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  • 201.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Nilsson, Stefan
    University West, School of Business, Economics and IT, Division of Media and Design.
    Re-thinking the LMS: Designing for Engaged Collaboration2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 1702-1707Conference paper (Refereed)
    Abstract [en]

    While there has been extensive research done on technology supporting communication and interaction in online higher education, this research focus on the potential of new web development tools for designing educational technologies. With the recent advent and maturity of the HTML5-standard together with CSS3 and advanced javascript libraries such as jQuery andNode.js developers now have access to tools enabling them to create dynamic, web-based systemssupporting rich social interaction & collaboration between students & educators with features that were previously only available in proprietary applications. This paper reports from an ongoingresearch project utilizing a design research approach aimed at creating and evaluating such a tool.

  • 202.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Östlund, Christian
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Framing work-integrated e-learning with techno-pedagogical genres2007In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 10, no 4, p. 39-48Article in journal (Refereed)
  • 203.
    Swenman, Patrick
    University West, Department of Economics and IT, Division of Media and Design.
    UGV - Kvalité räknas: En undersökning om skillnader mellan användargenererade videos på Youtube2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis we analyzes the 75 largest user generated videos (UGV) at Youtube. The goal is to be able to place videos into categories by identifying differences and similarities between different videos. By doing this we'll be able to calculate if there is a difference in exposure value between different kind of videos. Our findings indicates that videos with a higher production quality may have a greater chance of being shared.

  • 204.
    Tallvid, Martin
    et al.
    Göteborgs universitet, Avdelningen för lärande, kommunikation och IT.
    Lundin, Johan
    Göteborgs universitet, Institutionen för tillämpad IT.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lindström, Berner
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Göteborgs universitet.
    Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom2015In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 18, no 1, p. 237-249Article in journal (Refereed)
    Abstract [en]

    The research reported in this article explores and discusses students' use of laptops in a 1:1 setting. A problem experienced by teachers is that the laptops are possible distractors and tempt students to engage in use that is not in line with the teacher's idea of what would be suitable in relation to the current assignment. Three annual surveys in combination with interviews and classroom observations were carried out in two Swedish secondary schools during a phase of the implementation of 1:1-laptops. The results show how that there is not a reciprocal correlation between sanctioned laptop use and unsanctioned laptop use. The findings also show that the students' unsanctioned use of laptops was relatively high, but stable throughout the duration of the three years. Furthermore, results show that the number of students who do not game or chat at all has increased every year. The findings have implications for the discussions concerning the use of personal laptops in secondary schools.

  • 205.
    Thielen, Julia
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Goffe, Karin
    University West, Department of Economics and IT, Division of Media and Design.
    Internet of Things och marknadsföring: En kvalitativ studie om användning av Internet of Things inom marknadsföring2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to identify the relationship between marketing and the Internet of Things. The goal is to contribute to increased knowledge for marketers and Internet of Things developers to understand the opportunities and challenges it is in creating marketing with the Internet of Things. To explore this matter we have used inductive approach and then made a qualitative interpretation of semistructured interviews. Through subjective selection we have selected five respondents in which everyone has actively worked with the Internet of Things in combination with marketing and there by possesses experience and knowledge of the subject. We have analyzed the answers of the respondents based on theories and concepts that involve content marketing, context marketing, interactive marketing, big data and privacy by design. The results of this thesis show that the combination of the Internet of Things and marketing is best suited to develop the customer relationship between consumers and businesses. To expand the interaction- and relationship perspective will be in focus, and to create value of the Internet of Things for the consumer. These opportunities can be summarized in the concept of "mother sees you," and that is precisely the concept that embody Internet of Things in marketing. Although the thesis demonstrates the possibilities of using the Internet of Things in marketing the challenge in getting the customer to feel confident to hand over data about themselves to the Internet of Things and see the benefits of doing so remains. To analyze the data that the customer creates and know how to use it is also a challenge for marketers and Internet of Things developers. The thesis discuss the risk that comes with the lack of framework of rules to lean on in the development of marketing with Internet of Things.

  • 206.
    Vogel-Rödin, Rasmus
    University West, Department of Economics and IT, Divison of Informatics.
    Blivande lärares perspektiv på nätmobbning: En studie baserad på transcendental fenomenologi2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The impact of digital communication due the ever-expanding Internet, has made cyberbullying a more frequent focused on topic. Smartphones and tablets are today standard communication tools used by students. However, there are few policies or guidelines describing how the consequences of this use, should be handled, or approached. This transcendental phenomenological study focus on prospective teachers, experience and experiences of cyberbullying in school, were they play a critical role in working proactive. The prospective teachers described various different experiences regarding social network sites, Internet behavior, cyberbullying in school, and proactive work related to cyberbullying. The study shows that cyberbullying is a multidimensional phenomenon, were emotional, social and technical dimensions are described with detailed experiences. Finally, the study reveals prospective teachers common unawareness and insecurities generally in schools, due to lack of knowledge and education, on how they should act when faced with the problems cyberbullying creates.

  • 207.
    Wiberg, Olivia
    et al.
    University West, Department of Economics and Informatics.
    Ström, Frida
    University West, Department of Economics and Informatics.
    Publish on-the-go: en studie av mobilt socialt nätverkande hos early adopters2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis analyzes mobile social networking, with the use of smartphones. The purpose is to illustrate what subjective user values there are for the user type known as "early adopters". We look deeper into how society is changing due to how technology is advancing, and what consequences these changes bring us. Furthermore, we study a specific group of people, professionally engaged within the IT and Media business and therefore progressive in adopting new technologies. We study their use of the social network Facebook combined with Apple’s iPhone, and analyze the result of interview research and observations, using the theoretical model Theory of Consumption Values. This model is used to clarify different types of user-experienced values, such as functional values, social values, emotional values, epistemic values and conditional values. By analyzing the result, we find that the prime values among our participants concern availability and information. Distinguishing how social networking among our participants focuses on personal approach, the value of the personal trademark, and how knowledge and accessibility with new technologies and trends come to be extremely important within their profession.

  • 208.
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 20162018In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 56, no 3, p. 315-343Article in journal (Refereed)
    Abstract [en]

    Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to master to teach successfully using technology, and has drawn much attention across the educational field. Yet, the framework has been criticized for not being practically useful, due to inaccurate and insufficient definitions. To better understand the critics and the usefulness of the framework, an investigation of how the framework has been applied to show teacher TPACK is needed. This study is a systematic literature review of107 peer-reviewed journal articles concerning the use of TPACK in empirical studies published from 2011 to 2016. The study supplements previous review studies with more recent work on general characteristics of TPACK studies as well as contributes an analysis of how the framework has been applied to identify teacher TPACK inrecent literature. Findings show a variety of approaches and instruments to examine teacher TPACK. Most common is to identify teacher TPACK via self-reporting, while performance evaluations of teaching activities are rare. Additionally, the ways TPACK is operationalized as a measuring instrument are often implicit and make comparison of results difficult. Future directions for research are discussed.

  • 209.
    Wissmach, Toni
    University West, Department of Economics and IT, Division of Computer Engineering.
    USB 3 jämfört med 2.0: En jämförande studie om bulköverföringar2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Fokuset i denna studie ligger huvudsakligen på en av de fyra överföringstyper som USB 2 och 3 använder sig av, bulköverföringar. Från den valda typen av överföring kommer tider och hastighet mätas i tolv testfall. Alla testfall delas in i två grupper ett där mätningarna genomförs under tiden media strömmas ifrån en annan USB-enhet för att belasta USB-bussen. Och ett annat där bussen är obelastat. Värden visas och jämförs sedan med hjälp av grafer och histogram där medelvärden, standardavvikelser samt variationskoefficienten har tagits fram.

    Resultatet i denna studie visar att USB 3 en högre variationskoefficient i vissa lägen. Mätvärden visar att USB 3 har ett lägre variationskoefficientvärde när testdatan består av många små filer än vad det gör för USB 2. Dock ökar variationskoefficienten för USB 3 när filstorleken blir större jämfört med USB 2 som påvisar en sjunkande variationskoefficient.

  • 210.
    Yako, Aram
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Dahl, Isak
    University West, School of Business, Economics and IT, Divison of Informatics.
    Factors that affect usage intention towards mobile augmented reality in fashion e-commerce.: A quantitative study using UTAUT2 model2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today e-commerce is growing more and more popular. It might be because of the easy access directly from the home or workplace. It might also have to do with the continuous smartphone evolution allowing more people internet access than ever before. Augmented reality (AR) is a technology that can generate virtual objects and integrate them into the real world. When new technology such as AR enters the field of ecommerce, it is difficult to predict the consumers' response. This study will focus on the factors that are important for consumers' usage intentions towards mobile AR in fashion e-commerce. A few of these factors are how well technology provides benefits in performing certain activities, how easy it is to use technology and how enjoyable it is to use it. Based on past research, an acceptance model (UTAUT2) was adopted to examines what factors affect user's intention to use mobile AR in fashion e-commerce. PLS-SEM was used to estimate the relationship between factors in the UTAUT2 model. With the help of social media, a survey was distributed with the "snowball technique" to gather information. To limit the data, only those between the ages of 16 and 38 were allowed to participate in the survey. Towards the end of the timeframe of collecting data, there were 120 participants. Only two out of the six investigated factors had a positive impact on user's usage intentions: habit and performance expectancy.

  • 211.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Design and redesign of a multimodal classroom task: implications for teaching and learning2015In: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 14, no 1, p. 139-159Article in journal (Refereed)
    Abstract [en]

    Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.

  • 212.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Similar products different processes: Exploring the orchestration of digital resources in a primary school project2014In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 81, p. 247-258Article in journal (Refereed)
    Abstract [en]

    Today, teachers and pupils are interacting with digital devices during different types of activities in theclassroom context. During such activities, dialogic interaction has a particular value as a pedagogicalpractice that helps to develop pupils' understanding. This study has explored the question: In what waysdo digital resources support dialogic and synergistic interaction?In order to explore primary schoolpupils' interaction within group activity and how they make use of the features of the laptops, theempirical material was collected through video recordings and further analysed with the interactivityanalysis framework (IAF) developed by Beauchamp and Kennewell (2010). The findings show thatalthough the products produced by the different groups of pupils were similar in a technological way (i.e.the pupils used the same modes of expression), the patterns of interaction during the group processesvaried. Two out of six groups used the digital resource as an 'object of interaction', where the tool had amore passive role during the group collaboration. The other four groups used the ICT resource as a 'toolfor interaction', where the resource became more of an interaction partner during the meaning-makingprocesses, which opened up opportunities for learning. The findings also indicate that the interplay inthese four groups between the group members and the laptop features seems to have developed thepupils' understanding of ICT resources as well as their understanding of the subject content during thegroup work. Synergistic interaction with ICT was rather rare but was observed in one of the groups

  • 213.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-learning use patterns in the workplace: Web logs from interaction with a web based lecture2012In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, no 4, p. 4-8Article in journal (Refereed)
    Abstract [en]

    When designing for e-learning the objective is todesign for learning i.e. the technology supporting thelearning activity should aid and support the learningprocess and be an arena where learning is likely to occur. Toobtain this when designing e-learning for the workplace theauthor argue that it is important to have knowledge on howusers actually access and use e-learning systems. In order togain this knowledge web logs from a web lecture developedfor a Scandinavian public body has been analyzed. During aperiod of two and a half months 15 learners visited the weblecture 74 times. The web lecture consisted of streamingvideo with exercises and additional links to resources on theWWW to provide an opportunity to investigate the topicfrom multiple perspectives. The web lecture tookapproximately one hour to finish. Using web usage miningfor the analysis seven groups or interaction patternsemerged: peaking, one go, partial order, partial unordered,single module, mixed modules, non-video modules.Furthermore the web logs paint a picture of the learningactivities being interrupted. This suggests that modulesneeds to be fine-grained (e.g. less than 8 minutes per videoclip) so learners’ do not need to waste time having to watchparts of a video clip while waiting for the part of interest toappear or having to fast forward. A clear and logicalstructure is also important to help the learner find their wayback accurately and fast.

  • 214.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Jobe, William
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-training through web lectures2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 397-402Conference paper (Refereed)
    Abstract [en]

    This paper sets out to inform how technology can be designed to support formal workplace training by acknowledging the context of every day work. The research in this paper follows the approach of design science research and a design theory for e-training through web lectures emerged in collaboration with members of the county administration through four designcycles of problem awareness: conceptual suggestion, system development, and evaluation. Aframework called authentic e-learning with nine design principles was chosen as a kernel theory.The design principles were then evaluated in the context of workplace learning and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of workplace learning and new principles emerged from the evaluation process.

  • 215.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Kautz, Karlheinz
    Copenhagen Business School.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Towards adapting authentic learning for formal workintegrated e-learning2009In: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09, 2009, p. Aricle 29-Conference paper (Other academic)
    Abstract [en]

    This poster reports from the initial steps of formulating a prescriptive design theory to support the development of scholastic/formal work-integrated e-learning systems. For this purpose a framework for authentic learning, developed andevaluated in a school setting and the eight components of design theories by Gregor and Jones has been used to guide two elearning activities in a work setting. Adapting authentic learning to a formal work-integrated e-learning context calls for a simplification of the framework where some elements of authentic learning become peripheral whereas others become more central. Copyright 2009 ACM.

2345 201 - 215 of 215
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