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  • 801.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pantic, Nikola
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pehrson, Hannah
    University West, School of Business, Economics and IT, Division of Media and Design.
    Subjectively Experienced Time and User Satisfactio: An Experimental Study of Progress Indicator Design in Mobile Application2021In: Proceedings of the 54th Annual Hawaii International Conference on System Sciences / [ed] Tung X. Bui, University of Hawaii , 2021, p. 4476-4485Conference paper (Other academic)
    Abstract [en]

    In the user’s interaction with systems, waiting and interruptions often constitute a source of negative experiences. However, system response time can be difficult or impossible to control, due to for example poor internet connection. This study explores “subjective experienced time”, which refers to the users’ assessment of system response timeliness. The aim of this study is to gain increased knowledge of user satisfaction and subjectively experienced time in interaction with mobile applications. Thirty participants used and evaluated three mobile applications, containing unique stimuli in progress indicators. The results show correlation between progress indicators’ degree of feedback and the subjectively experienced time and user satisfaction. Contributions include increased insight into the somewhat complex connection between the degree of feedback, subjectively experienced time and user satisfaction, as well as design implications for user-centred design.

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    fulltext
  • 802.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Challenges of Achieving ICT Competent Teachers through Continuing Professional Development: Teachers' perspectives2013In: Proceedings IRIS36: August 11-14 2013 at Gran, Norway, University of Oslo, department of informatics / [ed] Tone Bratteteig, Margunn Aanestad & Espen Skorve, Oslo: Akademika forlag, 2013, no 4, p. 103-117Conference paper (Refereed)
    Abstract [en]

    This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory school.  Continuing professional development (CPD) is often used as a mean to increase competence in general among teachers, and is used for ICT initiatives as well. However, numerous studies have shown that previous ICT initiatives have not achieved sustainable change in teaching practices to the extend desired by policymakers. This study addresses the problem by investigating how such change initiatives can affect teachers in their every-day work. Therefore, we explore challenges and experiences, as perceived by teachers, related to CPD as a mean to achieve ICT competence into their profession. 17 teachers have been interviewed. The interviews were recorded, transcribed, and analysed by learning theories suitable for professional practices. Teachers’ expressed needs were well aligned with CPD methods advocated in research literature, but less aligned with previous CPD initiatives. Their expressed needs were diverse, reflecting their individual competence, length of teaching experience, personal motivation and learning preferences. 

  • 803.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Progression in Practice: Development of TPACK in didactical designs2015In: Proceedings of Society for Information Technology & Teacher Education International Conference 2015 / [ed] D. Slykhuis & G. Marks, Chesapeake, VA:, 2015, p. 79-86Conference paper (Refereed)
    Abstract [en]

    We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative models for teaching in virtual classrooms are designed. The study involved 22 teachers and 600 students in elementary school. The development and implementation of didactical designs were examined by using the TPACK model as an analytic lens. An in-depth analysis of 14 didactical designs, i.e., pre-planned sequences of lessons with specified learning objectives, in mathematics were conducted. We show how the TPACK model can be used to identify progression in practice, when didactical designs are studied in detail. We have been able to track progression in the didactical designs, where the TPACK components are becoming more integrated and balanced over time. We have seen examples of organizational development, in which teacher teams together with researchers built a productive community of practice around developing TPACK-based competence.

  • 804.
    Willermark, Sara
    et al.
    University West, School of Business, Economics and IT, Division of Media and Design.
    Pareto, Lena
    University West, School of Business, Economics and IT, Division of Media and Design.
    Sofkova Hashemi, Sylvana
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Didactical designs in use: exploring technological, pedagogical and content knowledge2016In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper (Refereed)
    Abstract [en]

    In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

  • 805.
    Wilner, Anna
    et al.
    Nu-sjukvården, NU-biblioteket.
    Thorn, Jessica
    University West, University West, the Library.
    Hurtig, Christina
    Nu-sjukvården, NU-biblioteket.
    Sjuksköterskornas sökning efter evidens – hur kan vi överbrygga steget från akademi till arbetsliv?: Samverkan mellan högskolebibliotek och sjukhusbibliotek2016Conference paper (Other academic)
  • 806.
    Winman, Thomas
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Artifacts at Work: Internship, Learning and Technology2014In: International Journal of Sociotechnology and Knowledge Development (IJSKD), ISSN 1941-6253, E-ISSN 1941-6261, Vol. 6, no 2, p. 53-66Article in journal (Refereed)
    Abstract [en]

    This study focuses on nursing students' internships and how the students are handling the tension created by expectations and dilemmas when using medical records (MRs) in practice. The overall aim of this study is to develop knowledge about what is required by nursing students in order to coordinate and sustain knowledge through the use of MRs. The theoretical approach to learning that has been adopted implies that learning takes place in social activities, and empirically this means that the study of learning and professional knowledge is a matter of studying activities where, for example, technologies are put into practical use, where experience and knowledge are brought to life. The data consists of observations of five nursing students during their second year in nursing school, interviews and ten video-recordings from shift reports. The result shows that nursing students regularly use MRs as a source of information and that they are struggling with transforming that information into action-oriented knowledge. The conclusion is that information systems such as MRs need to be understood and defined by teachers as materials and devices created or adapted to solving practical problems, and should be treated thereafter. Providers of education need to take into account the different types of intellectual or practical knowledge that professionals like nurses are expected to have, where the use of technology cannot be separated from, but need to be integrated into other aspects of knowledge.

  • 807.
    Winman, Thomas
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Framtidens lärmiljö2016In: ViLär 2016, konferens 8-9 december 2016, Vänersborg / [ed] Kristina Johansson, Trollhättan: Högskolan Väst , 2016, p. 2-2Conference paper (Other academic)
    Abstract [sv]

    Dagens samhälle kännetecknas av social differentiering och globalisering och digitalisering, vilket på olika sätt utmanar traditionella sätt att organisera högre utbildning. För att möta dessa utmaningar arbeta vi i ett projekt att utveckla en såväl fysisk som kulturell miljö som är inkluderande, stödjande samt stimulerar lärande och delaktighet. Det involverar den fysiska miljön såsom möbler, ljud och ljus, teknisk infrastruktur men också social miljö, pedagogik och organisering av högre studier. Men vad innebär det att studera på högskola eller universitet? Studenters lärarledda studietid varierar självklart men enligt Högskoleverket (2010:20) har var tionde student som studerar på heltid högst fyra timmar lärarledd undervisning i veckan och knappt 40 procent av samtliga heltidsstudenter anger att de har nio timmar eller mindre lärarledd undervisning. Det innebär att studenternas vardag domineras av själv-­‐ eller gruppstudier. Detta ställer krav på hela studiemiljöns utformning och vi behöver t.ex. fundera över de gemensamma ytornas utformning så att de stöder både lärande och social samvaro för en differentierad studentgrupps olika behov. Vi menar att medan flera projekt och satsningar i Europa har haft studenten eller tekniken i fokus så är lärande utgångspunkten i vårt projekt, där teknik, infrastruktur och fysisk och virtuell miljö, relaterar till pedagogiska processer och aktiviteter som involverar flera olika aktörer. Lärandet omfattar olika aktörer såsom lärare, studenter, forskare och administrativ personal. I projektet utvecklar en inkluderande lärmiljö som stöder ett flexibelt lärande där olika deltagare möts och utvecklas och där mötena och lärandemålen avgör vilka resurser som behövs. Resurserna kan vara materiella såsom t.ex. digitala redskap eller fysisk miljö samt intellektuella såsom kunskaper eller relationer. Men vi tror att det är viktigt att flytta fokus till lärandet och den lärande, och att studera hur och i vilka sammanhang t.ex. de digitala möjligheterna kommer bäst till nytta. Vi ser teknik, ljussättning, möblering i lärosalar och gemensamhetsutrymmen som viktiga delar i utvecklingen av en inkluderande lärmiljö som utgår från ett emancipatoriskt förhållande där uppgiften är att stödja studenternas förflyttning till ett mer centralt och aktivt deltagande i samhällslivet. Frågorna får både pedagogiska och didaktiska konsekvenser och visar på områdets komplexitet, där vi kan utvecklas tillsammans och lärmiljön blir utifrån det perspektivet någonting mer än bara undervisningens innehåll. Vi tar därför avstamp i skolans vardag och de pedagogisk utmaningar och möjligheter som finns.

  • 808.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Spante, Maria
    University West, School of Business, Economics and IT, Divison of Informatics.
    Willermark, Sara
    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.
    Lundh Snis, Ulrika
    University West, School of Business, Economics and IT, Divison of Informatics.
    Digitaliseringen i skolan: möjligheter och utmaningar2018Book (Other academic)
  • 809.
    Winman, Thomas
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Framtidens digitala klassrum2015Conference paper (Refereed)
  • 810.
    Winman, Thomas
    et al.
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    The development of mobilizing pedagogical strategies2016In: 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, p. 6923-6923Conference paper (Other academic)
    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.

  • 811.
    Wistrand, Ludvig
    et al.
    University West, School of Business, Economics and IT.
    Leidstedt, Adrian
    University West, School of Business, Economics and IT.
    Varför köper spelare mikrotransaktioner i datorspel?: En studie om kontexter som påverkar köpbeslut2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Over the past decade, the gaming industry has evolved and found new ways to make money. Today, they increasingly use the popular Freemium model, where the games themselves are free, but where there may be small purchases in the games that enable players to buy various items in the games for real money, so-called microtransactions. These microtransactions have today become a very large and important source of income for the game companies. The aim of this research is to create an understanding of why players choose and are motivated to buy these microtransactions and how it can affect their gaming experience. The study is based on eleven semi-structured interviews conducted remotely via the Discord platform. The result of our analysis shows, among other things, 4 main factors why players choose to buy microtransactions and these are Cosmetics & Skins, Crowdfunding, Pay to win, and Gambling. All of the respondents in this study had a positive attitude towards microtransactions overall but felt that pay to win should be removed from modern games today as they felt that it more spoils their gaming experience than adds anything.

  • 812.
    Wormdal, Caroline
    University West, Department of Economics and IT, Division of Media and Design.
    “Ja, det är väl just därför man delar”: En kvalitativ studie om Quantified-selfers uppfattning och erfarenheter om delning av aktivitetsdata i Runkeeper2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study's purpose was to get an insight into what it is that determines the Quantified-selfers to choose to share their activity or not. Using interviews as a method i interviewed users of the app Runkeeper to find out their experiences and opinions about sharing. Depending on whether they where sharing or not, the questions were costumized and based on it to get the right information from the right person.

    I also made a content analysis from a facebook group for Runkeeper users so i actually could see what information they choose to share. The survey showed that depending if they shared or not, there were clear differences regarding what opinions they had regarding sharing, especially of sharing, especially on social media.

    Those who shared, saw the process more like sharing with others to provide motivition, but also to take part of other training.

    Those who didn´t share saw their training as something private and kept it for themselves. At the same time they were more willing to take part of training information others shared in runkepper/social media.

  • 813.
    Wynn, Eleanor Herasimchuk
    et al.
    Ronin Institute, Montclair, NJ, (USA).
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics. NU Hospital Group, Trollhättan, Sweden.
    Platforms and the public sphere2020In: 26th Americas Conference on Information Systems, AMCIS 2020, 2020Conference paper (Refereed)
    Abstract [en]

    Internet-based platforms present new opportunities for theory and design in Information Systems. The social implications of technological change have always been important, but new platforms, with their changes in negotiated social order and contending opportunities for freedom and control, require an explicitly critical perspective. If democratization is to be a feature of platforms, we need adequate distinctions for the design of these social/organizational spaces. Critical theory provides such a framework, and a way to sort out the disconnects between intent and implementation. Habermas’s concepts of the system, public sphere, and lifeworld provide a social philosophy that can directly influence IS research and design. Using health care trends that bring patient lifeworld and hospital system into closer contact, we illustrate a gap in conventions that arises, and recommend this gap be formatted as a public sphere. 

  • 814.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019In: Foundations and Trends® in Information Systems, ISSN 2331-1231, Vol. 3, no 1-2, p. 1-233Article in journal (Refereed)
    Abstract [en]

    Information Systems (IS) and Human Computer Interaction(HCI)–including Computer-Supported Cooperative Work(CSCW)–address the development and adoption of computingsystems by organizations, individuals, and teams. Whileeach has its own emphasis, the timelines for adopting qualitativeand critical research differ dramatically. IS used bothin the late 1980s, but critical theory appeared in HCI onlyin 2000. Using a hermeneutic literature review, the papertraces these histories; it applies academic cultures theoryas an explanatory framework. Institutional factors includeepistemic bases of source disciplines, number and centralityof publication outlets, and political and geographic contexts.Key innovations in IS are covered in detail. The rise ofplatformization drives the fields toward a common scopeof study with an imperative to address societal issues thatemerge at scale.

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    fulltext
  • 815.
    Wynn, Eleanor
    et al.
    Ronin Institute, USA.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Qualitative and Critical Research in Information Systems and Human-Computer Interaction: Divergent and Convergent Paths2019Book (Refereed)
    Abstract [en]

    Qualitative and Critical Research in Information Systems and Human Computer Interaction explores the history and adoption of qualitative and critical research in Information Systems (IS) and contrasts it with the growth of similar methods/theories in Human Computer Interaction (HCI) and, to a lesser, extent Computer Supported Collaborative Work (CSCW). The supposition behind the comparison was that the areas overlap in subject matter and would overlap in methods and authors. However, marked differences were observed in the structure of publications, conferences, and on social media that led to questions about the extent to which the fields shared a common framework. The authors find that the history of each discipline reflects institutional factors that affected the respective timelines for the use of these approaches. This leads them to consider a sociological epistemic framework, which explains the differences quite well. It also supports characterizations of the culture of IS made by members, as having open paradigm and high collegiality, described as an adhocracy. The authors propose that qualitative and critical research developed interdependently in IS. Aside from institutional factors, a further difference in uptake of methods and critical framework comes from the US/Europe divide in research traditions and the political/epistemic climates affecting research in the respective regions. Research from beyond the transatlantic traditions postdates the developments covered here but is touched on at the end of the monograph. The primary goal of Qualitative and Critical Research in Information Systems and Human Computer Interaction is to better understand the ways the IS research community differentiates itself into diverse constituencies, and how these constituencies interact in the field's complex processes of knowledge creation and dissemination. Another goal is to create cross-disciplinary discussion and build on related work in the fields. This is important in the era of platforms with global reach, and the concurrent development of powerful AI and analytics capabilities that both intrude on daily life and try to emulate human intelligence.

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    fulltext
  • 816.
    Wynn, Eleanor
    et al.
    Ronin Institute; United States.
    Vallo Hult, Helena
    University West, School of Business, Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Reputation Control and Theoretical Innovation in Two Academic Cultures2019In: Twenty-fifth Americas Conference on Information Systems, Atlanta, GA, USA: Association for Information Systems ( AIS ) , 2019, p. 1-10Conference paper (Other academic)
    Abstract [en]

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

  • 817.
    Yildiz, Altug
    et al.
    University West, School of Business, Economics and IT.
    Timonen, William
    University West, School of Business, Economics and IT.
    Utmaningar och möjligheter vid övergången till distansundervisning under pandemin: En kvalitativ studie om högstadielärares perspektiv på användningen av digitala verktyg2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this study is to investigate which adaptations upper secondary school teachers had to make during the pandemic, as well as which challenges and opportunities have arisen with the use of digital tools in distance education during the pandemic. The study is aimed at gaining insight into teachers’ experiences, specifically regarding the use of the digital tools during the pandemic. In order to answer the purpose of the essay, the following question has been formulated: What opportunities and challenges has the use of digital tools in distance education during the pandemic brought for the professional role of the secondary school teacher?The authors of this study have chosen to use a semi-structured group interview method for data collection. The interviews are conducted in groups so that the respondents can come up with answers through discussion. The sample is a private organization, the respondents are teachers from grade 7 to grade 9, who were active as teachers during the pandemic and have experience in distance learning. The authors recorded and then transcribed the interviews and performed a thematic analysis of the collected data. The study's conclusion came to the conclusion that although Covid-19 has accelerated digitization in schools and affected teachers and students in negative ways, it has also brought positive changes. In a way, the Cid-19 pandemic has been a catalyst for school reforms. Digital teaching during Covid-19 has led to new skills for both students and teachers. Teachers have had to be flexible and have had to adapt and re-plan lessons to try to maintain the quality of education. Information sharing has improved under the distance education format, digital tools such as Teams, Google Classroom improved information sharing. Due to improved information sharing, teachers have experienced less physical stress. The teachers have become better at solving IT-related problems. The teachers gained new and improved knowledge of new technology and have gained a better picture of the school's digitization. It was more difficult to maintain order in the digital classroom than in the physical classroom, the teachers did more police work than usual. The quality of the lessons has deteriorated because teachers have used unproven activities during distance learning. Teachers' workload has become heavier. The continued efforts post-covid will be more important than the efforts during the Covid-19 pandemic when it comes to elementary school. Teachers and students should be consulted about the school's digitization and the technical tools offered for distance learning. The technology should not guide the development forward here, but the users should guide the development.

  • 818.
    Yuan, Yuan
    et al.
    University West, Department of Economics and IT.
    Pan, Yang
    University West, Department of Economics and IT.
    Stereotypes of Chinese Athletes: Critical Discourse Analysis of Western Sports Journalism2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to collect and analyze stereotypes of Chinese athletes in Western sports journalism. The thesis employs a single case study of the construction of Chinese athletes in Western media. This study is based on the assumption of Social constructivism and it is combined with media representation theory. Furthermore, racial stereotypes and Orientalism theory are applied to collect and explain the stereotypes of Chinese athletes in Western media. The finding shows that Chinese athletes as a threat to West are constructed not only in the competition of the Olympics, but also in other social aspects such as institution, economy and population. Moreover, through critical discourse analysis (CDA), the analysis proves that racial stereotypes (physical and mental) of Chinese athletes have been represented in Western sports journalism. Additionally, the analysis of power relations which is drawn from Orientalism contributes to the understanding of the presence of these stereotypes. This research contributes to the existing literature by filling the gap in research on racial stereotypes of Chinese athletes in Western sports journalism.

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    Stereotypes of Chinese Athletes
  • 819.
    Åsbrink, Johan
    University West, Department of Economics and IT, Division of Media and Design.
    Publicering – det åttonde p:et i marknadsföringsmixen?: En litteraturstudie om visuell företagsidentitet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to draw attention to corporate visual identity; partly by mapping the field for future research – what we know and need to know – but also by providing theoretical and practical implications for professional practice. Managing corporate visual identity systems – containing guidelines for the use of name, symbol, logotype, fonts, colour and slogan – is namely a neglected research area in literature on communication and PR. This even though our western society is becoming more and more visually oriented with companies constantly competing for our attention. The paper takes the form of a literature review and begins with introducing theories on corporate visual identity, focusing on T.C. Melewar’s and John Saunders’ advocacy of its management as the eighth p "publications" in an extended marketing mix. After that, the process behind the systematic selection of empirical studies is rendered, which later is used to review the theories and investigate the arguments supporting Melewar’s and Saunders’ statement.

    The result of the study confirms that corporate visual identity includes elements beyond the traditional marketing mix and that organizations see benefits in moving past these to express other forms of visual communication. In addition to buildings, vehicles and clothing, smaller elements such as stationery and forms are also considered to be effective ways of projecting their visual identity. A consistent corporate visual identity is in turn attested to have a positive impact on a variety of things, including consumers, employees, corporate image, reputation, sales, recruitment and performance. To titulate the management of corporate visual identity systems as the eighth p "publications" in an extended marketing mix therefore feels in order.

  • 820.
    Óskarsdóttir, María
    et al.
    Reykjavik University (ISL).
    Islind, Anna Sigridur
    Reykjavik University (ISL).
    Willermark, Sara
    University West, School of Business, Economics and IT, Division of Media and Design.
    Deeva, Galina
    KU Leuven (BEL).
    Introduction to the Minitrack on Learning Analytics at HICCS 20222022In: Proceedings of the 55th Hawaii International Conference on System Sciences / [ed] Tung X. Bui, IEEE Computer Society , 2022, Vol. 2022, p. 1726-1727Conference paper (Refereed)
    Download full text (pdf)
    fulltext
  • 821.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    A Framework for Evaluation of IT Enhanced Training: A Design Science Research Approach2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1544-1551Conference paper (Refereed)
    Abstract [en]

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

  • 822.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    Design for e-training2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

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

  • 823.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Design Guidelines Through Educational Mining2015In: Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015, Chesapeake, VA: Association for the Advancement of Computing in Education, 2015, p. 1854-1857Conference paper (Refereed)
    Abstract [en]

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

  • 824.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Kautz, Karlheinz
    Copenhagen Business School.
    Multimedia instruction in a workintegrated e-learning environment: Findings from the early stages of a design researchproject2007In: Proceedings of 30th Information Systems Research Seminar in Scandinavia: IRIS 30, University of Tampere , 2007, p. 683-698Conference paper (Refereed)
    Abstract [en]

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

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