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  • 1.
    Gellerstedt, Martin
    et al.
    University West, Department of Economics and IT, Divison of Law, Economics, Statistics and Politics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, Department of Economics and IT, Divison of Informatics.
    Navigating in a new pedagogical landscape with an introductory course in applied statistics.2014In: Topics from Australian Conferences on Teaching Statistics: OZCOTS 2008-2012 / [ed] MacGillivray, H., Martin, M., and Phillips, B, New York: Springer , 2014, p. 119-148Chapter in book (Refereed)
    Abstract [en]

    During the last few decades, a great deal of effort has been put into improving statistical education, focusing on how students learn statistics and how we as teachers can find effective ways to help them. At the same time the use of computers, the Internet, and learning management systems has grown rapidly, and offers new educational possibilities. In this chapter, we will discuss how these changes in the pedagogical landscape have affected our introductory course in applied statistics. The course and teaching context are presented in relation to guidelines for assessment and instruction in statistics and to seven principles for effective teaching. Teaching strategies, course content, and examples of course material are included. Furthermore, results from evaluations are discussed, especially focusing on diversity in student characteristics. These results indicate a variation in learning styles both between and within groups. Finally, we present some of our ideas for future development including strategies for individualization and the use of educational mining.

  • 2.
    Haj-Bolouri, Amir
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Rossi, Matti
    Aalto University, Information Systems, Helsinki, Finland.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    Work-Integrated Learning as an Outcome of Using Action Design Research in Practice2019In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 11491, p. 92-107Article in journal (Refereed)
    Abstract [en]

    This paper highlights Work-Integrated Learning (WIL) as an outcome of using Action Design Research (ADR) in practice. We argue that ADRis a subtype of Design Science Research (DSR) and a prominent method forfacilitating mutually beneficial collaboration between academia and practice.Subsequently, we tie our work around ADR and WIL to the Scandinavianschool of IS-research and worker participation, by emphasizing reflectivepractice on both researcher and practitioner side. We demonstrate this throughtwo empirical cases and four case episodes. Consequently, the cases highlightbuilding, intervention, and evaluation in the areas of civic orientation and countyadministration. The narrative around each case focuses on ADR-activities thatmediate reflection and learning through iterative cycles. Outcomes from thecases are reported as WIL-outcomes and finally, we conclude this paper bybriefly suggesting two implications for future relevant research

  • 3.
    Jobe, William
    et al.
    University West, School of Business, Economics and IT, Divison of Informatics.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, School of Business, Economics and IT, Divison of Informatics.
    MOOCs for Professional Teacher Development2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 1580-1586Conference paper (Refereed)
    Abstract [en]

    A MOOC is a trending concept in education that is disrupting traditional methods oflearning consumption. The emergence and use of MOOCs for professional teacher development isstill uncommon, but on the verge of gaining a foothold. Research regarding MOOCs typicallyfocuses on impacts for higher education and lifelong learning. However, the specific intersection ofMOOCs and professional teacher development is poorly researched. This concept papercontemplates the benefits and drawbacks of using MOOCs for professional teacher developmentand calls for more practical studies and explorative research. This paper also speculates on the basicMOOC design criteria and principles needed to maximize engagement and course completion,which are currently common issues with general MOOCs. The conclusion is that MOOCs can be acost- and resource-effective means to deliver quality education in order to further professionalteacher development. However, possible risks are employers' reluctance to accept MOOCaccreditation as equivalent professional development and the lack of relevant MOOC courses forprofessional development.

  • 4.
    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.

  • 5.
    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.

  • 6.
    Östlund, Christian
    University West, School of Business, Economics and IT, Divison of Informatics.
    E-learning use patterns in the workplace: Web logs from interaction with a web based lecture2012In: International Journal of Advanced Corporate Learning, ISSN 1867-5565, E-ISSN 1867-5565, Vol. 5, no 4, p. 4-8Article in journal (Refereed)
    Abstract [en]

    When designing for e-learning the objective is todesign for learning i.e. the technology supporting thelearning activity should aid and support the learningprocess and be an arena where learning is likely to occur. Toobtain this when designing e-learning for the workplace theauthor argue that it is important to have knowledge on howusers actually access and use e-learning systems. In order togain this knowledge web logs from a web lecture developedfor a Scandinavian public body has been analyzed. During aperiod of two and a half months 15 learners visited the weblecture 74 times. The web lecture consisted of streamingvideo with exercises and additional links to resources on theWWW to provide an opportunity to investigate the topicfrom multiple perspectives. The web lecture tookapproximately one hour to finish. Using web usage miningfor the analysis seven groups or interaction patternsemerged: peaking, one go, partial order, partial unordered,single module, mixed modules, non-video modules.Furthermore the web logs paint a picture of the learningactivities being interrupted. This suggests that modulesneeds to be fine-grained (e.g. less than 8 minutes per videoclip) so learners’ do not need to waste time having to watchparts of a video clip while waiting for the part of interest toappear or having to fast forward. A clear and logicalstructure is also important to help the learner find their wayback accurately and fast.

  • 7.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Jobe, William
    University West, Department of Economics and IT, Divison of Informatics.
    Svensson, Lars
    University West, Department of Economics and IT, Divison of Informatics.
    E-training through web lectures2014In: Proceedings of Society for Information Technology & Teacher Education International Conference 2014 / [ed] M. Searson & M. Ochoa, Chesapeake, VA: AACE , 2014, p. 397-402Conference paper (Refereed)
    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.

  • 8.
    Östlund, Christian
    et al.
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Kautz, Karlheinz
    Copenhagen Business School.
    Svensson, Lars
    University West, Department of Economics and IT, Division of Computer Science and Informatics.
    Towards adapting authentic learning for formal workintegrated e-learning2009In: Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology, DESRIST '09, 2009, p. Aricle 29-Conference paper (Other academic)
    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.

  • 9.
    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.

  • 10.
    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.

1 - 10 of 10
CiteExportLink to result list
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  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
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  • text
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