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  • 401.
    Wynn, Eleanor
    et al.
    Ronin Institute; United States.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Reputation Control and Theoretical Innovation in Two Academic Cultures2019In: Twenty-fifth Americas Conference on Information Systems, Atlanta, GA, USA: Association for Information Systems ( AIS ) , 2019, p. 1-10Conference paper (Other academic)
    Abstract [en]

    A meta-review of the history of qualitative and critical theory in Information Systems (IS) and HumanComputer Interaction (HCI) illustrates how source disciplines and publication outlets can filter reputation and affect methodological diversity. An academic cultures framework allows us to compare disciplines and explain different timelines for methods and theories. IS has many publication outlets, while HCI reputations depend on publication in the ACM Conference on Computer-Human Interaction (CHI). The fields deal with similar topics but are shaped by different institutional contexts. Qualitative research and critical theory arose in Information Systems during the 1980s and 1990s, while a search of HCI literature shows no critical theory until the 2000s. An open field of journals may create affordances for new approaches, whereas filtering reputation through a core conference may constrain them. The rise of platforms may blur domain distinctions through a common focus on AI, privacy and information integrity.

  • 402.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1544-1551Conference paper (Refereed)
    Abstract [en]

    This paper contributes with a model for evaluating IT supported workplace training (e-training). Since the problem domain of e-training is in the intersection of work, learning and IT, evaluating e-training is complex with multiple stakeholders. Venable et al (2012) provide a framework for how to choose evaluation strategy and method in design science research. This framework is applied to a desing science research project aiming for a design framework for developing e-training systems. A model based on the framework by Venable et al. (2012) and the design science research case is then suggested.

  • 403.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    Design for e-training2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about designing technology that supports and enhances learning in and for the workplace. This is realized through an e-training system of web lectures. Designing e-training means designing for interaction in a user friendly way while accommodating for the pedagogical and instructional strategies that are inherent in learning systems. The objective of this thesis is to inform how technology can be designed to support workplace training by acknowledging the context demands of every day work. The context for this thesis is the government authority in Sweden called the county administration. The research in this thesis follows the approach of design science research and design principles for e-training through web lectures emerged in collaboration with members of the county administration through four design cycles of problem awareness: conceptual suggestion, system development, and evaluation. The perspective on learning adopts that of socio-cultural learning since it acknowledges the importance of context by stressing the relationship between learning and the context in which the learning occurs. A framework called authentic e-learning with nine core design principles was chosen as a kernel theory. The first version of the web lecture application was based on the unchanged design principles of authentic e-learning. The design principles were then evaluated in the context of a work place and after four design cycles some of the original design principles was still unaltered, some was adapted to the conditions of work place learning and new principles emerged from the evaluation process. The thesis concludes with eight design principles for e-training through web lectures.

  • 404.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Design Guidelines Through Educational Mining2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1854-1857Conference paper (Refereed)
    Abstract [en]

    Great effort is put into improving online education, focusing on how students learn and how teachers' can help the students' to be effective in that process. Recently the interest in using web mining techniques in e-learning environments (educational mining) for this purpose has increased. The efforts can be oriented towards assisting the students' learning process, the teachers' scaffolding efforts or the administrators' to make the web site more efficient. It is argued in this paper that educational mining also have great potential in deriving design guidelines for the e-learning environment and not only support the processes taking place after the system is developed and implemented.

  • 405.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Kautz, Karlheinz
    Copenhagen Business School.
    Multimedia instruction in a workintegrated e-learning environment: Findings from the early stages of a design researchproject2007In: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30, University of Tampere , 2007, p. 683-698Conference paper (Refereed)
    Abstract [en]

    This paper reports from a design process within an e-learning project. An e-learning web lecture on how to search the World Wide Web was created based on narrated screen captures and power point slides. A framework grounded in situated learning was used to create the multimedia instruction for the web lecture. Flexibility vs. collaboration, multimedia instruction vs. multimedia interaction and situated content vs. situated use headlines the discussion on challenges where theory and practice deliver conflicting implications for system design.

6789 401 - 405 of 405
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