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  • 51.
    Malmsköld, Lennart
    et al.
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avdelningen för produktionssystem (PS). Volvo Technology.
    Örtengren, Roland
    Chalmers tekniska högskola.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Training Virtually Virtual2012Inngår i: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, nr 3, s. 29-36Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 52.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Hattinger, Monika
    Högskolan Väst, Institutionen för ingenjörsvetenskap, Avd för industriell produktion.
    Bernhardsson, Lennarth
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Pongolini, Malin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Designing the CloudBoard: an ICT Tool for Online Tutoring in Higher Education2011Inngår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2011 / [ed] Matthew Koehler & Punya Mishra, Chesapeake, VA: AACE , 2011, s. 589-592Konferansepaper (Fagfellevurdert)
    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.

  • 53.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Awareness information and user behavior: A field experiment of an online collective system2005Inngår i: WSEAS Transactions on Information Science and Applications, ISSN 1790-0832, Vol. 2, nr 12Artikkel i tidsskrift (Fagfellevurdert)
    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. 

  • 54.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Presenting the Kludd: A Shared Workspace for Collaboration2015Inngår i: GROUP '14 Proceedings of the 18th International Conference on Supporting Group Work, New York: Association for Computing Machinery (ACM), 2015, s. 295-298Konferansepaper (Fagfellevurdert)
    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

  • 55.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Supporting participation in online learning communities with awareness information2012Inngår i: International Journal of Web Based Communities, ISSN 1477-8394, E-ISSN 1741-8216, Vol. 8, nr 4, s. 537-549Artikkel i tidsskrift (Fagfellevurdert)
    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.                                                     

  • 56.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Jobe, William
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Supporting nomadic work- and study practices in groupware design2017Inngår i: 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, s. 822-826Konferansepaper (Fagfellevurdert)
    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.

  • 57.
    Nilsson, Stefan
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lundin, Johan
    Göteborgs universitet, Institutionen för tillämpad IT.
    Working as an Online Educator: Challenges when scaling up distance education2013Inngår i: 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, s. 881-885Konferansepaper (Fagfellevurdert)
    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.

  • 58.
    Pareto, Lena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Karlsson, Marianne
    Chalmers.
    Engelbrektsson, Pontus
    Chalmers.
    Larsson, Lena E
    Berndtsson, Bo
    Creating an arena foruse-centred development of medical and health care technology2007Inngår i: Proceedings of the 6th International Conference on the Management of Healthcare & Medical Technology, HOF Scuola Superiore Sant’Anna, 3-5 October 2007, Pisa, Italy., 2007Konferansepaper (Fagfellevurdert)
  • 59.
    Pareto, Lena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medieproduktion.
    Schwartz, Daniel L.
    Stanford University, School of Education.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Learning by guiding a teachable agent to play an educational game2009Inngår i: 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, nr 1, s. 662-664Konferansepaper (Fagfellevurdert)
    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.

  • 60.
    Pareto, Lena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, LarsHögskolan Väst, Institutionen för ekonomi och it, Avd för informatik.Lundin, JohanGothenburg University, Applied Information Technology.Lundh Snis, UlrikaHögskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 20162016Collection/Antologi (Annet vitenskapelig)
  • 61.
    Pennbrant, Sandra
    et al.
    Högskolan Väst, Institutionen för hälsovetenskap, Avdelningen för omvårdnad - grundnivå.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Nursing and learning: healthcare pedagogics and work-integrated learning2018Inngår i: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 8, nr 2, s. 179-194Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 62.
    Pongolini, Malin
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lundin, Johan
    Avdelningen för tillämpad IT, Göteborgs universitet.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Global Online Meetings in Virtual Teams: from Media Choice to Interaction Negotiation2011Inngår i: Proceedings of the Fifth Communities and Technologies Conference 2011, Queensland University of Technology, Brisbane Australia / [ed] Jesper Kjeldskov and Jeni Paay, Brisbane, 2011Konferansepaper (Fagfellevurdert)
    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.

  • 63.
    Svensson, Ann
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Lundh-Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Svanberg, Pia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Attitudes to information technology in health care professions2009Inngår i: The 17th European Conference on Information Systems, Verona, june 8-10, 2009., 2009Konferansepaper (Annet vitenskapelig)
    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.

  • 64.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Me, myself and Genre : Bridging IS Design Theory and Distance Educational Practice withTechno-Pedagogical Genres 2006Inngår i: 2nd International Workshop on Digital Genre, Halmstad, June 15-16, 2006, Halmstad University , 2006Konferansepaper (Annet vitenskapelig)
  • 65.
    Svensson, Lars
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Mötesplatser på landsbygden: om äldre människor, gemenskap och aktiviteterMötesplatser på landsbygden2006Doktoravhandling, monografi (Annet vitenskapelig)
  • 66.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Bernheim, Bo-Göran
    Volvo Aero.
    Lundin, Johan
    Gothenburg university.
    Lundh-Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Pareto, Lena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medieproduktion.
    Supporting Competent Acting in the new Workplace2008Inngår i: 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, s. 3934-3941Konferansepaper (Fagfellevurdert)
  • 67.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Johansson, Kristina
    Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, Avd för hälsa, kultur och pedagogik.
    Thång, Per-Olof
    Göteborgs universitet.
    Guest editorial: the inaugural Swedish conference on work-integrated learning2010Inngår i: Journal of cooperative education and internship, ISSN 1933-2130, Vol. 44, nr 2, s. 8-8Artikkel i tidsskrift (Annet vitenskapelig)
    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

  • 68.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lundin, Johan
    Gothenburg University.
    Understanding the adoption of digitalized pratices2016Inngår i: 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, s. 1593-1593Konferansepaper (Annet vitenskapelig)
    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.

  • 69.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Lundin, Johan
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Lundh-Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Pareto, Lena
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medieproduktion.
    Vad gör dom duktiga duktiga?: Att artikulera kompetens i informationssystem och samtal2009Inngår i: Samhälle, teknik och lärande / [ed] Thomas Karlsohn, Stockholm: Carlsson , 2009, s. 104-121Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 70.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Nilsson, Stefan
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Re-thinking the LMS: Designing for Engaged Collaboration2014Inngår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 1702-1707Konferansepaper (Fagfellevurdert)
    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.

  • 71.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Nilsson, Stefan
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svanberg, Pia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Learning Models in Online Education: On the Transformation from Tutors to Producers2010Inngår i: Proceedings of Global Learn Asia Pacific 2010 / [ed] Zoraini Wati Abas, Insung Jung & Joseph Luca, AACE , 2010, s. 3707-3712Konferansepaper (Annet vitenskapelig)
    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.

  • 72.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Nilsson, Stefan
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svanberg, Pia
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Johansson, Lars-Olof
    Halmstad University, Halmstad.
    From Tutor to Producer: Changes in the design space of online education2010Inngår i: Proceedings of the 33rd IRIS Seminar. 2010. / [ed] Hanne Westh Nicolajsen, John Persson, Lise Heeager, Gitte Tjørnehøj, Karlheinz Kautz, Peter Axel Nielsen, Rebild, Denmark, 2010Konferansepaper (Fagfellevurdert)
    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.

  • 73.
    Svensson, Lars
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Utriainen, C.
    Göteborgs Universitet, Göteborg, Sverige.
    Winman, Thomas
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    E-quality in infrastructures for learning in higher education2017Inngår i: ICERI2017 Proceedings, Sevilla, 2017, s. 408-413Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Higher Education has through the last decades been increasingly dependent on digital infrastructures (e.g. Svensson, 2002a; Guribye, 2005). The first generations of learning management systems (LMS) was originally designed to support distance education but quickly became the de-facto standard for supporting and developing also the practices of campus-based higher education. In this development we have noticed a tension between the desire to design closed LMS's that aims at providing "all-inclusive-support" for university education and more open and flexible solutions that support open infrastructures for personal learning. Consequently, it is time to re-visit the questions on what constitute the central values of a contemporary LMS seamlessly integrated with open digital infrastructures for learning. In an exploratory study in a Scandinavian University, a series of workshops and focus-group interviews with central informants from faculty as well as representatives from administrative support has addressed the issue of "E-Quality" in higher education. The result indicate that a set of inter-related core values should be stressed. These are briefly outlined below as principles for a framework of e-quality in higher education. (i) The principle of open participationAn LMS should support flexible integration of Open Educational resources (OERs) provided by an open community. Furthermore, the system should invite open access for participants from the surrounding society (i.e. practitioners, students from other universities, and relevant special interest groups) (Berhardsson et al., 2017)(ii) The principle of collaborative creation An LMS should embrace the notion of students as co-producers of instruction, content and learning outcomes. In particular, it should support collaborative authoring and peer-to-peer sharing.(iii) The principle of data-driven developmentA central aspect is the ability to personalize the support for each individual participant, which could be addresses quantitatively through learning analytics (Vallo Hult et al., 2017) and qualitatively through the use of e-portfolios and study diaries.(iv) The principle of work-integrated learningFinally, all priciples should be aligned to support an overarching goal of reducing the borders between studies in higher education, the introduction to a professional career, and the lifelong learning required to develop professionally (Svensson 2004).Further research will shed further light on the validity and the reliability of these principles, and set the path towards a nascent design theory for E-Quality in Digital Infrastructures for learning in Higher Education.

  • 74.
    Tallvid, Martin
    et al.
    Göteborgs universitet, Avdelningen för lärande, kommunikation och IT.
    Lundin, Johan
    Göteborgs universitet, Institutionen för tillämpad IT.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lindström, Berner
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Göteborgs universitet.
    Exploring the Relationship between Sanctioned and Unsanctioned Laptop use in a 1:1 Classroom2015Inngår i: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 18, nr 1, s. 237-249Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 75.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Hansson, A
    University Health Care Research Center (UFC), Region Örebro län (SWEDEN).
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    ICT as support for learning: demanding new competence among phycians2017Inngår i: INTED2017 Proceedings, 2017, s. 4629-4636Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The subject of this paper is on emerging challenges and opportunities related to digitalization of work and learning in healthcare. Physicians are a typical specialized profession with a lot of formal education and demands for training and lifelong learning. Due to patient-centric care and advances in medicine and technology (e.g. apps for self-care) patients are now becoming active participants in healthcare, challenging the profession and patient-physician relationship. Another key challenge relate to evidence based medicine (EBM) that demand of physicians to keep updated and follow guidelines, while also balance this with own knowledge and best practice. Although the medical profession is based on communication, and social media have such major impact today, digital literacy is lacking in medical curriculum. While previous research suggest that social media have potential to support learning the impact of eHealth in relation to workplace learning has not yet been extensively studied. The research question is: How do physicians view their role in relation to informed patients and patient participation, and what are the implications for workplace learning and medical education in the information society of today?The methodology is a qualitative follow-up study. Thematic analysis was conducted on empirical data from 15 initial semi-structured interviews, and follow-up focus group (6 participants) based on patient scenarios. Our findings indicate that despite quite unionist call for change in the past decade medical education and training still seems to be based on traditional learning, formal lectures and learning by heart. We argue that this may be a key reason behind why the physicians find it hard to navigate the vast amount of medical information and digital tools available. Due to an underlying assumption that being a doctor is about treating patients, focus is placed on how to build up medical knowledge in terms of diagnoses, symptoms and treatments. While when they start to work are facing a much more complex situation, with informed, participating patients, increasingly digitalized workplace and extended networks of collegial and professional expertise. Findings from this study further support recent initiatives to increase health related ICT skills in the healthcare workforce but also highlights that what is needed is primarily related to literacy, as opposed to prior focuses on digital technology, computer skills and specific systems or databases. Thus, in addition to medical knowledge, this study indicate that a key skill is to have design knowledge, that is the ability to understand how the design of one's digital environment can make everyday life and work more effective. The physicians also addressed ethical concerns on the future digital healthcare in relation to patient participation, such as issues of equal care and responsibility. In conclusion, our findings call for a change in education and practice, further stressing a need for new educational models that emphasize on analytic and critical thinking skills (cf. the Bologna declaration) to meet the needs of modern medical learners along with meeting the demand for digital competence for lifelong learning in general.

  • 76.
    Vallo Hult, Helena
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik. NU Hospital Group, Sweden.
    Hansson, Anders
    Örebro University, University Health Care Research Center, Faculty of Medicin and Health, Sweden.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Gellerstedt, Martin
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Flipped healthcare for better or worse2019Inngår i: Health Informatics Journal, ISSN 1460-4582, E-ISSN 1741-2811Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The medical profession is highly specialized, demanding continuous learning, while also undergoing rapid development in the rise of data-driven healthcare. Based on clinical scenarios, this study explores how resident physicians view their roles and practices in relation to informed patients and patient-centric digital technologies. The paper illustrates how the new role of patients alters physicians’ work and use of data to learn and update their professional practice. It suggests new possibilities for developing collegial competence and using patient experiences more systematically. Drawing on the notion of flipped healthcare, we argue that there is a need for new professional competencies in everyday data work, along with a change in attitudes, newly defined roles, and better ways to identify and develop reliable online sources. Finally, the role of patients, not only as consumers but also producers of healthcare, is a rather formidable and complex cultural change to be addressed. © The Author(s) 2019.

  • 77.
    Winman, Thomas
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Spante, Maria
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Willermark, Sara
    Högskolan Väst, Institutionen för ekonomi och it, Avd för medier och design.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Lundh Snis, Ulrika
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Digitaliseringen i skolan: möjligheter och utmaningar2018Bok (Annet vitenskapelig)
  • 78.
    Winman, Thomas
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Framtidens digitala klassrum2015Konferansepaper (Fagfellevurdert)
  • 79.
    Winman, Thomas
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Framtidens klassrum.: En experimentell ansats för verksamhetsutveckling och digital innovation i morgondagens skola2014Konferansepaper (Annet vitenskapelig)
  • 80.
    Winman, Thomas
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för juridik, ekonomi, statistik och politik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    The development of mobilizing pedagogical strategies2016Inngår i: ICERI2016 Proceedings: 9th annual International Conference of Education, Research and InnovationSeville, Spain. 14-16 November, 2016. / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2016, s. 6923-6923Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In contemporary society, questions are often raised about the relation between education and integration of immigrants and people with a foreign background. In that context, pedagogical efforts have been made to combine educational and social interventions, emphasizing issues of inclusion, mobilization and learning processes. The overall aim in this study is to identify and explain how pedagogical strategies with respect to inclusion processes has evolved at a school for adult Roma students. Such pedagogical strategies are seen as crucial for improving immigrant conditions and opportunities and the data collection took place at a school with an outspoken Roma-profile in Sweden. In all, eight teachers and one principal were interviewed and the following research questions are addressed: What are the relevant aspects of social pedagogy in inclusion processes? How are these social pedagogical strategies distributed individually and jointly in a school context? The results show how the historical roots and theoretical foundations of pedagogical thinking and action take place as a "facilitator" and guides the teachers actions. To recognize the students cultural belonging and having a dialogical approach works as cultural bridging which actually to some extent transformed the teachers daily work from teaching to also embrace cultural broking-strategies to enforce learning processes.

  • 81.
    Åhnby, Ulla
    et al.
    Högskolan i Jönköping, Hälsohögskolan.
    Svensson, Lars A.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi. Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    Henning, Cecilia
    Högskolan i Jönköping, Hälsohögskolan.
    Delaktighet och gemenskap skapar engagemang: framtidsverkstad i Trollhättan2013Inngår i: Gemenskaper: Socialpedagogiska perspektiv / [ed] Eriksson, Lisbeth, Nilsson, Gunilla & Svensson, Lars A., Göteborg: Daidalos, 2013, s. 141-162Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 82.
    Öman, Anne
    et al.
    University of Gothenburg, Department of Applied IT.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Similar products different processes: Exploring the orchestration of digital resources in a primary school project2014Inngår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 81, s. 247-258Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 83.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Jobe, William
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    E-training through web lectures2014Inngår i: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, s. 397-402Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 84.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Kautz, Karlheinz
    Copenhagen Business School.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Towards adapting authentic learning for formal workintegrated e-learning2009Inngår i: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09, 2009, s. Aricle 29-Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

  • 85.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för informatik.
    Design Guidelines Through Educational Mining2015Inngår i: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, s. 1854-1857Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 86.
    Östlund, Christian
    et al.
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Svensson, Lars
    Högskolan Väst, Institutionen för ekonomi och it, Avd för datavetenskap och informatik.
    Kautz, Karlheinz
    Copenhagen Business School.
    Multimedia instruction in a workintegrated e-learning environment: Findings from the early stages of a design researchproject2007Inngår i: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30, University of Tampere , 2007, s. 683-698Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

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