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  • 51.
    Lindroth, Tomas
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundin, Johan
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Laptops in classroom interaction: Deconstructing the networked situation2015In: International Journal of Continuing Engineering Education and Life-Long Learning, ISSN 1560-4624, E-ISSN 1741-5055, Vol. 25, no 2, p. 226-240Article in journal (Refereed)
    Abstract [en]

    The screen, as part of networked technologies such as phones, tablets and laptops is at present a debated subject as it affects how people behave in meetings, lectures and other social gatherings. As these networked technologies attract attention and mediates interaction during physical social gatherings, they also change how we perceive and define what a situation is. In this article we focus on the different types of screen related interactions identified in a higher education classroom. Since these networked technologies are commonplace at university campuses it is important to describe their effects on everyday situations such as lectures. While a range of studies have raised questions regarding the negative effects of multitasking, screen peeking and other laptop related side effects this article emphasise the situational impact of student-laptop interaction. The contribution emphasises on the computer mediated interaction with both other students, external others as well as a range of digital resources. The research thus aims at providing educators and researchers with a model to advance their understanding of the laptoped and networked situation.

  • 52.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Lindroth, Tomas
    University West, Department of Informatics and Mathematics.
    Nilsson, Stefan
    Stahl-Falck, Pia
    Östlund, Christian
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    University West, Department of Informatics and Mathematics.
    Sorensen, Carsten
    Grundén, Kerstin
    Exploring Tools and Methods for Work-Integrated Learning2002In: Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education / [ed] Margaret Driscoll; Thomas C. Reeves, Association for the Advancement of Computing in Education (AACE) , 2002, p. 2234-2237Conference paper (Refereed)
    Abstract [en]

    Most organizations have high hopes regarding the potential for eLearning to address the increasing demands for constant learning that characterizes life in a knowledge society. However, most existing designs are strongly influenced by traditional classroom-based education, and are consequently poorly adapted to the situated conditions of real work practices. This paper tries to frame a research domain labeled work-integrated learning, where focus is set on developing innovative tools and methods for technology-mediated learning, rooted in understanding of the specific conditions for various organizational settings. The paper proposes a four-level stage model as a framework for both analysis of organizations and design of new tools and methods for eLearning.

  • 53.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    Gothenburg University.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Studying Competence Management Systems in the Making: A Sociomaterial Approach2014Conference paper (Refereed)
  • 54.
    Lundh Snis, Ulrika
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Competence Management Systems in Networking Organisations: Designing for Empowerment?2007In: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30 / [ed] Tarja Tiainen, Hannakaisa Isomäki,Mikko Korpela, Anja Mursu, Pirkko Nykänen,Minna- Kristiina Paakki & Samuli Pekkola, University of Tampere , 2007, p. 1236-1248Conference paper (Refereed)
    Abstract [en]

    Current trends among business companies imply that sources of human competencies are spread across intra-organisational and inter-organisational units into networks of organisations of different kinds. This paper explores the challenges for design of competence management systems (CMS) raised by inter-organisational collaboration in a network of private companies. We take the point of departure from the co-workers’ abilitly to explore and manage their competence. The research question to be answered is: How can a network perspective on competence management systems empower co-workers? The paper presents findings from an on-going research project aiming at identifying design implications of a network competence management system (nCMS), where the role of the individual is valued crucial for its success. We argue that there is a need to take a critical stand towards common assumptions of CMS as a tool for intra organisational strategic work - instead a nCMS should empower the individual member of the network organization.

  • 55.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    Knowledge Intranet – A Socio-Cultural Perspective on Knowledge Sharing and ICT Use2004In: Proceedings of IASTED Conference on Knowledge Management and Information Systems, Virgin Islands, November 2004, US., 2004Conference paper (Other academic)
  • 56.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics. University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    Learning on the move: Supporting Work-Integrated Learning Communities2001In: Proceedings of of third Nordic Workshop on Computer Supported Collaborative Learning and Mobile Learning, CSCLML, 2001Conference paper (Other academic)
  • 57.
    Lundh Snis, Ulrika
    et al.
    University West.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Master Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Learning together and Teaching alone - a case study of an educational consultancy firm2001In: Conference on Managing Knowledge: conversations and critiques, 10-11 April, 2001, Leiceister Management Centre, UK., 2001Conference paper (Other academic)
  • 58.
    Lundh Snis, Ulrika
    et al.
    University West, Department of Informatics and Mathematics.
    Svensson, Lars
    University West, Department of Informatics and Mathematics.
    Östlund, Christian
    University West, Department of Informatics and Mathematics.
    Towards Work Integrated Learning Communities2003In: ECIS 2003 ProceedingsArticle in journal (Refereed)
  • 59.
    Lundin, Johan
    et al.
    Gothenburg University.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    The Illusion of Structure: About Harmonization and Variation in Competence Management System Practices in a Public Healthcare Organization2015In: ECIS 2015 Completed Research Papers, Münster: ECIS , 2015, p. 1-14Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study of the use of a competence management system in a public healthcare organization. Even though systems for documenting and managing competence information have been implemented widely in most sectors, there is a lack of research focusing the adoption and use of such systems in general, and in particular within the public sector. The use of the system was studied through interviews, observations as well as document studies. In our analysis, we focus on local adap- tation practices, and variations in use, as well as how this functionality is carried by social or materi- al parts of the system. By so doing, we show how contradictory perspectives of the system's purpose and use is present in the organization, and surprisingly unproblematic. We argue that our in-depth case analysis illustrates how efforts of standardization in a system benignly can co-exist with local adaptation and variation.

  • 60.
    Lundin, Johan
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics. University of Gothenburg, Gothenburg, Sweden.
    The illusion of structure: about harmonization and variation in competence management system practices in a public healthcare organization2015In: ECIS 2015 Completed Research Papers, 2015, article id 126Conference paper (Refereed)
    Abstract [en]

    This paper reports on a study of the use of a competence management system in a public healthcare organization. Even though systems for documenting and managing competence information have been implemented widely in most sectors, there is a lack of research focusing the adoption and use of such systems in general, and in particular within the public sector. The use of the system was studied through interviews, observations as well as document studies. In our analysis, we focus on local adap- tation practices, and variations in use, as well as how this functionality is carried by social or materi- al parts of the system. By so doing, we show how contradictory perspectives of the system's purpose and use is present in the organization, and surprisingly unproblematic. We argue that our in-depth case analysis illustrates how efforts of standardization in a system benignly can co-exist with local adaptation and variation.

  • 61.
    Lundin, Johan
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Nuldén, Urban
    University of Gothenburg.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    A new agenda for research on higher education and information technology2008In: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31, Åre, 2008Conference paper (Refereed)
    Abstract [en]

    There is a need for a more timely agenda for research on teaching and learning, and the use information technology in higher education. It is here claimed that many of the prior research issues within this area are obsolete. Information technology infrastructure previously provided solely by the institutions of higher education is now successively replaced by the students own technology which they bring to the educational context. The new agenda should orient towards (i) integration of students own technology in educational activities, and integration between on and of campus learning activities (ii) tools for supporting activities in classrooms such as presenting, visualizing and simulating, and (iii) issues of availability to participate in alternative ways, making educational activities available to new groups. The suggested agenda is discussed using a number of anecdotes collected in various educational settings.

  • 62.
    Lundin, Johan
    et al.
    Gothenburg University, Applied Information Technology.
    Pareto, J.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    The Ecology of a Network Organizations2008In: Uddevalla symposium, Kyoto, Jp, 2008Conference paper (Other academic)
  • 63.
    Lundin, Johan
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pongolini, Malin
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics. University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Communication in boundary practices: from media choice to interaction negotiation?2009In: Proceedings of the 32nd Information Systems Research Seminar in Scandinavia, IRIS 32: Inclusive Design / [ed] Judith Molka-Danielsen, Molde University College , 2009Conference paper (Refereed)
    Abstract [en]

    The research presented in this paper is an initial analysis of an ongoing project build on work in, what we call, boundary practices. These new professional roles emerge in the border lands between existing practice communities. This change effect knowledge production, decision making, collaboration and a range of other aspects in work. However, the study at hand focus how work is conducted and coordinated through and with new media technologies, and in particular how media are put to use. We have conducted ethnographical studies within a global automotive manufacturing company. The organization has recently introduced a new role, subsystem manager, i.e. a technical expert that is given strategic responsibilities for shared parts and platforms within the organization. The subsystem manager is to participate in a number of global meetings with other experts within the subsystem or with other managers for closely related or integrated subsystems. Three different global meetings have been observed and preliminary findings indicate that some of the fundamental assumptions built into the concept of media choice and media richness might be problematic as an analytical perspective used on our empirical context. The work we have studied is characterized by negotiations, not only concerning how to solve a task, but also concerning what the task actually is. The choice of media is in itself is a matter of negotiations. Practitioners are adding new media to ongoing interactions, rather than using media in sequence and one medium is not used exclusively. Rather a number of media are used in parallel.

  • 64.
    Lundin, Johan
    et al.
    University of Gothenburg, Box 100, Gothenburg, Sweden.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics. University of Gothenburg, Box 100, Gothenburg, Sweden.
    Students’ technologies in practice: A participant perspective of mobile IT in higher education2016In: CEUR Workshop Proceedings, ISSN 1613-0073, E-ISSN 1613-0073, Vol. 1776, p. 49-53Article in journal (Refereed)
    Abstract [en]

    We argue that the availability and penetration of mobile technology in society in general, and among young persons in particular, have consequences for how students employ IT in educational settings. This paper is an exploration of what it means empirically, analytically and for design to take the use of technology introduced by students, rather than by teachers, in their learning activities, as a starting point for research on IT and learning. Copyright © 2016 for the individual papers by the papers’ authors.

  • 65.
    Lundin, Johan
    et al.
    Gothenburg University, Applied Information Technology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics. University West, School of Business, Economics and IT, Divison of Informatics.
    Studying Competence Management Systems in the Making: A Sociomaterial Approach2012In: Proceedings of IRIS 35, Informations systems Research Seminar in Scandinavia, Uppsala, Sweden, 12-15 August 2012., 2012Conference paper (Other academic)
  • 66.
    Lundin, Johan
    et al.
    Gothenburg University.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    The sociomateriality of designing and using competence management systems2014Conference paper (Refereed)
  • 67.
    Lundin, Johan
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Practice Based Design for Learning at Work2008In: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 1, no 4, p. 17-23Article in journal (Refereed)
    Abstract [en]

    Designing for learning at work in a manner that embraces the rich situatedness of practice involves a number of challenges in bridging normative and descriptive perspectives, as well as closing the gap between IS design theory and practice. In this paper, we propose a grounded approach that combines influence from learning theories with studies of existing learning practices. This approach could result in learning models, constituted of a sequence of learning activities that outlines the didactics of the workplace. The arguments are based on the empirical findings from an action-oriented research project in collaboration with six SME:s, and are illustrated through a e-learning model called “The Competence Kick-off”.

  • 68.
    Lundin, Johan
    et al.
    Chalmers.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Coping With Dualities in Network Action Research: Methodological Issues2008In: Proceedings of the 31th Information Systems Research Seminar in Scandinavia, IRIS 31, Åre, 2008Conference paper (Refereed)
    Abstract [en]

    This paper presents lessons learned from an action research venture involving a network of SMEs and a group of IS researchers. The purpose is to discuss some fundamental methodological issues that we learned when doing action research with a network of interrelated organizations, rather than report the action research project itself. Our results are presented as four dualities that should be addressed throughout diagnostic and therapeutical activities in a network action research project. The dualities (teach–learn, local–global, multifaceted–unified, and liquid–crystal) are forwarded as analytical scaffolds to cope with the inherent difficulties of understanding and acting in IS action research projects, especially network action research.

  • 69.
    Malmsköld, Lennart
    et al.
    Chalmers University of Technology, SAAB Automobile AB.
    Örtengren, Roland
    Chalmers University of Technology.
    Carlson, Blair E
    SAAB Automobile AB.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Preparatory virtual training of assembly operators: an explorative study of different learning models2007In: Proceedings of Swedish Production Symposium (SPS) 2007, 2007Conference paper (Other academic)
    Abstract [en]

    This paper presents a study aimed at developing an understanding of how preparatory computer based learning activities can affect the operators’ ability to develop skills for new assembly operations. The study explores two computer based learning models and their potential as a preparation method for making cognitive learning related to new assembly operations more effective. The results indicate that one of the learning models investigated has advantages regarding competence level for the expert/instructor as well for the common understanding of new operations within a team of five operators and a team leader.

  • 70.
    Malmsköld, Lennart
    et al.
    University West, Department of Engineering Science, Division of Automation Systems. Volvo Technology.
    Örtengren, Roland
    Chalmers University of Technology, Department of Product and Production Development,.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Improved Quality Output through Computer-Based Training: An Automotive Assembly Field Study2015In: Human Factors and Ergonomics in Manufacturing, ISSN 1090-8471, E-ISSN 1520-6564, Vol. 25, no 3, p. 304-318Article in journal (Refereed)
    Abstract [en]

    In this article, two field experiments, conducted in an automotive assembly plant, evaluate how computer-based training of operational sequences and related quality information can support the assembly performance of the operators. The experiments were performed during the launch of a new vehicle. A comparison was made of learning progress and quality performance between a reference group of operators that only had regular training and a test group for which some of the regular training was replaced with individual computer-based training. Both quantitative measures of the quality output and questionnaires and observations were used to evaluate the effects of computer-based training. The results show a clear positive difference in learning progress and improvements in quality output for the test group compared with the reference group. This combined with positive attitudes expressed by the operators and their team leaders shows that this type of training is an effective way to train operators during launches of new vehicles in automotive production. © 2014 Wiley Periodicals, Inc.

  • 71.
    Malmsköld, Lennart
    et al.
    University West, Department of Engineering Science, Division of Production Systems. Volvo Technology.
    Örtengren, Roland
    Chalmers tekniska högskola.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Training Virtually Virtual2012In: International Journal of Advanced Corporate Learning, E-ISSN 1867-5565, Vol. 5, no 3, p. 29-36Article in journal (Refereed)
    Abstract [en]

    This paper reports from a longitudinal study of a Swedish manufacturer in the automotive industry, where a series of studies have explored the potential and limitations of computer-based training of assembly operators. The study is focusing on two supplementing sets of target variables – operators' attitudes and the quality output from operators in real production. Starting with small-scale studies where proof-of-concept for virtual training is established, the research moves on to comparative studies where different computer-based learning models are contrasted and evaluated. The research design ends with large-scale field experiments assessing the effects of computer-based training in terms of quality output. The results clearly demonstrate that computer-based training, when integrated with training of standardized work procedures, outperforms traditional methods for operator training, regardless of the content and the context of the assembly operation. The findings of the study are synthesized into a design framework for virtual training where cognitive and craftsmanship training is contrasted to the learning of product, process, sequence and finesse of assembly.

  • 72.
    Nilsson, Stefan
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Hattinger, Monika
    University West, Department of Engineering Science, Division of Production Engineering.
    Bernhardsson, Lennarth
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pongolini, Malin
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Designing the CloudBoard: an ICT Tool for Online Tutoring in Higher Education2011In: Proceedings of Society for Information Technology & Teacher Education International Conference 2011 / [ed] Matthew Koehler & Punya Mishra, Chesapeake, VA: AACE , 2011, p. 589-592Conference paper (Refereed)
    Abstract [en]

    This paper concerns online tutoring in higher education. Observation studies of online tutoring sessions in two masters level engineering courses were conducted where teachers on campus tutored students located at different manufacturing plants doing their masters project. The tutoring regarded problems surrounding the construction of advanced 3D-models for manufacturing and required the shared view of the 3D-models as well as synchronous voice communication, e-mail and image sharing using a flora of different services. While advanced screen sharing applications like WebEX and TeamViewer were central in the tutoring sessions, the research presented here focus on the tools that supplemented the use of the screen sharing applications. Addressing issues such as the need to record historical data to be able for teachers to follow the progression of the project, sharing media files between participants and discussing the results, we here present a system to support online tutoring in higher education.

  • 73.
    Nilsson, Stefan
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Awareness information and user behavior: A field experiment of an online collective system2005In: WSEAS Transactions on Information Science and Applications, ISSN 1790-0832, E-ISSN 2224-3402, Vol. 2, no 12Article in journal (Refereed)
    Abstract [en]

    This paper sets out to investigate the effects synchronous non-verbal awareness information has on users of a collaborative system. The experiment was setup in on online picture exhibition where users were given a minimalistic indication of any co-present users present. Logs from the website were analyzed and revealed that users who were in the online gallery and were exposed to the notion that there were other visitors there at the same time spent a statistically significant longer time in the gallery as opposed to visitors who were given the information that they were all alone in the gallery. We also noted that although time in the gallery differed between the two groups, we cannot say anything conclusive as to whether use-patterns differed or not. 

  • 74.
    Nilsson, Stefan
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Presenting the Kludd: A Shared Workspace for Collaboration2015In: GROUP '14 Proceedings of the 18th International Conference on Supporting Group Work, New York: Association for Computing Machinery (ACM), 2015, p. 295-298Conference paper (Refereed)
    Abstract [en]

    In this poster, we would like to present the current state of the Kludd system. Kludd is a web-based collaboration tool, enabling users to collaborate around various media objects like images, videos, texts and audio in a shared workspace. The design metaphor is an online whiteboard, where multiple actors can add, manipulate and remove objects, all while everyone sees the same view. The system is made with standard components like HTML5, CSS3 and a number of open-source javascript libraries enabling real-time collaboration in a browser. Utilizing a Design Science Research methodology, the initial design was based on 9 design requirements. In this poster, a further four requirements are presented as a result of the analysis of the first phase, and an initial design of the second phase of the project is presented

  • 75.
    Nilsson, Stefan
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Supporting participation in online learning communities with awareness information2012In: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, no 4, p. 537-549Article in journal (Refereed)
    Abstract [en]

    This article sets out to investigate the relationship between awareness information and participation in an online learning community (OLC). Inspired by the sociocultural notion of learning as social participation, this article will analyse the events that took place in an online photo gallery equipped with a system for visualising co-present users. The article discusses the importance of why social systems should support the creation, recreation and reinforcement of social norms to better facilitate participation. The article concludes by presenting four design implications of educational technologies supporting participation as well as a section referencing the importance of a transactional perspective in order to understand the effects of awareness information.                                                     

  • 76.
    Nilsson, Stefan
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Jobe, William
    University West, School of Business, Economics and IT, Divison of Informatics.
    Supporting nomadic work- and study practices in groupware design2017In: Proceedings on E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada / [ed] Jon Dron; Sanjaya Mishra, Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education, 2017, p. 822-826Conference paper (Refereed)
    Abstract [en]

    This brief paper concerns the design of real-time collaborative systems adhering to a nomadic work- and study practice. Nomadic practices can be characterized as having a heterogeneous workplace, working or studying from different locations during a day. This practice has been enabled by advances in technology and formed by human behavior. This means that we now must consider this type of work when designing collaboration software. This brief paper outlines some major issues concerning technology-mediated collaboration arising from nomadic work practices; different network conditions, data cost and device heterogeneity, and proposes tentative design ideas addressing these issues.

  • 77.
    Nilsson, Stefan
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    Göteborgs universitet, Institutionen för tillämpad IT.
    Working as an Online Educator: Challenges when scaling up distance education2013In: Proceedings of Society for Information Technology & Teacher Education International Conference 2013 / [ed] Ron McBride; Michael Searson, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2013, p. 881-885Conference paper (Refereed)
    Abstract [en]

    In recent years online and blended learning has scaled up from being a pilot endeavour driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, the conditions for the online teacher has gradually changed, and the situation of today is in many ways problematic where student interaction and dialogue has to stand back in favour of time consuming content production, material delivery, and technical problem solving. This paper draws on the experiences from a Scandinavian University to illustrate how this transition can be understood in the light of rapid technological development in combination with slow evolution of pedagogical models for online education.

  • 78.
    Pareto, Lena
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Karlsson, Marianne
    Chalmers.
    Engelbrektsson, Pontus
    Chalmers.
    Larsson, Lena E
    Berndtsson, Bo
    Creating an arena for use-centred development of medical and health care technology2007In: Proceedings of the 6th International Conference on the Management of Healthcare & Medical Technology, HOF Scuola Superiore Sant’Anna, 3-5 October 2007, Pisa, Italy., 2007Conference paper (Refereed)
  • 79.
    Pareto, Lena
    et al.
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Schwartz, Daniel L.
    Stanford University, School of Education.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Learning by guiding a teachable agent to play an educational game2009In: Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling / [ed] Vania Dimitrova, Riichiro Mizoguchi, Benedict du Boulay, Art Graesser, 2009, Vol. 200, no 1, p. 662-664Conference paper (Refereed)
    Abstract [en]

    Teachable agents are used to support transfer of game playing knowledge to domain knowledge for an educational, arithmetic game. A pre-posttest experiment study show promising learning effects for low ability students.

  • 80.
    Pareto, Lena
    et al.
    University West, Department of Economics and IT, Division of Media and Design.
    Svensson, LarsUniversity West, Department of Economics and IT, Divison of Informatics.Lundin, JohanGothenburg University, Applied Information Technology.Lundh Snis, UlrikaUniversity West, Department of Economics and IT, Divison of Informatics.
    Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 20162016Collection (editor) (Other academic)
  • 81.
    Pennbrant, Sandra
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Nursing and learning: healthcare pedagogics and work-integrated learning2018In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 8, no 2, p. 179-194Article in journal (Refereed)
    Abstract [en]

    Purpose The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics. Design/methodology/approach The general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics. Findings WIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community. Originality/value The starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.

  • 82.
    Pongolini, Malin
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    Avdelningen för tillämpad IT, Göteborgs universitet.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Global Online Meetings in Virtual Teams: from Media Choice to Interaction Negotiation2011In: Proceedings of the Fifth Communities and Technologies Conference 2011, Queensland University of Technology, Brisbane Australia / [ed] Jesper Kjeldskov and Jeni Paay, Brisbane, 2011Conference paper (Refereed)
    Abstract [en]

    This paper draws on an ethnographical study of a community of technology experts within a global automotive manufacturing company that uses information technology to communicate and collaborate in global virtual teams. Our findings show that discussions, negotiations, compromises and joint problem solving characterize media choices made in virtual teamwork. Practitioners are adding new media to ongoing interactions, rather than using media in sequence. Furthermore, one medium is not used exclusively, rather a number of media can be used in parallel. This shows that some of the fundamental assumptions built into the concept of media choice theories, are somewhat problematic as an analytical perspective when virtual teams are researched in real settings outside of laboratories and hypothetical scenarios.

  • 83.
    Svensson, Ann
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Assessing the business value of electronic order-to-payment cycle2009In: ECIS 2009 Proceedings, 2009, article id 50Conference paper (Refereed)
    Abstract [en]

    In this paper, we build an evaluation tool for assessing the business impacts of an electronic order-topayment cycle. Based on a literature review and expert interviews, we formulate a three-stage model which includes performance indicators for electronic order, electronic invoice, and electronic payment processes. In addition, we pinpoint the inter-process linkages. We test the proposed evaluation tool in a business context and find that the impacts of automating the order-to-payment cycle relate closely to cost avoidance. However, a strong emphasis on asset utilization can be observed as well – better use of IT could enhance utilization of existing human resources and capital, affecting company profitability.

  • 84.
    Svensson, Ann
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Attitudes to information technology in health care professions2009In: The 17th European Conference on Information Systems, Verona, june 8-10, 2009., 2009Conference paper (Other academic)
    Abstract [en]

    The purpose of this paper is to explore attitudes towards IT among various categories of health care staff; health care professions. We will identify problem areas that may be the reasons for why different attitudes among different professions at a healthcare organisation exist, and subsequently we will analyse how this may have impact on how to make sense of IT use. The research question is: What factors may explain differences regarding attitudes to IT among different professions in a health care organisation?

    The paper reports from a particular study of the “NU” healthcare organisation in west Sweden. The results reveal two main problem areas: i) the infrastructural and; ii) the socio-organisational. These are discussed as analytical implications for bridging the gaps between different professions in health care organisations.

  • 85.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Me, myself and Genre : Bridging IS Design Theory and Distance Educational Practice withTechno-Pedagogical Genres 2006In: 2nd International Workshop on Digital Genre, Halmstad, June 15-16, 2006, Halmstad University , 2006Conference paper (Other academic)
  • 86.
    Svensson, Lars
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Mötesplatser på landsbygden: om äldre människor, gemenskap och aktiviteterMötesplatser på landsbygden2006Doctoral thesis, monograph (Other academic)
  • 87.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Bernheim, Bo-Göran
    Volvo Aero.
    Lundin, Johan
    Gothenburg university.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Supporting Competent Acting in the new Workplace2008In: Proceedings of E-Learn2008: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education / [ed] Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds, Las Vegas, 2008, p. 3934-3941Conference paper (Refereed)
  • 88.
    Svensson, Lars
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Johansson, Kristina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Thång, Per-Olof
    Göteborgs universitet.
    Guest editorial: the inaugural Swedish conference on work-integrated learning2010In: Journal of cooperative education and internship, ISSN 1933-2130, Vol. 44, no 2, p. 8-8Article in journal (Other academic)
    Abstract [en]

    The inaugural Swedish Conference on Work-Integrated learning was held at University West in Trollhättan in December of 2009.  University West has adopted work-integrated learning as their main profile, and have since 2001 been assigned with a national mission to coordinate and lead the development of pedagogical models for work-integrated learning by the Swedish Ministry of Education.  The conference attracted 35 contributions of which three papers were selected for the special issue.  In addition the two keynote speakers, Kristen Betts and Lars-Owe Dahlgren, of the conference were invited to contribute

  • 89. Svensson, Lars
    et al.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Design Concepts for Semi-Formal Learning in Network Organizations2008In: NU-konferensen, Kalmar, 2008Conference paper (Other academic)
  • 90.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Designing large scale work-integrated e-learning2005In: WSEAS Transactions on Information Science and Applications, ISSN 1790-0832, E-ISSN 2224-3402, Vol. 2, no 12, p. 2281-2287Article in journal (Refereed)
    Abstract [en]

    Large-scale e-learning initiatives are increasingly becoming an important strategy for organization-wide competence development projects. Such ventures are often primarily motivated by an ambition to cut costs and reduce the time between the identification of an organizational need and the launch of the educational initiative that addresses that need. However, there is a growing body of research that identifies several problems and obstaclesattacted to work-integrated e-learning. This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices.

  • 91.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Heterogeneity and situatedness: challenges for work-integrated e-learning2005In: Proceedings of the 5th WSEAS International Conference on Applied Informatics and Communications / [ed] A. Y. Al-Zoubi, Ioannis O. Vardiambasis, World Scientific and Engineering Academy and Society (WSEAS) , 2005, p. 132-137Conference paper (Refereed)
    Abstract [en]

    This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e-learning projects: Heterogeneity of participant and thesituated nature of practice. It is concluded that these challenges needs to be addressed with a techno-pedagogicaldesign approach where technological and pedagogical aspects are closely integrated with the existing and the futurework practices

  • 92. Svensson, Lars
    et al.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Integrating Work, Learning and Research: The Case of Laboratorium for Interaction Technology2004In: Journal of Cooperative Education, ISSN 0022-0132, Vol. 16, no 8Article in journal (Refereed)
  • 93.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, Ulrika
    University West, Department of Informatics and Mathematics.
    Techno-pedagogical design for work-integrated elearning: Challenges for large-scale projects.2004In: Proceedings of the Third IASTED International Conference on Communications, Internet, and Information Technology / [ed] Hamza M.H, 2004, p. 239-244, article id 433-219Conference paper (Refereed)
    Abstract [en]

    This paper reports from a large-scale e-learning initiative where a nation wide project was launched to address the challenges raised by geographical information systems to the public administrations of Sweden.. The analysis identifies two interrelated challenges for large scale e learning projects: Heterogeneity of participant and the situated nature of practice. It is concluded that these challenges needs to be addressed with an techno pedagogical design approach where technological and pedagogical aspects are closely integrated with the existing and the future work practices

  • 94.
    Svensson, Lars
    et al.
    University West, Department of Informatics and Mathematics.
    Lundh Snis, UlrikaUniversity West, Department of Informatics and Mathematics.Sørensen, CarstenUniversity West, School of Business, Economics and IT, Divison of Informatics.Fägerlind, H.Lindroth, TomasUniversity West, Department of Informatics and Mathematics.Magnusson, M.Östlund, ChristianUniversity West, Department of Informatics and Mathematics.
    Proceedings of IRIS 23. Laboratorium for Interaction Technology2000Conference proceedings (editor) (Refereed)
  • 95.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    University of Gothenburg, St Xavier Univ.
    Measuring teacher's use of IT in higher education2016In: Inted2016, 10Th International Technology, Education And Development Conference / [ed] Chova, LG; Martinez, AL; Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2016, p. 8438-8438Conference paper (Refereed)
    Abstract [en]

    The paper proposes metrics for measuring higher education teacher’s use of information technology. Understanding adoption of technology, within any context, demands a way of defining what adoption or use actually is. Teachers within higher education possibly engage with e-mail, learning management systems (LMS), and other technologies in various ways and to various extents. One possible way to define adoption is through e.g. how much a particular application is used, number of e-mails sent, use of LMS in hours or times used, and other metrics focusing magnitude of use. It is also possible to define use through the scope of the use, i.e. how many different information technology tools a teacher uses. Based on a large survey (1800 responders) we propose a metric for measuring and operationalizing levels of use within this setting. However, what can be considered a high level of use needs to be mapped onto a regular use pattern of information technology. This means that a high level use of a LMS in the 1990:s might be different from a high level use of a LMS in 2010:s. Thus, we also suggest that such a metric necessarily needs to be dynamic and updated regularly. Furthermore, the results indicate that teachers adoption of ICT in their profession is less a question of adopting artefacts and services, and more a question of adopting practices as digitalised educators.

  • 96.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    University of Gothenburg, St Xavier Univ.
    Teacher's use and attituteds of IC in higher education: exploring campus and distance education2016In: INTED2016, INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE / [ed] Chova, LG; Martinez, AL; Torres, IC, Valencia, Spain: IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2016, p. 8361-8361Conference paper (Refereed)
    Abstract [en]

    The rapid growth of online education has on many levels affected the professional role of all teachers in higher education. For the online educator, tools such as Learning Management Systems (LMS), email and social media are essential for everyday work. At the same time these educational technologies are used increasingly in regular campus-based education, and are in fact becoming de facto standards at many universities, partly as a consequence of many teachers alternating between online, campus-based and blended modes of delivery, and partly because students in higher education are incorporating open educational resources (OER:s) into their personal learning environments.We set out to explore the research question: To what extent does the use of Information and communication technologies (ICT) for teacher-student communication differ between campus-based and online education? And to what extent does the use of IT to this respect vary between various academic disciplines? In order to address these questions, a large-scale survey was launched at two universities in Scandinavia. Survey data was collected at two separate occasions (2011 and 2013) and the instrument collected information about:• Responders’ demographics and background• Magnitude and Scope of Use of LMS• Magnitude and Scope of Use of email• Magnitude and Scope of Use of other ICT resources (social media, OER:s, etc.)• Attitudes towards ICT in higher educationThe results show that even though there are some significant differences between campus and online education, the differences are more related to the magnitude of use (i.e. how much time is spent on using ICT) than the scope of use (i.e. how many different technologies/functionalities that are used). Furthermore the data show that there are no significant differences with respect to the attitudes towards IT as a valuable tool for higher education between teachers engaged in online or campus-based education. Notable is also that none of the background variables such as gender, experience, or group-size had significant impact on neither use nor attitudes towards ICT

  • 97.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Lundin, Johan
    Gothenburg University.
    Understanding the adoption of digitalized pratices2016In: ICERI2016 Proceedings: 9th annual International Conference of Education, Research and Innovation Seville, Spain. 14-16 November, 2016 / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2016, p. 1593-1593Conference paper (Other academic)
    Abstract [en]

    During the last decades, digital technologies has become an increasingly important part of our private and professional life. Consequently, researchers have been occupied with understanding the conditions under witch digital technologies are accepted or rejected. Theoretical frameworks such as the Technology Acceptance Model (TAM) (ref) and the UTAUT model (ref) have tried to address these issues primarily with a factorial approach. In the beginning of societal digitalization, the objects of adoption were fairly simple and one-dimensional (e.g. digital watches, calculators and word processors) and with limited impact on the society, but gradually digitalization became more complex thereby challenging and evolving what it means to be a citizen, a professional and an individual. In this paper we argue that we need an analytical shift in order to understand contemporary digitalization of society. A shift from focusing on the adoption of digital artefacts to a focus on adoption of digitalized practices. For instance, when someone purchase a smart phone – the interesting thing to understand is not if it is perceived as useful or easy to use, but rather to understand what digital practices that develops as a consequence. Furthermore, new digital practices are not depending on singular artefacts or software. Instead, a digital practice relies on a dynamic socio-material ensemble of activities (ref).Our argumentation draws on data collected in three projects on the digitalization of higher education with complementary focus: (i) students' use of IT, (ii) teachers' use of IT, and (iii) emerging digital practices in higher education. Data consists of questionnaires, interviews and IT-use-log data.Our analysis reveals how the digitalized student, that utilize their personal IT into their "student practice" adopts practices regarding:

    • coordination and collaboration of learning.

    • administration of studies.

    • extracurricular interests.

    Similarly, teachers adopt to a range of digital practices affecting how they:

    • conduct instructional design and preparations for work.

    • collaborate with peers and experts inside and outside their university.

    • asses and evaluate students' performances.Perhaps more interesting, we also find evidence of digital practices that challenged the traditional student-teacher relationship:

    • students becoming co-creators of instructional design.

    • work-integrated learning, where professional challenges became resources for education.

    • students and teachers becoming "prosumers" of open educational resources.

    In conclusion, we argue that a theoretical shift from focusing on the adoption of digital artefacts, to a focus on the adoption of digitalized practices can further our understanding of the digitalization of society in general, and the the digitalization of education in particular.

  • 98.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundin, Johan
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media Production. University West, School of Business, Economics and IT, Division of Media and Design.
    Vad gör dom duktiga duktiga?: Att artikulera kompetens i informationssystem och samtal2009In: Samhälle, teknik och lärande / [ed] Thomas Karlsohn, Stockholm: Carlsson , 2009, p. 104-121Chapter in book (Other academic)
  • 99.
    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.

  • 100.
    Svensson, Lars
    et al.
    University West, School of Business, Economics and IT, Division of Computer Science and Informatics.
    Nilsson, Stefan
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svanberg, Pia
    University West, School of Business, Economics and IT, Divison of Informatics.
    Learning Models in Online Education: On the Transformation from Tutors to Producers2010In: Proceedings of Global Learn Asia Pacific 2010 / [ed] Zoraini Wati Abas, Insung Jung & Joseph Luca, AACE , 2010, p. 3707-3712Conference paper (Other academic)
    Abstract [en]

    In recent years online and blended learning has scaled up from being a pilot endeavor driven by pioneers, to constituting a large portion of many institutions of higher education. In the process, the conditions for the online teacher has gradually changed, and the situation of today is in many ways problematic where student interaction and dialogue has to stand back in favor of time consuming content production, material delivery, and technical problem solving. This paper draws on the experiences from a Scandinavian University to illustrate how this transition can be understood in the light of rapid technological development in combination with slow evolution of pedagogical models for online education.

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