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  • 501.
    Sandblad, Anders
    University West, School of Business, Economics and IT, Divison of Informatics.
    Går det att bli erfaren snabbare?2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhätttan: University West , 2019, p. 16-16Conference paper (Other academic)
    Abstract [sv]

    Ingenjörer, som är nya i arbetslivet, är väl skolade i teknik och teknisk problemlösning. Men utmaningarna och fallgroparna i tekniskt utvecklingsarbete handlar inte så mycket om att lösa svåra tekniska problem, som om mänsklig interaktion, samarbete och ansvarstagande, vilket unga ingenjörer i allmänhet inte är tränade i. De har goda teoretiska och tekniska kunskaper från skolan, men saknar praktisk erfarenhet.

    Frågan är om det är möjligt att hjälpa de oerfarnas erfarenhet på traven: Går det att bli erfaren snabbare?I en pågående fallstudie, som ingår i ett avhandlingsprojekt vid Högskolan Väst, studeras effekterna av ett tvåårigt utbildningsprogram för unga ingenjörer som bedrivs i regi av teknikkonsultföretaget Combitech. Fallstudien handlar om att bättre förstå unga ingenjörers utveckling under deras första tid i arbetslivet, dvs det första stadiet i uppbyggnaden av deras professionella erfarenhet och omdöme.Företagets avsikt med utbildningsprogrammet är att hjälpa deltagarna i deras utveckling att bli skickliga ingenjörer och konsulter, så att de snabbare blir effektiva i sitt arbete. Den aktuella fallstudien kan därför ses som en utvärdering.

    Programmet har genomförts med drygt 30 grupper á 6-12 konsulter sedan 2006. Parallellt med att de har sina första konsultuppdrag, genomgår de interna utbildningar av olika slag. Kärnan är ett koncept för erfarenhetsutveckling omfattande en serie á 9 seminarier på olika teman med koppling till arbetslivet, där deltagarna reflekterar över sina erfarenheter från det arbete de utför.Vid ett avslutande seminarium skriver och reflekterar deltagarna över sin egen utveckling. Deltagarnas texter och reflektioner utgör fallstudiens empiriska material. Hur har de utvecklats under programmet? Vad har de lärt sig och hur har de lärt sig? Analyser av materialet har inletts under hösten 2019. Resultaten förväntas kunna ge implikationer på utformningen av såväl yrkesinriktad utbildning som introduktion av unga i arbetslivet.

    Programmets seminarier bygger på en strukturerad metod för reflektion över praktisk erfarenhet genom läsande, skrivande och dialog, kallad dialogseminariemetoden. Metoden är ett av resultat av mångårig forskning om yrkeskunnande vid KTH, där man studerat den praktiska erfarenhetsbaserade kunskapens särart och sökt metoder att med hjälp av bl a konst och litteratur utveckla och överföra denna.

  • 502.
    Sapkota, Sanjaya
    University West, School of Business, Economics and IT.
    An Empirical Investigation of Factors Affecting Technology Adoption in Software Development: Identifying Key Factors in the Context of Nepal2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This research study investigates the factors influencing technology adoption in the software development industry, specifically focusing on developing countries like Nepal. An empirical investigation was carried out for this research. In total, ten participants were interviewed and NVivo was employed as a tool for thematic analysis purposes. The study identifies five significant factors that impact technology adoption in the software development industry: Government and Policies, Resistance to Change, Integration Issues, Technical Complexities, and Time and Cost Overruns. Each factor is thoroughly analyzed to understand its influence and implications on technology adoption. The research findings are supported by empirical evidence and theoretical underpinnings, drawing upon the widely accepted Extended Technology Acceptance Model (TAM2). This theoretical framework provides a solid foundation for comprehending the relationship between technology adoption and the identified factors. The study contributes to the existing knowledge on technology adoption in developing countries and offers valuable insights for policymakers, software development companies, and engineering teams. These findings serve as a guide to navigating the challenges associated with technology adoption in the software development industry.  

  • 503.
    Selldén, Mattias
    et al.
    University West, School of Business, Economics and IT.
    Bekk, Jonathan
    University West, School of Business, Economics and IT.
    Designprinciper för digitala portfolios: En Action Design Research-studie med inriktning mot läkares specialiseringstjänstgöring (ST)2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to identify and develop general design principles for competence management using the Action Design Research method. The empirical context of the study consists of specialist medical training within the NU-healthcare in the Västra Götaland region. The study begins with an overview of previous research on competence management systems and digital portfolios, followed by a qualitative preliminary study to map the problem area. Based on the preliminary study, we propose six tentative design principles that we then use to develop a visual prototype for a digital specialist medical training portfolio. The prototype is intended for user testing to further develop and verify the proposed design principles. Evaluation of the prototype is partially conducted.

  • 504.
    Silverplats, Katarina
    et al.
    University of Gothenburg, Sahlgrenska University Hospital, Department of Orthopaedics.
    Lind, Bengt
    Gothenburg Spine Center.
    Zoega, Bjöörn
    Landspitali University Hospital, Reykjavik.
    Halldin, Klas
    University of Gothenburg, Sahlgrenska University Hospital, Department of Orthopaedics.
    Gellerstedt, Martin
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Rutberg, Lena
    University of Gothenburg, Institute of Neuroscience and Physiology, Department of Clinical Neuroscience and Rehabilitation.
    Brisby, Helena
    University of Gothenburg, Sahlgrenska University Hospital, Department of Orthopaedics.
    Health-related quality of life in patients with surgically treated lumbar disc herniation: 2- and 7-year follow-up of 117 patients2011In: Acta Orthopaedica, ISSN 1745-3674, E-ISSN 1745-3682, Vol. 82, no 2, p. 198-203Article in journal (Refereed)
    Abstract [en]

    Background and purpose: Health-related quality of life (HRQoL) instruments have been of increasing interest for evaluation of medical treatments over the past 10-15 years. In this prospective, long-term follow-up study we investigated the influence of preoperative factors and the change in HRQoL over time after lumbar disc herniation surgery. Methods: 117 patients surgically treated for lumbar disc herniation (L4-L5 or L5-S1) were evaluated with a self-completion HRQoL instrument (EQ-5D) preoperatively, after 2 years (96 patients) and after 7 years (89 patients). Baseline data (age, sex, duration of leg pain, surgical level) and degree of leg and back pain (VAS) were obtained preoperatively. The mean age was 39 (18-66) years, 54% were men, and the surgical level was L5-S1 in 58% of the patients. The change in EQ-5D score at the 2-year follow-up was analyzed by testing for correlation and by using a multiple regression model including all baseline factors (age, sex, duration of pain, degree of leg and back pain, and baseline EQ-5D score) as potential predictors. Results: 85% of the patients reported improvement in EQ-5D two years after surgery and this result remained at the long-term follow-up. The mean difference (change) between the preoperative EQ-5D score and the 2-year and 7-year scores was 0.59 (p < 0.001) and 0.62 (p < 0.001), respectively. However, the HRQoL for this patient group did not reach the mean level of previously reported values for a normal population of the same age range at any of the follow-ups. The changes in EQ-5D score between the 2- and 7-year follow-ups were not statistically significant (mean change 0.03, p = 0.2). There was a correlation between baseline leg pain and the change in EQ-5D at the 2-year (r = 0.33, p = 0.002) and 7-year follow-up (r = 0.23, p = 0.04). However, when using regression analysis the only statistically significant predictor for change in EQ-5D was baseline EQ-5D score. Interpretation: Our findings suggest that HRQoL (as measured by EQ-5D) improved 2 years after lumbar disc herniation surgery, but there was no further improvement after 5 more years. Low quality of life and severe leg pain at baseline are important predictors of improvement in quality of life after lumbar disc herniation surgery. © Nordic Orthopaedic Federation.

  • 505.
    Sinclair, Alexandra
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Kylefalk, Julia
    University West, School of Business, Economics and IT, Division of Media and Design.
    Influencers påverkan på unga kvinnor i Generation Z: En studie om hur influencers berör unga konsumenter på sociala medier2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Many organizations today handle a large number of young customers from the so called "Generation Z". For this reason, there is a great need for organizations and companies to gain a practical insight into how they can understand the generation's use of platforms. It is also necessary to explore the list of both opportunities and threats for marketers who target their marketing to these particular young users via social platforms. Therefore, the purpose of this study was to investigate how young women in Generation Z experience influencers on social media, and also to examine the factors that affects their buying intention as well as their trust in influencers. The purpose was also to study how women in Generation Z perceive the content that is placed on influencers' different channels in terms of paid collaborations.

    In chapter two, a number of different models and theories have been presented, such as social media, influencers, influencer marketing, credibility and buying intention. The study has also been based on a qualitative study as well as a quantitative pilot study through a questionnaire as well as six interviews, which means that a method combination was applied. The selection was based on women in Generation Z. The purpose of these methods was to answer three research questions.

    The result suggested that many young women in Generation Z appreciated the content that influencers put on their various channels of social media. The result also showed that many women claimed to have a certain relationship with the influencers they follow, which made it easier for them to receive advertising and paid collaborations in a positive way. Furthermore, it was found that some of the respondents considered themselves as "positively influenced" by the influencers they follow. At the same time, there were experiences of a negative impact of influencers in Generation Z. Thus, it was established that all individuals in Generation Z experienced influencers and their content as something positive. On the other hand, they are both positively and negatively affected by them.

  • 506.
    Sjölie, Daniel
    University West, School of Business, Economics and IT, Divison of Informatics.
    Practical Mixing of Virtual and Real2019In: VILÄR 5-6 december 2019, University West, Trollhättan: Abstracts / [ed] Kristina Johansson, Trollhättan: University West , 2019, p. 19-20Conference paper (Other academic)
    Abstract [en]

    Virtual reality (VR) has the potential to provide office working environments with essentially limitless customizations, including screens, whiteboards or tables of any size and number, and the ability to store and switch between environments. Having an arbitrarily furnished office space for each project enables improved workflows as activities and trains of thought can be resumed based on the rich state of the surrounding environment, saved without effort from the last session. Still, adoption of VR in office working environments remains limited and the issue of how workers may be supported in this development is of interest.

    A likely reason for the limited adoption is the isolation from the real world that is inherent to traditional head-mounted VR. Initially, augmented reality (AR) seems well positioned to address this limitation, combining a primary view of the real world with augmented virtual screens, whiteboards, etc, but pure AR has limitations of its own. With AR, it becomes difficult or impossible to hide away distractions of the real world and the potential for immersive AR (not restricted to a narrow field of view) is very limited with current technology. What we suggest, and want to bring up for discussion in this session, is that we should strive to enable deliberate mixing of the real and virtual, freely picking which parts to incorporate into our practical working environment.We have experimented with techniques to create interactive and pragmatic mixed reality (MR) where objects, furniture, and people from the real world may be mixed into the virtual environment as desired. Using a Kinect depth camera we captured a view of the real world in full 3D and integrated select parts into a virtual environment. The goal is to give the user full control of this space and make it possible to draw on the full advantages of VR while simultaneously feeling safe and aware of your physical surroundings.

  • 507.
    Sjöström, J.
    et al.
    University, Uppsala, Department of Informatics and Media, Uppsala Sweden.
    Kruse, L. C.
    University of Liechtenstein, Institute of Information Systems, Vaduz, Liechtenstein.
    Haj-Bolouri, Amir
    University West, School of Business, Economics and IT, Divison of Informatics.
    Flensburg, Per
    University West, School of Business, Economics and IT, Divison of Informatics.
    Software-embedded evaluation support in design science research2018In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 10844 LNCS, p. 348-362Article in journal (Refereed)
    Abstract [en]

    Even though the practice of integrating evaluative features into software has long been applied in commercially available software, it is still underrepresented in the Information Systems (IS) community. This paper presents a framework for embedded evaluation support. We are aware of the challenges of evaluation of socio-technical systems and take this issue into consideration in our framework. Our framework is the result of conceptualizations drawing from the evaluation discourse discussion on the topics of artifact evaluation in DSR. We also demonstrate our ideas through two examples of embedded evaluation support mechanisms designed and used in a DSR project in the Swedish healthcare sector. © Springer International Publishing AG, part of Springer Nature 2018.

  • 508.
    Sjöström, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Chandra Kruse, Leona
    University of Liechtenstein, Vaduz, Liechtenstein.
    Haj-Bolouri, Amir
    University West, Department of Economics and IT, Divison of Informatics.
    A Design Theory for Built-in Evaluation Support2016In: 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, p. 1-17Conference paper (Other academic)
    Abstract [en]

    Even though the practice of integrating evaluative features into the artifact has long been applied in commercially available software, it is still under represented in IS community. This paper presents a design theory for built-in evaluation support. We seek to incorporate the idea of 'the self-evaluating artifact' into the design science research. We are aware of the challenges in designing built-in evaluation features in socio-technical systems and take this issue into consideration in our framework. While the theory draws from the literature on evaluation in DSR, we also provide an expository instantiation of the theory demonstrating a built-in evaluation support mechanism designed and used in DSR research in the Swedish healthcare sector.

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  • 509.
    Sjöström, Thomas
    University West, Department of Health Sciences. Campus Västervik, Västervik, (SWE).
    Platsens betydelse för lärande i primärvård på landsbygden: Digital vård och sociala rum2023Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Introduction

    E-health, defined as digital healthcare services enabling remote contact between patient and caregiver, has gained increased attention in scientific research during the recent decades. Given the rapid pace of technological progress and the ever-changing nature of work, health care professionals constantly need to learn new technologies (Agrawal & Prabakaran, 2020; Carlander, 2021; Samuelson et al., 2022). Such learning can take place in different ways. Over the past thirty years, theories of work-integrated learning (WIL) have emerged, initially focusing on individual practitioners formal learning as an organized activity in educational settings, only to later widen the scope to include informal learning – learning as a dimension of everyday practice – at individual, group and organizational level. In this thesis, health care professionals’ informal learning is studied.

    E-health, at times conceptualized as a place-independent technology liberating health care from its spatial limitations, is analysed from a place perspective, thus contemplating on the importance of place when presumably place-independent technologies are implemented in everyday practice. While the general conditions for primary care in urban and rural areas have been researched to some extent (e.g. Ekman et al., 2019; Kullberg et al., 2018; Lindberg & Carlsson, 2018; Lindberg et al., 2021; Myndigheten för vård och omsorgsanalys, 2021) it remains to explore in what ways these conditions can affect professional learning in an e-health context, thus affecting how technology is used. A perspective that describes the technology as place-independent could suggest that the technology works in a similar way everywhere, a one-size fits all, regardless of where practice is conducted. But with few exceptions (e.g. Currie et al., 2015; Lindberg et al., 2021; Lindberg & Carlsson, 2018; Salemink et al., 2017), e-health in primary care from a place perspective has rarely been studied and problematized. Although the relevance of e-health for rural areas has been identified, there is still a lack of research and knowledge regarding e-health in rural areas (Lindberg & Carlsson, 2018) and the spatial shift that occurs when care moves from a physical to a digital space. In health research, calls for research with place perspectives have been voiced, as health is linked to the social, and the social to a place (Wiles et al., 2009); in this case, what takes place while learning digital health in a social space.

    The setting of this study is a rural primary health care center located in Sweden. In the area of the health care center, geographical distances are longer, the population older, and the digital infrastructure to some extent deficient, compared to the national average. The study describes and analyzes healthcare professionals’ learning, use of e-health services and their experience of the potential and limitations of e-health in their rural context. In addition, patients 65 years and older are interviewed, as they form a central part of the care environment described and thus the health care professionals’ everyday learning environment.

    Aim and research questions

    The overarching purpose of the study is to contribute with an increased understanding of how health care professionals in primary care come to learning and e-health services to use in a health care environment with physical geographical distances, an aging population, and to some extent insufficient digital infrastructure. The following research questions guided the work:

    - How can health care professionals’ learning and use of e-health technologies be understood from a place perspective?

    - Which opportunities and limitations do e-health pose in rural primary care?

    - How are older people's experiences taken into account when e-health services are used and how does the elderly patient (65 years and older) experience an increasingly digital primary care environment?

    Method

    This study emanates from data produced january 2021 to may 2022 through interviews with health care professionals (N=14) and patients aged 65 years and older (N=14). Health care professionals were recruited from a primary health care center in a rural area in Sweden. Patients were recruited from the same area. The health care professionals comprised of doctors, nurses, assistant nurses, medical secretaries and a health care center manager. Semi-structured interview guides were used during the interviews. The health care professionals were asked questions about individual use of digital health technologies, motivation to use digital health technologies, professional learning and development and experience of digital health in a rural setting. Patients were in a similar fashion asked about individual use of digital health technologies, motivation to use these technologies and their personal relationship to the health care center. All data were analyzed in accordance with constructive grounded theory as described by Charmaz (2017, 2014, 2012, 2005, 2000). This variant of grounded theory has gained influence in recent years and has also become popular in the health sciences (Albert, 2019; Mills et al., 2006). The difference between classical grounded theory and the constructivist-based grounded theory can be seen as a difference in ontology and epistemology. In the constructivist-based theory, unlike the classical grounded theory, the researcher is seen as a co-creator of the empirical material. Through his/her interpretations, the researcher becomes part of what is being studied, which means that the empirical material is subsequent to change. Charmaz (2014) describes constructivist grounded theory as a method that can lead to creative interpretations as the analytical process can contribute with an understanding of both social processes and general events.

    Results

    During interviews, health care professionals and patients assigns the health care center connotations that are also used to describe the wider setting of the health care practice, the “countryside”; a place with geographical distance but also social proximity, often contrasted and compared with a notion of a more impersonal care in the city. The “personal care” described at the local health care center is made possible due to spatial continuity, in part created by relationships and networks built up over time, in part due to the emotional connections to the health care center as a physical place. For patients, recognition creates a knowledge-based continuity, which in turn provides security and emotional ties between patient and professional. Health care professionals view these relationships as an integral part of creating good care. The emphasis of personal relationships and the importance of the social in care – i.e. informal, spontaneous meetings between patient and nurses – shows how the health care have established a social role in local society. Both professionals and patients describes the health care center as a meeting place, a place with no boundaries for access to health care. However, e-health technologies, for example digital care meetings via videolink, is to a large extent viewed as creating new boundaries. Health care professionals describe how the elderly patient lacks knowledge or is too unaccustomed to use digital tools, why elderly patients opt out of digital care meetings in favor of a physical visit. Interviewed patients, however, describe that they – with variations but to a large extent – are digitally savvy. Instead, opting out of digital care is an expression of active choice. The health care center is an appreciated meeting place that delivers a social, informal and spontaneous dimension of care, dimensions the digital care meeting cannot offer. vii Together with this empirical data, theoretical data of social health, affordances and the importance of third places in local society, shows the relation between place and learning. Gibson's (1979) concept of affordance encompasses the conditions that emanate from a particular place, a place-related action-borne knowledge based on the resources offered in the surrounding environment, thus providing answers to what the environment can offer in regard to its possibilities and limitations. On the superficial level, a coverage map showing the digital infrastructure in the health care centers’ immediate area – showing whether a digital care meeting is at all possible – describes one of the affordances that exist when the health care professionals are faced with the decision to schedule a digital care meeting. On the other hand, there are also more abstract affordances at play: the view of the patient's relationship with the health care center and its professionals, the local role of the health care center, the patient's readiness – i.e. digital literacy – to conduct a digital care meeting and the question of the nature of a “good” care meeting.

    Discussion and conclusion

    The study highlights the importance of viewing learning from a sociocultural perspective. Although Gibson's (1979) affordances previously have been used in research on learning, it could be argued that this has been done with a narrow interpretation of what constitute an affordance. For example, workplace affordances have been limited to which learning opportunities are easily accessible to workers, the employee's ability to create learning opportunities for themselves, and access to teachers (e.g. Berkhout et al. 2017). But since a workplace cannot be seen as a solitary unit, more studies need to shed light on e-health from a place perspective where health care activities, such as e-health, are seen together with their cultural and social context. To understand what learning is possible, an understanding of place is required. Following a socio-material perspective the affordance cannot be limited to the characteristics of an actor or technology – what it enables – but also something that consists of the relationship between people, technology and the socio-cultural environment, the social practices that the technologies creates and offers. In this case e-health usage is limited by both health care professionals and patients, but in different ways. For health care professionals, the low digital readiness that they perceive among their patients formulates limits to usage. For the patients, however, usage is primarily not a question of lack of knowledge regarding digital health care services, rather, the patients make an active choice in favor of a social, physical visit to the health care center, instead of a perceived anonymous digital health care meeting.

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  • 510.
    Smedberg Johnsson, Paulina
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Nguyen, Roby
    University West, School of Business, Economics and IT, Divison of Informatics.
    Erfarna och oerfarna utvecklares upplevelser om testdriven utveckling2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study focuses on use of a method in software development: test-driven development (TDD). TDD is an iterative method that integrates tests during software development. The method changes the way of software development and it can be perceived different depending on developers' experience. The usual method is developing the software first and testing it last. Previous studies have had a mixed result of developers use of TDD. Previous studies also have shown that the time aspect is a major factor in applying TDD and many companies have failed due to the factor. The developer's attitude is a major factor in the application of the method. The study carried out seven personal interviews. Three informants out of seven had more experience with TDD. Previous studies have used quantitative methods. We made a qualitative study in order to gain an in-depth understanding of the experience and opinions from the informants. The study consists of mixed experiences and opinions about the method.as a distinct learning curve.

  • 511.
    Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Kunskapsutveckling med stöd av expertsystem1997Book (Other academic)
  • 512.
    Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Johansson, Ann
    Collaborative Work in Complex Problem Domains: a case study in thermal spraying1997In: Pro­ceedings of IRIS 20 Social Informatics / [ed] [ed] Braa, K. & Monteiro, E, 1997, Vol. 20, p. 393-405Conference paper (Refereed)
  • 513.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, 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)
  • 514.
    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)
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  • 515.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, MariaUniversity West, School of Business, Economics and IT, Divison of Informatics.
    Kollaborativ undervisning i digital skolmiljö2016Collection (editor) (Other academic)
  • 516.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Spante, Maria
    University West, School of Business, 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)
  • 517.
    Sofkova Hashemi, Sylvana
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Textuell design, språkliga upptäckter och metasamtal i digitala sammanhang2016In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 47-66Chapter in book (Other academic)
  • 518.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Bohlin, Margareta
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Andersson, Åsa
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Lundin, Linda
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Att experimentera med sitt själv: internet och identitetsskapande2014In: Att förstå ungdomars identitetsskapande: en inspirations- och metodbok / [ed] Sorbring, E., Andersson, Å. & Molin, M., Stockholm: Liber, 2014, 1, p. 120-142Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet fokuserar på internet som en kontext för identitetsskapande där ungdomar tillåts experimentera med och kommunicera delar av sin identitet både i grupp och individuellt.

  • 519.
    Sorbring, Emma
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Molin, Martin
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Löfgren-Mårtenson, Lotta
    Malmö University, Malmö, Sweden.
    "I'm a mother, but I'm also a facilitator in her every-day life": Parents’ voices about barriers and support for internet participation among young people with intellectual disabilities2017In: Cyberpsychology : Journal of Psychosocial Research on Cyberspace, E-ISSN 1802-7962, Vol. 11, no 1, article id 3Article in journal (Other academic)
    Abstract [en]

    In general, the Internet is an arena where parents (as well as other adults) have limited insight and possibilities to support the young person. However, several studies indicate that parents are one of the most important facilitators in the every-day life of young persons with intellectual disabilities. Therefore, the aim of the current article is to highlight parents' perceptions and actions in relation to opportunities and barriers for these young people when using the Internet. The empirical material consists of interviews with 22 parents of intellectually challenged young people in Sweden. The transcribed interviews were analysed using a thematic analysis, which is a method of identifying, analysing and reporting patterns within data sets. The results show that parents' views are double-edged; on the one hand, they see great possibilities for their children, thanks to the Internet, but on the other hand, they are afraid that due to their disability, their children are more sensitive to different contents and interactions on the Internet. Furthermore, the results indicate that parents believe that the Internet can facilitate participation in social life, but that it precludes young people with intellectual disabilities from being part of society in general when it comes to community functions and services. This article will discuss barriers and support in relation to the individual and her or his support system, which brings into focus the parent's responsibility and support for young people, helping them to surmount barriers – instead of avoiding or ignoring them – and find ways to take action to do so.

  • 520.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Change laboratories for all schools in a Swedish municipality: A systematic approach2019Conference paper (Other academic)
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  • 521.
    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.

  • 522.
    Spante, Maria
    University West, School of Business, 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)
  • 523.
    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.

  • 524.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digital creativity: learning by story driven digital production2019In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 182-191Article in journal (Refereed)
    Abstract [en]

    Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. FindingsThis study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a "€œmental design device"€ into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.

  • 525.
    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)
  • 526.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Following the flow-zooming in on configurations: Shadowing teachers’ socio-material practice in motion2020Conference paper (Other academic)
  • 527.
    Spante, Maria
    Chalmers University of Technology.
    Interactivity, Visualization and Learning: Challenges and Possibilities2010In: Proceedings of TouchPoint 2010, Manilla, 2010, p. 1-13Conference paper (Refereed)
  • 528.
    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)
  • 529.
    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.

  • 530.
    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.

  • 531.
    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. 

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  • 532.
    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.
  • 533.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Struggling With Leading Digitalization: Diverse Experiences Among School Andpreschool Principals2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 34-46Conference paper (Refereed)
    Abstract [en]

    A municipality in Sweden took initiative to enhance the competence for all principals to lead digitalization in schools. The initiative was implemented during 2018-2019. Participant observations and surveys were used to document results, which showed a gap in the chain of command, as well as different attitudes towards the course between school and preschool principals. The attitudes were more mixed among the school principals than preschool principals, who were mainly positive about the initiative. The study suggests that leading digitalization through a chain of command should be done as a process, not a project, enabling integration of multilevel organizational aspects over time.

  • 534.
    Spante, Maria
    University West, School of Business, 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. 

  • 535.
    Spante, Maria
    et al.
    University West, School of Business, 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.

  • 536.
    Spante, Maria
    et al.
    Chalmers University of Technology.
    Axelsson, Ann-Sofie
    Schroeder, Ralph
    Chalmers University of Technology.
    The Good Inequality: Supporting Group-Work in Shared Virtual Environments2006In: Avatars at Work and Play: Activities in Shared Virtual Environments / [ed] R.Schroeder and A-S. Axelsson (eds.), London: Springer , 2006, p. 151-166Chapter in book (Other academic)
  • 537.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Brocker, Kristina
    Strömstad vuxenutbildning, Strömstad.
    Producing Digital Stories For Language Learning And Digital Competence2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 134-145Conference paper (Refereed)
    Abstract [en]

    This study shows how a small project in an SFI (Swedish for Immigrants)classroom has the power to influence larger processes in unexpected ways if acknowledged and supported. It also shows how important it becomes to think about creative possibilities making use of existing resources, enhancing the possibility to be creative without additional resources, and identifying what resources to use in new ways and why.

    Collaborative research was the methodological approach and Activity Theory was used as the analytical framework, emphasizing transformative agency by double stimulation. Results suggest that digital stories triggered expansive learning for multiple actors and organizations.

  • 538.
    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.

  • 539.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Ferm, Christer
    Ferm Utveckling.
    Taking The Pulse Of The Puls Project: From Obedient Users To Innovative And Empowered Makers2020In: International Conference on Information Communication Technologies in Education ICICTE 2020: Conference Proceedings / [ed] Evangeline Marlos Varonis, ICICTE , 2020, p. 9-21Conference paper (Refereed)
    Abstract [en]

    This study reports on an initiative called PULS, due to its use of wearable heart rate monitors in a Swedish school seeking to increase physical activity among students to enhance learning, piloted with 58 seventh grade students. Wearable heart rate monitors were bought, and arrangements were made for 30-minute sessions of monitored activity twice a week.

    However, student data was not used for learning, and thus the initiative was initially interpreted as a sign of uncritical thinking and unreflective practice when incorporating digital technology in school. Critical discussion and further development became essential to steer the situation towards student empowerment and learning.

  • 540.
    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.

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  • 541.
    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)
  • 542.
    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)
  • 543.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Jacquet, Ewa
    Stockholms Universitet, Stockholm, Sverige.
    Lindqvist, Eva
    Botkyrka kommun, Botkyrka, Sweden.
    Story-driven Design Using Mobile Technologies in Transmedia Practice for Multiliteracy Development2018In: Society for Information Technology & Teacher Education International Conference, Mar 26, 2018 in Washington, D.C., United States / [ed] Elizabeth Langran; Jered Borup, Chesapeake, VA: Association for the Advancement of Computing in Education, 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.

  • 544.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Jaldemark, Jimmy
    Mid Sweden University, Faculty of Human Sciences, Department of Education.
    MakerSpaces in schools: networked learning among teachers to support curriculum-driven pupil learning in programming2019In: Networked Professional Learning: Emerging and Equitable Discourses for Professional Development / [ed] Allison Littlejohn, Jimmy Jaldemark, Emmy Vrieling-Teunter, and Femke Nijland, Cham: Springer, 2019, p. 223-237Chapter in book (Other academic)
    Abstract [en]

    In recent years, many countries have introduced programming as contentin their national educational strategies. This study focussed on how teachers from various K-6 schools met regularly in learning groups to discuss their experiences integrating programming in MakerSpace settings, places equipped with various materials that can be used to construct things to enhance creativity and cross disciplinary collaboration. The project focussed on studying the activities in an established network in a Swedish municipality (i.e. how teachers experienced the value of network meetings and how they incorporated lessons learned from other participants in the teacher learning group [TLG]). The study addressed the following research question: What are the learning experiences of teachers in K-6 schools that participate in a top-down networked professional development project that focusses on integrating computer programming into the curriculum? A narrative written method was applied to collect data from seven teachers in the network. The results indicated that teachers found it useful to participate in a top-down networked professional development project. They experienced that participating in the TLG helped them develop their professional attitudes, knowledge and practices.

  • 545.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in History among Nordic students: a case study about creating innovative ICT-didactic models2013In: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013, Naka Ward, Nagoya, Aichi Japan: The International Academic Forum (IAFOR) , 2013, p. 137-149Conference paper (Refereed)
    Abstract [en]

    The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.

  • 546.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Mauléon, Christina
    University of Gothenburg.
    When digital support systems in school risk to fail: on the investigation of intended and unintended consequences on individual, organizational and societal levels.2016In: SRA Europe 2nd Nordic Chapter Meeting in Gothenburg 14-15 November, 2016: Book of abstracts, Gothenburg Research Institute , 2016, p. 13-13Conference paper (Other academic)
    Abstract [en]

    The aim of the suggested project is to study the enactment of digitalized management and control systems in Swedish schools. There is a risk that the increased influx of digitalized management and control systems (MCS) takes time away from actual educational practice and interaction with students, thus hinderingthe development of IT didactic competence,  IT enhanced learning,  students well‐being and school performance in general. Therefore, it is essential to investigate the consequences of the implementation and use of digital MCS in schools to provide support for relevant use of these systems. The Swedish schoolsystem is at the center of an intense public debate due to the dramatic decline of students' PISA results. Consequently, the Swedish government commissioned the OECD to analyze the Swedish school system and provide recommendations. The recommendations given are to increase control, accountability and evaluations through implementation and use of digital management control systems (MCS) in which indicators (KPI:s) play a key role. However, Swedish schools already use digital MCS and KPI but little is known about their relevance, effects and consequences. In a pilot study we investigated the use of a digital incident reporting system (a type of MCS) at one school. The results show that the enactment of the system risked to harm students subjected to being reported in the system. Therefore we need to learn more about consequences of digital MCS and KPI in schools. It is therefore important investigate intended and unintended consequences, both short‐term and long‐term, on individual (students/teachers/school leaders)‐, organizational (school)‐ and societal levels.  Three case studies will be conducted over three years, including three schools in different municipalities. Data will be collected through readings of regulatory‐ and policy documents,studies of existing digital MCS's and KPI's, interviews and shadowing. 

  • 547.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Näverå, Elisabeth
    University West, University West, the Library.
    Interprofessionellt lärande som arbetsintegrerat lärande: när samtal om databaser och informationssökning skapar grund för lärande2015Conference paper (Other academic)
    Abstract [sv]

    Biblioteket på Högskolan Väst har en särskilt stödfunktion som kallas Forskarstöd. Det handlar om en grupp bibliotekarier som bland annat bistår forskarna i fråga om publiceringsstrategier, bibliometri, informationssökning och tillgängliggörande av forskningspublikationer i DiVA (Digitalt Vetenskapligt Arkiv). Tjänsten används frekvent och på olika sätt av olika forskare utifrån deras behov. Vårt case bygger på tre möten mellan bibliotekarie och forskare samt efterföljande individuella reflektionstexter. I denna presentation vill vi berätta om vinsterna med att betrakta samtalen mellan forskare och bibliotekarie genom perspektiven interprofessionellt lärande och arbetsintegrerat lärande. Vi belyser dessa vinster genom våra erfarenheter att ha kontinuerliga träffar på tu man hand med fokus på informationssökning och databaser.

    Mötet mellan bibliotekarie och forskare präglas av att var och en bär med sig sin specifika professionella praktik in i mötet. I mötet och i det samtal som då sker kan båda bli varandras lärare likväl som varandras studenter. Den dubbla situationen av att vara bärare av båda roller samtidigt behöver hanteras av de aktörer som interagerar med varandra i situationen. Hur det mötet går till, drivs och fylls med ett innehåll samskapas av de som ingår i mötet. I vårt fall belyser vi och problematiserar denna situation utifrån våra egna erfarenheter i vårt eget arbete på vår arbetsplats. Avslutningsvis rekommenderar vi att skapa fortsatta villkor för dessa typer av interprofessionella möten på arbetsplatsen för att stödja arbetsintegrerat lärande i verksamheten för verksamheten.

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  • 548.
    Spante, Maria
    et al.
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Schroeder, Ralph
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    Axelsson, Ann-Sofie
    Chalmers tekniska högskola, Institutionen för teknik och samhälle.
    How Putting Yourself into the Other Person´s Virtual Shoes Enhances Collaboration2004In: Proceeding of the 7th International Workshop on Presence, Valencia, Spain-October 13-15, 2004, p. 190-196Conference paper (Refereed)
  • 549.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Sofkova Hashemi, Sylvana
    Göteborgs universitet, Göteborg, Sverige.
    Lundin, Mona
    Göteborgs universitet, Göteborg, Sverige.
    Algers, Anne
    Göteborgs universitet, Göteborg, Sverige.
    Digital competence and digital literacy in higher education research: Systematic review of concept use2018In: Cogent Education, E-ISSN 2331-186X, Vol. 5, no 1, article id 1519143Article, review/survey (Refereed)
    Abstract [en]

    Digital competence and digital literacy are concepts that are increasingly used in public discourse. However, how the concepts are used and how they are defined remains unclear. This paper presents a systematic review of research where these concepts are used in higher education research. The aim is to establish an understanding of referencing strategy to digital literacy and digital competence over time, disciplines, countries, methods and level of analysis. Three databases were used in the systematic literature review: Web of Science, Scopus and Education Resources Information Centre. We delimited the search to title, abstract and keywords in the databases. Inclusion criteria were peer-reviewed publications written in English. Initially 107 publications between 1997 and 2017 were found, with 28 addressing digital competence and 79 digital literacy. Our review demonstrates that there is a range of definitions used in higher education research. They vary depending on if the concepts are defined by policy, research or both and whether they focus on technical skills or social practices. This review indicates directions for further research in higher education i) do more research based on critical perspectives to avoid commonsensical use of the concepts, ii) take the development of definitions of these concepts seriously iii) avoid cross-referencing incompatibilities and finally iv) engage in critical investigations regarding the legitimacy of policy over research in the domain of higher education research.

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    fulltext
  • 550.
    Spante, Maria
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Divison of Informatics.
    Developing teachers’ interactive competence with the support of video recalled interviews: a training method in the making – Some initial results and lessons learned2012In: Society for Information Technology and Teacher Education - Mar 5-9, 2012 - Austin, TX, Texas, 2012, p. 1-8Conference paper (Refereed)
    Abstract [en]

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

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