at a manufacturing company. By using Blooms Revised Taxonomy of learning, we can understand, evaluate and design actions for continuous improvement which can be supported by an IT-based tool for self-assessment supporting organisational learning and implementation of the Quality Management System.

  • 10.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för industriell produktion.
    Hellsten, Jan-Olof
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Lärcentrum - perspektiv och möjligheter: analys och praktik2007Rapport (Övrigt vetenskapligt)
  • 11.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Hattinger, Monika
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Managing Distributed Learning in Higher Education2004Ingår i: Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The use of ICT in higher education is becoming increasingly widespread. InSweden, it is possible to study courses on university level in a distributedlearning context, using locally placed learning centres (LC). The aim of this paperis to identify implications in order to manage and improve the conditions fordistributed learning in higher education. Our conceptualisations of distributedlearning are faced in the real work environment at four different learning centresin Sweden. A case study with 11 interviews was conducted. The results showthat a LC promotes socialisation as well as technical and administrative support.Communication on organisational and pedagogical levels between LC, universitiesand students are however not satisfactory. Thus, we argue for the importance oflearning centres as mediators to facilitate a locally constructed learning context.We suggest a management strategy for improving such context

  • 12.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Ruijan, Du
    Mediated and Situated Engineering Education2014Ingår i: 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, s. 810-817Konferensbidrag (Refereegranskat)
    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.

  • 13.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Organizational e-learning readiness for technology enhanced competence initiatives in the manufacturing industry2015Ingår i: Global e-learning / [ed] Landeta Etxeberria, Ana, Madrid: Udima , 2015, 2Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 14.
    Hattinger, Monika
    Högskolan Väst, Institutionen för teknik, matematik och datavetenskap, Avd för maskinteknik.
    Organizational E-learning Readiness for Technology Enhanced Competence initiatives in the Manufacturing Industry2014Ingår i: The International Conference on E-Learning in the Workplace Conference Proceedings, 2014, s. 1-7Konferensbidrag (Refereegranskat)
    Abstract [en]

    The manufacturing industry constantly strive to develop the competencies of their expert production engineers in order to achieve and maintain a competitive advantage. Research shows that the absorptive capacity of a firm is central in order to reach such a goal. The absorptive capacity of a firm is their ability to recognize the value of new external information, assimilate it, and apply it to commercial ends, and thereby exploit the conditions for innovation. In this paper we explore the rationales of organizations in the manufacturing industry for taking part in technology-enhanced competence development projects in collaboration with universities. Through interviews with key informants in 15 manufacturing industries we study the capabilities that organizations’ need for participation in e-learning initiatives. We present a framework for technology enhanced learning readiness comprised of awareness, e-learning maturity, dynamic capability and co-creativity.

  • 15.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Researchers design conceptions of e-learning courses targeting industry practitioners’ competence needs2018Ingår i: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 28, nr 3-4, s. 235-253Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper addresses two overall challenges that concern university research teachers' professional identities when they make design plans for blended e-learning courses targeting practitioners' competence needs. Research teachers' are challenged by finding applicable learning material that matches practitioners' experiences and workplace knowledge demands. They are also challenged when they need to digitise engineering learning content such as virtual labs, and machine-related cases such as turning and milling aligning to workplace needs. Design plans used for campus education is argued to be insufficient meeting these challenges. Consequently, researchers' professional identities become vulnerable when they cross boundaries between university and industry practices. Results show that even if researchers are not trained for educational e-learning design they identify concepts for digitising cases and labs. By applying a work-integrated learning strategy, the courses integrate practical and theoretical tasks and cases collected from the manufacturing industry workplaces and thereby support competence development. © 2018 Inderscience Enterprises Ltd.

  • 16.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Situated and Mediated Engineering Education: Researchers Design Conceptions of e-Learning targeting Industry Practitioners Competence needsIngår i: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055Artikel i tidskrift (Refereegranskat)
  • 17.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Sociomateriality and design – How do we un-pack technology for knowing in practice?: Research in Progress/Workshop2016Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Blended e-learning permeates flexibility and school is no longer the only place for learning, rather through e-learning courses new ways of building competences throughout life and integrated in the workplace can be accomplished. Technological artifacts, the material itself do not create learning,rather, social and pedagogical aspects from a participatory perspective in e-learning courses is needed to balance the impact of technology. Challenges to reach balance between material and social is in this paper illustrated as a sociomaterial learning practice through a work-integrated e-learning (e-WIL) project between a university and collaborating manufacturing industries. This learning practice comprise design of e-learning courses, target industry knowledge needs to reach for being a competent employee. Teachers' and course participants' activities show various challenges of work integrated e-learning. Early results from focus group sessions and observations are categorized as knowing-how to design and use digital learning technology, knowing-what knowledge to be learnt for work practice and knowing-when to use new knowledge in work practice.

  • 18.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    The Role of the Learning Centers for Web-based Distance Education2004Ingår i: Proceedings of the IASTED International Conference(WBE-2004) Web-Based Education, 2004, s. 350-355Konferensbidrag (Refereegranskat)
    Abstract [en]

    Distance Education (DE) is not a new phenomenon butinformation technology has increased the use and accessibility to education anywhere and anytime. In Sweden, it is possible to study online courses on university level, using locally placed learning centres (LC). Focus of the study was to get a better understanding of what role locally learning environment, has on students performance. 14 interviews were conducted on Arvika LC, with both students and LC staff. The result show that a LC promote socialisation, technical and administrative support. Communication on organisationaland pedagogical levels between LC, universities and students are though not satisfactory. Thus, we argue for the importance of learning centres as mediators to facilitate a locally constructed learning context.

  • 19.
    Lundh Snis, Ulrika
    et al.
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Barnheim, Bo-Göran
    Semcon Sweden.
    Hattinger, Monika
    Högskolan Väst, Institutionen för informatik och matematik (HTU).
    Towards a New Design Metaphor: Supporting Boundary Objects as Means of Knowledge Sharing in Community Networks2004Ingår i: ECIS 2004 Proceedings, 2004, artikel-id 169Konferensbidrag (Refereegranskat)
    Abstract [en]

    Working in the knowledge sector means dealing with increasing amounts of information, technology and people. Organizations as well as individuals in communities need to constantly maintain large repositories and networks of people, including colleagues, clients, experts, acquaintances and friends. This situation leads to complexity where person’s cognitive capability is insufficient when dealing with huge repositories of information and interaction. Viewing it as an individual problem has resulted in applications that highlight the need for structure and organization. We here define these applications in different levels where the first level is the office application generation, referring to “desktops” metaphors. The next generation, groupware applications, offers structure and process support for collaboration, but is still a rather limited “forum” metaphor. Our main argument is that current application generations and design metaphors are too limited when supporting the sharing of thoughts and associations in different community networks. We believe that a large portion of this problem is not related to information itself, but rather to processes of information categorization, navigation and interaction within and between communities. In our results we advocate the need for a new application generation and a new design metaphor, i.e. brainware applications based on “neural” metaphors. The result is a review of three application generations based on different design metaphors. We discuss several implications for a new design metaphor and suggest a design draft that supports boundary objects as means of knowledge sharing within and between communities.

  • 20.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS).
    Norström, Livia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Unpacking Social Media to explore professionals work practice2016Ingår i: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016 / [ed] Pareto, Lena, Svensson, Lars, Lundin, Johan, Lundh Snis, Ulrika Lundh Snis, 2016, s. 1-14Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Organizations are inspired by the massive social media use in the private domain and try to filter interactions and knowledge sharing in socialmedia also for professional purposes. Even if the interest in social media isstrong in the private domain, the use is far less widespread in organizations. The trajectory of traditional information spread through web platforms into use of new and open social media platforms stresses organization's and professionals to enrich user-generated content and take part in and enhance social networking. This study explore how social media is used in organizations and how professionals´ practice is challenged by use of social media of reaching out, sharing knowledge and interaction with target groups. Through illustration of two research cases; municipality-citizens' interactions and university-industry collaborations, three affordances of social media practice are emerging; incentives, perceptions and openness, where social media is constituted as the boundary object

  • 21.
    Hattinger, Monika
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Eriksson, Kristina
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för tillverkningsprocesser.
    Malmsköld, Lennart
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för automationssystem. Chalmers University of Technology, Department of Product and Production Development,.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Work-Integrated Learning and Co-creation of Knowledge: Design of collaborative technology enhanced learning activities2014Ingår i: Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37) / [ed] Ahmad Ghazawneh, Jacob Nørbjerg and Jan Pries-Heje, Ringsted, 2014, s. 1-15Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we aim to understand management’s perceptions of knowledge and competence development to inform the design of technology enhanced learning activities integrated in the workplace. Work-integrated learning can be viewed with the university lens on studies of formal education integrated in the workplace setting, but here we rather emphasize the conditions of the workplace as implications for design of successful e-learning initiatives. We conducted interviews with 15 manufacturing industries in Sweden and used qualitative content analysis approach to interpret the text data. Results show that companies describe a rich variation of work-integrated learning activities, but the step towards external collaboration with academia for co-production of knowledge is marginal. Also, broad-minded work for innovations is limited. This imply the need for well-planned design of richer collaborative acitivites between academia and organizations through use of media technology to encourage competence development.

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