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  • 1.
    Andersson, Mats
    et al.
    KTH.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
    Meeting the users’ need for knowledge:  A concept of a learning domain2005In: Allestädes närvarande kunskap: Doktorsavhandling i Medieteknik och grafisk produktion, Stockholm: KTH Datavetenskap och kommunikation , 2005, p. 185-200Chapter in book (Refereed)
    Abstract [en]

    In everyday life, many people use the web as a resource for knowledge. In this paper we are investigating the preconditions for a web resource called learning domain. The characteristics of the web resource learning domain can contribute to a reduction of well-known problems with structuring the content in a communicative way and also to contribute to an increased trust of the presented information. In the paper the characteristics of learning domains are described and some examples of web sites with characteristics contiguous to that of a learning domain are discussed. Our conclusions are that web resources with learning domain characteristics can contribute as a knowledge support. The challenge related to learning domains is not a technological one but instead how to arrange the information in such a way that it makes sense for the users.

  • 2.
    Anrin, Johan
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Det måste vara intressant!: En kvalitativ studie om fritidspedagogers villkor kring att arbeta med IKT.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats har varit att undersöka villkoren för fritidspedagoger att arbeta med informations- och kommunikationsteknik (nedan förkortat IKT) på fritidshemmet med hjälp av en kvalitativ metod (intervjuer). Det teoretiska perspektiv som studien utgått ifrån är fenomenologi, och därav blev resultatet av min uppsats tre livsvärldar inom IKT som informanterna i studien konstruerade. Dessa tre livsvärldar blev motivation, förutsättningar och kunskap. De informanter som konstruerat dessa livsvärldar är 4 fritidspedagoger och 3 personer som har IKT-ansvar som en del av sina arbetsdagar. Resultatet visade att de tre kategorierna gick in i varandra, men tyngdpunkten låg ändå i kategorin motivation. Fritidspedagogers arbete med IKT är beroende av hur pass motiverade och drivna de är som pedagoger kring just fenomenet IKT. Att vissa förutsättningar saknas, som till exempel planeringstid eller kunskaper kring området, påverkar också i hur stor utsträckning pedagoger använder IKT. Slutsatsen blir därför att användandet av IKT på fritidshem beror dels på hur motiverade fritidspedagogerna är kring att söka kunskap och arbeta med IKT, dels på hur starkt motiverad ledningen på skolorna är med att arbeta med IKT. Det vill säga hur pass motiverade de olika yrkeskategorierna inom skolan är för att ge bra förutsättningar till fritidspedagoger för att kunna arbeta med IKT.

  • 3.
    Bennerstedt, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Collaborative assessment and game development: professionals’ orientation towards problems, potentials and organizational demands2014In: 4th International Conference Applied Linguistics and Professional Practice, 2014Conference paper (Refereed)
    Abstract [en]

    This paper address assessment practice as part of professional activity and learning in the domain of game development. A growing body of research has been concerned with the professionalization of games production knowledge, frequently attributed to the coordinated work of numerous actors in technology dense settings. While previous accounts of games development list a multifaceted body of knowledge, there is a gap in the literature focusing on game developers’ professional knowing and learning in situ. With an analytical approach informed by ethnomethodology, this paper aim to make visible professional knowledge and learning when collaboratively evaluating games-in-development. It is focusing on game developers’ assessment work as a way to gain insight in the practical reasoning when orienting towards games and gaming as subject of assessment, and as a way of making professional knowledge bases explicit.

           The empirical material is drawn from three settings: 1) a vocational game education, 2) a national game award event, and 3) a professional game development company. Based on fieldwork augmented with video-recordings, the study investigates how games-in-development are collaborative assessed and specifically the ways professionals evaluate co-workers views and understandings with respect to what constitutes problems and potentials of games-in-development.

           Assessments are at stake in a number of internal and external work practices, such as gate reviews, playtests, and the activity of pitching not-yet-finished-nor-financed games to publishers. Games assessments are a common preoccupation at game companies and game education but also at so-called game awards. Games assessments share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices. Both are events where proposals are assessed by externally recruited professionals. However, the assessment activities and object of assessment largely differ. In architectural education, proposals are assessed by considering the qualities visible in the designed material (such as plans, paper posters and digital slideshows) in relation to articulated intentions. This can be contrasted with the object of criticism in games presentations: the object constitutes both digitally visual material and designed ‘playable/interactive’ activities. This means that the qualities of a game cannot only be judged by interpreting the idea communicated in plain words together with some visual layout, it also has to be discovered when engaging with the designed ‘experience’. Hence, professionals’ in the gaming domain are required to account for what hinders or make possible appealing experiences during assessments of digital games.

           By focusing on professionals’ collaborative assessments, the analysis unpacks some recurrent orientations towards games and gaming in professional settings. It is shown that the professionals are faced with a number of institutional and organizational demands with respect to time, technology, conventions, and innovations.

  • 4.
    Bennerstedt, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Searching for the best game: professionals’ jury work at a national game-award event2014In: The Second International ProPEL: Professional Practice, Education and Learning Conference, June 25-27, 2014, 2014Conference paper (Refereed)
    Abstract [en]

    This study investigates jury-based assessment work as part of professional activity in an emerging profession, the gaming industry. Drawing on prior studies of professional learning (Mäkitalo, 2012), jury deliberations (Garfinkel, 1976), and assessment practices in related settings, assessment is approached as a way of making professional knowledge and learning visible. With an analytical focus informed by ethnomethodology, the paper builds on the idea that detailed studies of local orders of collaborative assessment in creative organizations could contribute to the understanding of assessment in professional learning.

    Although previous research on games development point to a multifaceted body of knowledge and considered its development in terms of professionalization (cf. Bennerstedt, 2013), there is a lack of empirical studies of professional game developers practices, particularly addressing the key object of criticism - the games. Games assessments are not only a common preoccupation at game companies and in game education, but also at so-called game awards where novices send in playable demos. Games evaluations share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices (Lymer, 2010). However, the assessment activities and object of assessment largely differ, as the qualities of playable games have to be discovered interactively and therefore include a range of learning trajectories and troubles.

    Based on fieldwork augmented with video-recordings at a game café, the paper explores a small group of invited professionals’ assessment when reviewing a large number of game demos for a national game award event. By focusing on collaborative work conducted in private deliberations, it is shown that the professionals are faced with a number of challenges when ranking and grading the demos. They discover problems and qualities with the games by taking departure in fixed categories, established standards and emergent criteria, but make collaborative decisions that are governed by the jury members’ varied access to the assessed demos. The variations with respect to access are tightly related to the time schedule of the reviewing, but also the design of the interactive material. They accomplished their work by drawing on jury members’ as well as organizers’ access to, and knowledge of, demos in terms of playability, progression, emergence, visual appearance, technical solutions, etc. Critical for overcoming knowledge gaps are the ways the jury manages access by engaging in hybrid activities, i.e. moving between assessments and instructions/demonstrations of demos.

    Pedagogical implications of the analysis are discussed, and it is suggested that the jury-based assessment of digital material shed new light on how professionals deal with ad hoc learning and instruction.

     

    References

    Bennerstedt, U. (2013). Knowledge at play: Studies of games as members’ matters. Göteborg: Acta Universitatis Gothoburgensis.

    Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

    Lymer, G. (2010). The work of critique in architectural education. Göteborg, Sweden: Acta Universitatis Gothoburgensis.

    Mäkitalo, Å. (2012). Professional learning and the materiality of social practice. Journal of Education and Work, 25(1), 59-78.

  • 5.
    Bennerstedt, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Showcasing playable demos via design conventions: game students’ presentations of multimodal phenomena in a jurybased assessment environment2014In: the 4th International Designs for Learning Conference, expanding the field., Stockholm, 2014Conference paper (Refereed)
  • 6.
    Bergdahl, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hernvall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The Use of Learning Technologies and Student Engagement in Learning Activities2018In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 13, no 2, p. 113-130Article in journal (Refereed)
    Abstract [en]

    As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

  • 7.
    Bergdahl, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Disengagement, engagement and digital skills in technology-enhanced learning2019In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608Article in journal (Refereed)
    Abstract [en]

    With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

  • 8.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Datorn i bildundervisningen: Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?2012Conference paper (Other academic)
    Abstract [sv]

    Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

    I dagens samhälle behöver vi arbeta aktivt med att lära barn och unga hur vi kan kommunicera med bilder, filmer mm. Vi behöver arbeta med att ge barn och unga förutsättningar för att tolka och förstå den värld de möter varje dag bland annat via digitala medier. Bildämnets roll i skolan är bland annat att arbeta med detta. När bildundervisning bedrivs med hjälp av digitala tekniker som t.ex. en dator ges möjlighet att arbeta med nya områdena. Den stora tillgången till bilder från nätet ger en annan möjlighet att använda och kombinera bilder och texter som man själv inte åstadkommit från grunden och därmed skapa något eget. Med datorn kan man också kombinera multimodala uttrycksformer så som bild, text och ljud. Detta skapar nya möjligheter att i undervisning arbeta med vad visuella uttryck gör och hur de skapar mening, förutom att också lära sig tekniker för detta.

    Dessa nya vägar till visuella uttryck skapar också nya förutsättningar för lärarens arbete. Det finns ett behov av att få kunskap kring hur vi som lärare kan arbeta med multimodala uttryck, arbetsformer och uppgifter med eleverna. Mitt forskningsfokus ligger därför främst på bildpedagogens roll i arbete med digitala tekniker. Det jag undersöker är hur bildläraren lägger upp sin undervisning, kommunicerar och interagerar med eleverna i olika situationer när eleverna arbetar vid datorn. Vilka utmaningar och frågor ställs läraren inför? Hur arbetar läraren för att förmå eleverna att använda tekniken och de möjligheter som den ger för att arbeta med bildämnets innehåll? Genom att belysa olika delar i bildlärarens arbete under lektioner där eleverna arbetar vid en dator, hoppas jag kunna få kunskap om och ge en ökad förståelse för den komplexa kunskap bildläraren behöver i sin utövning.

  • 9.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Is the role as an Art teacher different, when pupils use the computer as a tool?2011Conference paper (Other academic)
    Abstract [en]

    In Swedish compulsory school the subject Art contains all sorts of visual culture and therefore also work with digital techniques. It offers the opportunity to find new ways to work with pupils and to use new techniques to develop education in visual culture. The Digital media gives other possibilities for pupils to use pictures from the Internet and convert them to something of their own, and gives the opportunity to create artifacts pupils cannot create with traditional methods. Do the medium also invite new ways to work in schools?

    In my research I study the teachers’ roles when the pupils are using a computer to create their art work, presentations, films etc. Work with computers raises new questions for teachers and pupils to deal with. I study what kind of problems/questions they have to tackle in lessons, and what strategies they use. I also hope to find out in what way teacher design lessons, to make pupils understand the impact of images and to develop the pupils´ own creativity and understanding of the visual culture we live in today. To find this out, I study in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. My approach is ethnological, and the method consists of interviews and observations using a small video camera placed on the teacher and also by taking notes in the classroom.

  • 10.
    Byungura, Jean Claude
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Improving IT Integration for Higher Education Institutional Performance: Towards a Contextualised IT-Institutional Alignment Model2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.

  • 11.
    Cakici, Baki
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sustainability through surveillance: ICT discourses in design documents2013In: Surveillance & Society, ISSN 1477-7487, E-ISSN 1477-7487, Vol. 11, no 1/2, p. 177-189Article in journal (Refereed)
    Abstract [en]

    In this paper, I examine design documents from three different ICT design and development projects. I argue that they present intersecting visions of sustainability entailing the wide-spread use of ICT, describe the properties of users compatible with such ICT, and provide ways of judging the users. In the design documents, the inhabitants are made individually responsible for living sustainably, and surveillance is positioned as integral to this future with the help of ICT. Underlying the visions, I identify a translation process that captures the traces of the inhabitants' lives, classifies them according to different criteria of sustainable living, and returns them to the tapestry of everyday life to convince the users to behave differently. In the discourses of these documents, surveillance translates the traces, and the translations exert new pressures on existing power relations.

  • 12.
    Cakici, Baki
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The Informed Gaze: On the Implications of ICT-Based Surveillance2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Information and communication technologies are not value-neutral. I examine two domains, public health surveillance and sustainability, in five papers covering: (i) the design and development of a software package for computer-assisted outbreak detection; (ii) a workflow for using simulation models to provide policy advice and a list of challenges for its practice; (iii) an analysis of design documents from three smart home projects presenting intersecting visions of sustainability; (iv) an analysis of EU-financed projects dealing with sustainability and ICT; (v) an analysis of the consequences of design choices when creating surveillance technologies. My contributions include three empirical studies of surveillance discourses where I identify the forms of action that are privileged and the values that are embedded into them. In these discourses, the presence of ICT entails increased surveillance, privileging technological expertise, and prioritising centralised forms of knowledge.

  • 13.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Emergent practices and material conditions in teaching and learning with technologies2019Collection (editor) (Refereed)
    Abstract [en]

    This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.

  • 14.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Introduction into Emergent Practices and Material Conditions in Learning and Teaching with Technologies2019In: Emergent practices and material conditions in teaching and learning with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, no 1, p. 3-20Chapter in book (Refereed)
    Abstract [en]

    This volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.

  • 15.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Next Steps: Toward a Relational Mode of Thinking for Educational Technology2019In: Emergent practices and material conditions in teaching and learning with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, p. 257-259Chapter in book (Refereed)
    Abstract [en]

    The work presented in this edited volume brings together inspirational and high-quality chapters that call for more conversations in our field. Together with critique and care, we hope the work initiated here will continue disentangling, assembling, and giving form to new arguments able to structure a more nuanced and deeper dialogue on teaching and learning with digital technology.

  • 16.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Joshi, Somya
    Wehn, Uta
    Experimenting with Novel Forms of Computing: The case of the Swedish Citizen Observatory for Water Quality Conservation2019In: Proceedings of the Fifth Workshop on Computing within Limits, Association for Computing Machinery (ACM), 2019, article id 8Conference paper (Refereed)
    Abstract [en]

    In the Anthropocene, we are looking at an impending future that is characterized by resource scarcity. In this paper we ask how socio-technical arrangements can facilitate a transition from the course we are on today to one of adaptation and conservation. Taking the case of citizen observatories (COs) for water quality conservation as an illustrative lens, this paper analyses the potential of COs to form Publics for management and stewardship of natural resources from a Computing within Limits perspective. Based on interviews, participant observations and co-design workshops with a wide range of stakeholders, we draw attention to 1) the complexities of water quality management in Sweden, 2) the differing views of policymakers and citizens about citizen participation in water governance and 3) designers' efforts in co-developing a sustainable socio-technical system for bringing about change in water quality management. Our work contributes to research on Computing within Limits by identifying opportunities and challenges that arise when designers seek to form Publics and through them transform institutional arrangements.

  • 17.
    Colombage, Ranil Peiris
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Männikkö Barbutiu, Sirkku
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    About the challenges in undergraduate research projects: an explorative case study in a Sri Lankan National University2018In: International Journal of Learning, Teaching and Educational Research, ISSN 1694-2493, E-ISSN 1694-2116, Vol. 17, no 2, p. 25-44Article in journal (Refereed)
    Abstract [en]

    Conducting research and writing a thesis about it is regarded as a distinctive pedagogy (learning through inquiry) within higher education which brings new challenges to all parties involved. To complete a thesis, students should select a problem, make a systematic plan, implement the plan and, finally, write a report of the process and findings. Students do have a supervisor to guide and support them, but it is the student who plays the key role in the whole research process. The present study is a qualitative, explorative case study to understand the challenges related to research projects within undergraduate management degree programmes in a Sri Lankan national University. Data have been collected using interviews and focus group discussions in six-degree programmes, with around 40 participants in total. The study focuses on identifying problematic areas and creating a general picture of why students’ research projects are not progressing favourably. Six main challenges were identified: student motivation, student-supervisor relationships, skills and knowledge, students’ workload, the structure of the research project course, and resources and ICT tools. These problematic areas are complex and multidimensional. Therefore, further studies are required to truly understand the complex interrelatedness of these areas.

  • 18. Duveskog, Marcus
    et al.
    Tedre, Matti
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sedano, Carolina Islas
    Sutinen, Erkki
    Life planning by digital storytelling in a primary school in rural Tanzania2012In: Educational technology & society, ISSN 1436-4522, Vol. 15, no 4, p. 225-237Article in journal (Refereed)
    Abstract [en]

    Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.

  • 19.
    Fleischer, Rasmus
    Stockholm University, Faculty of Social Sciences, Department of Economic History.
    Robotarnas kapprustning: Om spam i en nät- och bokhistorisk kontext2014In: Information som problem: Medieanalytiska texter från medeltid till framtid / [ed] Otfried Czaika, Jonas Nordin & Pelle Snickars, Stockholm: Kungliga biblioteket , 2014, p. 242-257Chapter in book (Refereed)
  • 20. Fors, Eva
    et al.
    Fåhraeus, Eva R.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hössjer, Annika
    Stockholm University, The Stockholm Institute of Education.
    Sönnerbrandt, Christopher
    LIKA – Digital Literacy in Teacher Education2007In: Proceedings of Society for Information Technology & Teacher Education International Conference 2007 / [ed] R. Carlsen, K. McFerrin, J. Price, R. Weber, D. Willis, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2007, p. 1474-1481Conference paper (Refereed)
    Abstract [en]

    As a result of rapid changes in a digitalized society, an initiative is now taken by the Swedish Knowledge Foundation, with focus on ICT in Teacher training. Together with two other projects, the LIKA project was launched at the beginning of year 2006. The LIKA project is a six year collaboration project between four teacher education schools. After finished education teacher students shall be able to apply ICT in everyday professional teaching activities. LIKA has adapted the CDIO method, developed by engineering educational programmes. In order to assure a durable change in both organizational and curricular structures the sponsor has initiated a self assessment program and a parallel evaluation conducted by external researchers.

  • 21. Fors, Eva
    et al.
    Hössjer, Annika
    Stockholm University, The Stockholm Institute of Education.
    Olsson, Lena
    Stockholm University, The Stockholm Institute of Education.
    Sönnerbrandt, Christopher
    Diffusion of ICT in teacher education - common targets and visions by four colleges in Sweden2008In: Proceedings of Society for Information Technology & Teacher Education International Conference 2008 / [ed] K. McFerrin, R. Weber, R. Carlsen, D. Willis, Chesapeake, VA: Association for the Advancement of Computing in Education (AACE) , 2008, p. 2326-2332Conference paper (Refereed)
    Abstract [en]

    In this paper we will reflect on how diffusion of information- and communication technology, can be real in Swedish teacher education. We will describe how the Bologna process affects the work with systematic implementation of ICT and how the CDIO Initiative is used as a framework for the development of the LIKA matrix. The LIKA project was launched at the beginning of 2006 and is a six year collaboration project, between four teacher education colleges. The project is financed by the Swedish Knowledge Foundation and the participating institutions. LIKA stands for the processes of Learning, Information, Communication and Administration, which requires digital competences in order to carry out everyday professional teaching and learning activities.

  • 22. Hallberg, David
    et al.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Self-regulated learning in students’ thesis writing2017In: International Journal of Teaching and Education, ISSN 2332-5828, E-ISSN 1875-0281, Vol. 5, no 1, p. 13-24Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to find answers to how self-regulated learning (SRL) and cooperation learning orientation correlate with study success. At DSV, a department of Stockholm University, a web based support system for students’ thesis writing referred to as SciPro was implemented. The system also allowed for statistics of thesis process. Through the SciPro system we were able to retrieve students and supervisors; data were retrieved from 45 supervisors and 47 students with regard to their respective responsibilities in the thesis writing process. Vermunt’s instrument, Inventory of Learning Styles (ILS), was employed to measure students’ SRL. Overall, the relation between SRL and completed thesis was not as strong as expected.

  • 23.
    Hansen, Preben
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Exploring Student and Supervisor Interaction During the SciPro Thesis Process: Two Use Cases2017In: International Journal of Distance Education Technologies, ISSN 1539-3100, E-ISSN 1539-3119, Vol. 15, no 2, p. 33-44Article in journal (Refereed)
    Abstract [en]

    Common problems identified by students during their interaction with supervisors are too little instructions as well as infrequent and insufficient supervisor feedback. The SciPro system has been developed to tackle these problems. This paper describes, analyze and discuss the interaction between students and supervisors using the SciPro system. Through two use cases involving two supervisors and 38 bachelor and master students, the authors show that the structure implemented in SciPro supports and allows for different pedagogical approaches and supervision styles. Ten different types of interactions in the thesis process are identified. In order to explain why some students do not complete within the timeframe, the authors identify six categories of problems: 1) language skills, 2) inability to apply research methods, 3) ability for self-study, 4) lack of creativity, 5) limited knowledge about how to write academic work, and 6) lack of motivation. The collaborative stage of group-supervision may be one possible way to deal with the different type of support for the process of managing student theses.

  • 24.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Qazi, Hadia
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sundqvist, Ida
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Online Digital Mentorship: How Might a Digital Communication Tool Facilitate Informal Learning and Integration of Newly Arrived in Sweden2017In: Proceedings of the 16th European Conference on e-Learning - ECEL 2017 / [ed] Anabela Mesquita, Paula Peres, Academic Conferences and Publishing International Limited, 2017, p. 178-184Conference paper (Refereed)
    Abstract [en]

    The arrival of large groups of refugees is one of the great challenges in Europe today. In Sweden around 100 000 new immigrants is expected to arrive from Syria only during 2017 and there are large groups from various countries already staying in Sweden that are not properly integrated. There are no quick and smart solution to solve the inclusion of the large number of new citizens and the idea should rather be a holistic approach combining several initiatives. Lack of language skills is one of the underlying reasons for new arrivals exclusion from the labour market and social networks. Online informal language learning and digital mentorship with two way communication between New Arrivals and established Swedes might be a way to facilitate the inclusion and integration process. The aim of the study was to examine to which extent a digital communication tool could act as a resource in order to make the integration process more effective for newly arrived immigrants and refugees. Research was carried out as a qualitative cross‐sectional study with data gathered by semistructured interviews. Five educators who are actively working with newly arrived immigrants and refugees were interviewed with use of the Skype tool. A thematic analysis was conducted to find patterns and to create themes and categories that could answer the main research question: How might a digital communication tool be designed to facilitate the integration and inclusion of new arrived refugees in Sweden? The answers could be structured according to two overall themes: “Usable” and “Flexible”. The theme “Usable” consisted of three sub‐themes Ease of Access, Improved language skills and Integrity Facilitation, while the theme “Flexible” was divided into two subcategories Adaptable and Educational content. The findings confirm that a digital communication tool would support integration of new arrivals by facilitating personal dialogues with established Swedes. The recommendation is to create an online platform that supports language learning and enables multi‐way digital mentorship in a social network with benefits for the established Swedes as well.

  • 25.
    Joshi, Somya
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Koulolias, Vasilis
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Garcia Moran, Francisco
    Loeffler, Elke
    Case study - How Public Services in Sweden Help Newcomers to Integrate in the Labour Market and Society through the Digital Platform Mobilearn2018In: Co-Production and Co-Creation: Engaging Citizens in Public Services / [ed] Taco Brandsen, Trui Steen, Bram Verschuere, New York: Routledge, 2018, no 1Chapter in book (Other academic)
    Abstract [en]

    This case study illustrates how migrants in Sweden were involved in the development of a new online platform Mobilearn (Mobilearn, n.d.). In particular, it shows how migrants have shaped the design of a new digital tool in collaboration with service providers from a range of public agencies. The resulting digital tool, Mobilearn, provides a number of key services tailored to the needs of migrants and helps to make public services provided to migrants more efficient. It is therefore a case study of the co-creation of a core service. Mobilearn has received multiple awards and is now being disseminated in other countries.

  • 26.
    Kivunike, Florence Nameere
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. Makerere University, Uganda.
    A Structured Approach for Evaluating ICT Contributions to Development2015Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There is considerable on-going research aimed at devising means of evaluating the contribution information and communication technology (ICT) makes towards development, of which this thesis forms a part. It specifically seeks to investigate how a structured approach can support the evaluation of the ICT contribution to development. The need to demonstrate that ICT actually contributes to development is a concern for all those involved in policy and implementation of ICT for development (ICT4D). This research therefore adopted a broad perspective in developing the evaluation approach, particularly applying it to initiatives in Uganda as a test bed. The research further embraced an interdisciplinary approach to accommodate the complex ICT interactions. It merged concepts from information systems, development studies and applied decision theories to devise an evaluation approach. The design science research paradigm facilitated the understanding of what constitutes ICT-related development as basis for developing and testing the approach. Both case study and survey research strategies were applied to facilitate data collection at the different stages of the research.

    This thesis proposes a model and criteria for the evaluation of ICT-related development. Qualitative indicators are proposed, validated and tested for various dimensions including research and education, healthcare, economic opportunities, political freedoms and psychological wellbeing.

    Findings confirm the multidimensional and complex nature of the interactions of ICT in development. For instance, ICT benefits may not be restricted to specific goals, severally characterised by unintended benefits. This corroborates the essence of multidimensional evaluations to ensure a more meaningful understanding and establishing of ICT4D benefits. The majority of the proposed indicators could appropriately evaluate the ICT contribution to development. Notably, the quest by decision-makers for quantitative measures in evaluating development benefits is still apparent. Therefore, it is imperative that qualitative and quantitative approaches complement each other in the evaluation of the ICT contribution to development, a subject that can be addressed in subsequent studies. Furthermore, ICT4D benefits can be categorised in terms of significance to an initiative, for example primary and/or secondary contributors to development. For instance, while cost reductions and savings represent an important benefit, this research established that they were secondary to several others, such as providing a timely service in as far as improved access to healthcare is concerned. This is another aspect that would benefit from further investigation.

  • 27.
    Kivunike, Florence Nameere
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ekenberg, Love
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mats, Danielson
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tusubira, F. F.
    Investigating Universal Access from a Human Development Perspective2009In: Proceedings of the IADIS International Conference on ICT, Society and Human Beings / [ed] Gunilla Bradley, Piet Kommers, International Association for Development of the Information Society , 2009, p. 58-66Conference paper (Refereed)
  • 28.
    Käck, Annika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Digital Competence and Ways of Thinking and Practising in Swedish Teacher Education: Experiences by teachers with a foreign teaching degree2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The Swedish government recognises foreign academic education and the professional qualifications of its immigrants by allocating resources to programmes that bridge the gap between immigrants’ education and the specific requirements for work in Sweden. The context of inquiry for this thesis is teachers with a foreign teaching degree, who come from 57 countries or regions and are studying at four Swedish universities. They attend a bridging programme called “Further Education for Foreign Teachers” (in Swedish, Utländska Lärares Vidareutbildning). The purpose of this thesis is to study the unfamiliar ways of thinking and practising teachers with a foreign teaching degree encounter in Swedish teacher education, emphasising digital competence. Five different theoretical frameworks and models are used in this thesis: ways of thinking and practising, redefined transformative learning, the framework of Technological Pedagogical Content Knowledge (TPACK), the European Digital Competence Frameworks for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed methods research design was applied; the combined datasets consisted of: (a) a web survey to which 228 teachers responded; (b) five focus groups each consisting of 25 teachers; (c) nine individual interviews; (d) 30 reflective texts written by 15 teachers. Findings show that the participants are not a homogenous group and cannot be treated as such. The common ground is that they are foreign-born teachers who have all immigrated to Sweden. The diversity covers a range, from being quite familiar to being unfamiliar with the Swedish educational context. This thesis reveals the diversity of their digital competence, as they score from foundational proficiency levels to highly specialised ones in TPACK as well as in the European framework DigComp 2.1. Furthermore, their expressed digital competence is found within all role descriptors in the European framework for the digital competence of educators DigCompEdu, from newcomer to pioneer. Diversity was found in teaching philosophy, the role of a teacher, view of the students, how learning occurs, and finally, comprehension of the relationship between education and society. Moreover, the findings highlight that some ways of thinking and practising were unfamiliar to the participants, such as teaching and learning methods, new learning environments, examination practices, further, the communication between teachers and students. Unfamiliarity was also found regarding the extent to which society demands digital competence in the curricula. The participants expressed that their roles as teachers in a new country were unfamiliar and took time to get used to. Therefore, placement supervisors were found to be of great importance for the development of teachers’ digital competence, as they function as mediators and model what it is to be a teacher in Sweden. The analysis shows that all teachers, not only teachers with a migrant background, need digital competence at an advanced level to develop digital competence among students. Thus, educators must identify unfamiliar ways of thinking and practising, plan for authentic competence development, and address the diversity in digital competence. This thesis contributes to empirical findings, developing tools and models to assist teacher educators to change monocultural teaching to an inclusive practice in which diversity is integrated.

  • 29.
    Lennstrand, Bo
    et al.
    Stockholm University, Faculty of Social Sciences, School of Business.
    Persson, Christian
    Media Technology and Graphic Arts, Royal Institute of Technology (KTH).
    Forsström, Lars
    Net Society. Content Creation in Broadband Systems2000In: : E-business Key Issues Applications Technologies / [ed] Stanford-Smith, B., Kidd, T., Amsterdam: IOS Press, 2000, p. 1051-1057Conference paper (Refereed)
    Abstract [en]

    The development of a broadband application which integrates TV, Internet, picture telephones etc has been going on for several years within Telia, Sweden's leading telecom operator. The prototype solutions have been developed from a vision of how the distant communication of the future could function. Results of a qualitative study of how the prototype is perceived by consumers and service providers are presented. Compared to the Internet, the NNS prototype was perceived as being simpler, less confusing, faster to navigate and suited for all kinds of people. This paper has two aims: to provide an inspiration for new applications in a broadband environment, and to indicate problems connected with presenting content in a broadband environment.

  • 30.
    Lennstrand, Bo
    et al.
    Stockholm University, Faculty of Social Sciences, School of Business.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
    Wallin, Erik
    KTH.
    Bifurcation - Improving the Effectiveness of Personalized Web-based Systems2004In: eAdoption and the Knowledge Economy: Issues, Applications, Case Studies / [ed] Paul Cunningham and Miriam Cunningham, Amsterdam, 2004, p. 491-498Conference paper (Refereed)
    Abstract [en]

    The paper deals with a personalization system that utilizes descriptions of information characteristics to perform content based filtering in order to increase stated business objectives. The paper reports from testing of the personalization system in two commercial implementations, the website of Sweden’s third largest daily newspaper and the website of one of Sweden’s largest online recruitment services for the public sector. The results indicate that personalization has a positive influence on the stated business objective – traffic increase. Further, a personalization configuration that gives a high weight to the customer’s behavior in the ongoing session compared to the behavior in previous sessions was favorable to promote traffic increase.

  • 31.
    Lennstrand, Bo
    et al.
    Stockholm University, Faculty of Social Sciences, School of Business.
    Persson, Christian
    Stockholm University, Faculty of Social Sciences, Department of Advertising and Public Relations.
    Wikström, Solveig
    Media Technology and Graphic Arts, Royal Institute of Technology (KTH).
    E-commerce in a multi-channel retailing context2002In:  , 2002Conference paper (Refereed)
    Abstract [en]

    The paper reports on qualitative case studies of a purposeful sample of e-commerce companies. This is part of ongoing research, aiming at pointing out the qualities that characterize profitable e-commerce activities. The findings are compared with the success criteria derived from previous research on consumers’ evaluation of the e-channel. The paper concludes by discussing the prerequisites for a successful e-business. From our previous research, we have hypothesized that the e-channel should be seen as a complementary channel to the traditional channels. Therefore, we particularly focus on multi-channel retailers.

  • 32. Liu, Xiaodan
    et al.
    Min, Qingfei
    Han, Shengnan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Understanding users' continuous content contribution behaviours on microblogs: an integrated perspective of uses and gratification theory and social influence theory2019In: Behavior and Information Technology, ISSN 0144-929X, E-ISSN 1362-3001Article in journal (Refereed)
    Abstract [en]

    Microblogs are revolutionising the way users produce, consume and distribute short content. The continuous content contributions of users are crucial for the sustainable development of microblogs. Knowledge regarding this user behaviour is scarce. Based on the uses and gratifications theory (U&G) and the social influence theory (SIT), this paper proposes an integrated research model with the aim of understanding the factors that affect users' continuous content contribution behaviours (CCCB) on microblogs. The data were collected from 379 microblog users in China. The empirical results indicate that perceived gratification had a positive but surprisingly trivial effect on continuous content contribution behaviours. Social influence had a strong and significantly positive effect on users' CCCB, it also had a positive moderating effect on the relationship between perceived gratification and CCCB. Users' perceived gratification was positively affected by the antecedents of self-expression, anticipated extrinsic rewards and anticipated reciprocity but negatively affected by privacy concerns. The platform attributes of microblogs (i.e. accessibility and interactivity) also influenced users' perceived gratification. This research contributes to social media research with regards to the theory of users' CCCB.

  • 33.
    Majek, Dee
    Stockholm University, Faculty of Humanities, Department of Media Studies.
    Big Content's Big Blunders: Anti-piracy measures in the entertainment and copyright industries2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis examines the on-going anti-piracy and anti-file sharing measures taken by media conglomerates and big content as misguided attempts at addressing changing consumer expectations and social and technological norms. These measures include legislation such as the Stop Online Piracy Act (SOPA), Preventing Real Online Threats to Economic Creativity and Theft of Intellectual Property Act (PIPA), Anti-Counterfeiting Trade Agreement (ACTA), and Cyber Intelligence Sharing and Protection Act (CISPA); and litigation against both extremes of the spectrum: from the world's largest file sharing search engines like The Pirate Bay, and cyberlockers like MegaUpload, to private citizens who illegally downloaded a few movies or a few songs. The manner in which the entertainment industry's largest, most expensive, and highest-profile anti-piracy measures in the recent years have been received by groups from IT corporations to human rights organizations, researchers, politicians, legal and internet experts, and millions of citizens worldwide are of focus; and how this translates into an unpopular public image is explored. Piracy is underlined as a service and distribution problem, and various international studies are presented in exploring the relationship between illegal downloading and legal purchases.

  • 34.
    Mases Calson, Louise
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Skola och privatliv - två skilda världar?: En kvalitativ studie om fem grundskoleelevers medievanor och bildundervisningens multimodalitet.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna uppsats har fem grundskoleelever i årskurs 3-6 intervjuats om deras uppfattningar av bildundervisningens relevans i relation till deras erfarenheter av visuell kultur. Gemensamt för eleverna var att de på olika vis använde sig av sociala forum och var vana mediala orienterare. Bildämnet har under tid förändrats och läroplanen ställer nu även krav på multimodal undervisning med digitala verktyg. Resultatet avslöjar dock att undervisningen inte motsvarat samhällets utveckling vilket lämnat eleverna att önska en mer digitaliserad undervisning.

    Insamlandet av empiri har skett genom kvalitativa intervjuer där jag löpande fört anteckningar för hand och därefter bearbetat materialet genom ett digitalt skrivprogram. Empirin har analyserats utifrån det multimodala perspektivet, ett relativt nytt perspektiv vilket bygger på kommunikation genom olika teckensystem och medier.  

  • 35.
    McMillan, Donald
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Brown, Barry
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Against Ethical AI: Guidelines and Self Interest2019In: Proceedings of the Halfway to the Future Symposium 2019, Association for Computing Machinery (ACM), 2019, article id 9Conference paper (Refereed)
    Abstract [en]

    In this paper we use the EU guidelines on ethical AI, and the responses to it, as a starting point to discuss the problems with our community’s focus on such manifestos, principles, and sets of guidelines. We cover how industry and academia are at times complicit in ‘Ethics Washing’, how developing guidelines carries the risk of diluting our rights in practice, and downplaying the role of our own self interest. We conclude by discussing briefly the role of technical practice in ethics.

  • 36. Mensonen, Aino
    et al.
    Persson, Christian
    Stockholm University, Faculty of Social Sciences, Stockholm Business School.
    Stafseng, Terje
    Vatrapu, Ravi
    Kaldalons, Örn
    Novel AR solutions in media: customer perception of augmented reality in media applications – possibilities for new service innovations2013Report (Other academic)
    Abstract [en]

    A project titled ‘Customer Perception of Augmented Reality (AR) in Media Applica-tions – Possibilities for New Service Innovations’was carried out, with participantsfrom all of the Nordic countries. The project addressed the fact that the magazineand newspaper business is set to change dramatically as printed products en-counter two specific challenges: a) increasing competition from other media and b)changes in media-consumption habits caused by growth in the use of smartphonesand tablets, such as instant access and digital delivery. The changing marketenvironment for print-media products also opens new opportunities for using tech-nologies such as AR to create innovative applications and hence add businessvalue. To investigate the opportunities for service development within this area, weconducted a study of the state of the art to review the theoretical concepts relevantfor better understanding of the macro-level societal trends and business potentialof augmented reality for print products. Selected cases of augmented reality forprint products were then presented.The next phase of the project consisted of a Nordic empirical study of user per-ceptions of AR applications. Focus-group interviews were used to collect partici-pants’ statements about the use of AR technology. These statements were thenranked by means of the Q-sort method. Factor-analysis methods were appliedwith the objective of understanding the similarities among participants’ answers.The results indicated that AR was seen as useful, beneficial, attractive, interesting,and fascinating and as possessing the ‘wow’ factor. Some considered AR’s usagetime-consuming, while others deemed it time-saving. Another finding is that stand-ards seem to be lacking both for the user interface and on the business-handlingside. Participants saw AR as offering great possibility for innovation. People wouldlike to try the applications, and they would indeed find time for using them. Expec-tations set for AR applications are high.Stemming from the interview and Q-sort, an innovation workshop was organized forthe 19 industrial and academic partners of the project. The brain storming sessionaimed at producing new innovative service concept ideas of AR in printed media.Thirty four different ideas were generated in the workshop. The industrial partnerswere encouraged to select one idea for further development and produce a pilot.The pilots as well as the development process and experiences where presentedas a part of the end seminar.

  • 37.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Editorial of the First Issue of the International Journal of Learning Analytics and Artificial Intelligence for Education2019In: International journal of learning analytics and artificial intelligence for education, ISSN 2706-7564, Vol. 1, no 1, p. 4-7Article in journal (Other academic)
    Abstract [en]

    In this editorial, the first issue of the International Journal of Learning Analytics and Artificial Intelligence for Education is presented. The Journal of Learning Analytics and Artificial Intelligence for Education is a peerreviewed, open access journal that aim to disseminate highest quality research in the field. The journal aims to increase knowledge and understanding of ways in which learning analytics and artificial intelligence can support and enhance education. The editorial presents the scope and fields of interest for the journal, and an overview of the articles published in the first issue.

  • 38.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Orchestrating scaffolded outdoor mobile learning activities2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Since the beginning of time, technological innovations have formed the basis for the development of society and supported the most fundamental societal features. The educational system is no exception. This we have witnessed on many occasions, as for example in form of the transformations of learning and teaching introduced by the printing press, the calculator and computers. With the advance of mobile technology, we have received another technology that inspires research fields to study the learning and teaching potentials that mobile technology may present. It is from here this thesis takes its general starting point, namely, in the determination to critically examine the role mobile technology can play in supporting outdoor learning activities. More specifically, the thesis attempts to, on the one hand, develop an understanding of the challenges and limitations associated with scaffolding students’ mobile learning in outdoor environments. On the other hand, based on such a developed understanding, the thesis investigates how mobile technology-supported outdoor activities should be orchestrated to scaffold students learning. Orchestration is, in this thesis, understood as the process of productively coordinating supportive interventions across multiple learning activities occurring at multiple social levels involving multiple contexts, and multiple tools and media.The framework of design-based research has guided the methodological approach. Three design studies formed the empirical basis of the study of the issues. The results of the thesis indicate the difficulties and challenges in supporting students in outdoor contexts and delineate an understanding of how mobile outdoor learning activities can be orchestrated with students scaffolding needs taken into account.The thesis contributes with a conceptualization of and a model for orchestration of mobile learning activities, a framework for design-based research in mobile learning, as well as a critical perspective on the introduction of mobile technology in education. 

  • 39.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Characterizing learning mediated by mobile technologies: a cultural-historical activity theoretical analysis2015In: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 8, no 4, p. 357-366Article in journal (Refereed)
    Abstract [en]

    Mobile technologies have not yet triggered the knowledge revolution in schools anticipated, in particular, by the telecommunications industry. On the contrary, mobile technologies remain extensively used outside the frontiers of formal education. The reasons for this are many and varied. In this paper, we concentrate on those associated with the prevalent methodological weakness in the study of innovative educational interventions with mobile technologies. In this context, the paper investigates the following question: what is the potential of second-generation cultural-historical activity theory (CHAT) for characterizing learning activities mediated by mobile technologies? To this end, an empirical study was designed with the goal of examining five small groups of students (fifth grade, age 12) who were using mobile devices in authentic educational settings, within a natural science inquiry-based learning activity outdoors. Second-generation CHAT was operationalized as an analytical and dialectic methodological framework for understanding learning activities mediated by mobile devices. The study contributes a characterization of mobile learning and identification of constraints and transformations introduced by mobile technology into students’ tasks.

  • 40.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ebner, Martin
    Ifenthaler, Dirk
    Saqr, Mohammed
    Malmberg, Jonna
    Khalil, Mohammad
    Bruun, Jesper
    Viberg, Olga
    Conde González, Miguel Ángel
    Papamitsiou, Zacharoula
    Berthelsen, Ulf Dalvad
    Efforts in Europe for Data-Driven Improvement of Education – A review of learning analytics research in seven countries2019In: International journal of learning analytics and artificial intelligence for education, ISSN 2706-7564, Vol. 1, no 1, p. 8-27Article in journal (Refereed)
    Abstract [en]

    Information and communication technologies are increasingly mediating learning and teaching practices as well as how educational institutions are handling their administrative work. As such, students and teachers are leaving large amounts of digital footprints and traces in various educational apps and learning management platforms, and educational administrators register various processes and outcomes in digital administrative systems. It is against such a background we in recent years have seen the emergence of the fast-growing and multi-disciplinary field of learning analytics. In this paper, we examine the research efforts that have been conducted in the field of learning analytics in Austria, Denmark, Finland, Norway, Germany, Spain, and Sweden. More specifically, we report on developed national policies, infrastructures and competence centers, as well as major research projects and developed research strands within the selected countries. The main conclusions of this paper are that the work of researchers around Europe has not led to national adoption or European level strategies for learning analytics. Furthermore, most countries have not established national policies for learners’ data or guidelines that govern the ethical usage of data in research or education. We also conclude, that learning analytics research on pre-university level to high extent have been overlooked. In the same vein, learning analytics has not received enough focus form national and European national bodies. Such funding is necessary for taking steps towards data-driven development of education.

  • 41.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Skog, Kicki
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Didactical strategies employed by teachers when teaching programming in K-9 education2018In: INTED2018: Proceedings, The International Academy of Technology, Education and Development, 2018, p. 7983-7989Conference paper (Refereed)
    Abstract [en]

    The interest in programming education has been significantly strengthened recently, as a consequence of an increasingly digital world that demands development of digital skills. More and more countries have introduced programming in their K-9 curricula. In 2017, Sweden joined these countries through the government's decision to make changes to the curriculum in terms of introducing programming in compulsory school. However, the path to successful programming education is associated with a number of challenges, of which the most crucial - on an international level - is related to lack of didactical research that sheds light on good teaching practices. In this study, we reached out to 19 teachers that by now considered themselves experienced in teaching programming for young children in K-9 and conducted interviews with them. A large majority of these teachers, fifteen of them, participated in a national research project with focus on programming education. The remaining four teachers were identified in specialized social media groups with focus on programming education.In the paper, we report on an analysis of the 19 interviews conducted with K-9 teachers that have experience in teaching programming asking the question: what didactical strategies are employed by experienced teachers when teaching programming in K-9? As such, the paper reports on a number of strategies employed by teachers and contributes to our understanding of how programming education are enacted by experienced K-9 teachers.

  • 42.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Norén, Eva
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Skog, Kicki
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Learning programming by playing and coding games in K-92018In: INTED 2018: Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, The International Academy of Technology, Education and Development, 2018, p. 7990-7995Conference paper (Refereed)
    Abstract [en]

    For some years now many Swedish teachers in K-9 education have explored programming with their pupils supported by a number of national and global initiatives, despite not having any formal education in programming or for teaching programming. However, with the advent of programming languages such as Scratch and various online resources tailored to younger learners, teachers have some extent been supported to teach programming. In this study, we reached out to 19 teachers that by now considered themselves experienced in teaching programming for young children in K-9 and conducted interviews with them. A large majority of these teachers, fifteen of them, participated in a national research project with focus on programming education. The remaining four teachers were identified in specialized social media groups with focus on programming education. When doing the interviews with the teachers we soon found that games play a big role when teaching and learning programming in K-9 education. This entails both playing games in order to learn programming concepts using game developed for this purpose, and coding games in order to learn programming concepts. In this paper, we report on this two approaches of relating to games in programming education in K-9 and present the advantages teachers emphasize with these approaches in terms of how they are received by pupils and what the bring to school.

  • 43.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sacr, Mohammed
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Predicting performance of students in a flipped classroom using machine learning: towards automated data-driven formative feedback2019In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 17, no 2, p. 17-21Article in journal (Refereed)
    Abstract [en]

    Learning analytics (LA) is a relatively new research discipline that uses data to try to improve learning, optimizing the learning process and develop the environment in which learning occurs. One of the objectives of LA is to monitor students activities and early predict performance to improve retention, offer personalized feedback and facilitate the provision of support to the students. Flipped classroom is one of the pedagogical methods that find strength in the combination of physical and digital environments i.e. blended learning environments. Flipped classroom often make use of learning management systems in which video-recorded lectures and digital material is made available, which thus generates data about students interactions with these materials. In this paper, we report on a study conducted with focus on a flipped learning course in research methodology. Based on data regarding how students interact with course material (video recorded lectures and reading material), how they interact with teachers and other peers in discussion forums, and how they perform on a digital assessment (digital quiz), we apply machine learning methods (i.e. Neural Networks, Nave Bayes, Random Forest, kNN, and Logistic regression) in order to predict students overall performance on the course. The final predictive model that we present in this paper could with fairly high accuracy predict low- and high achievers in the course based on activity and early assessment data. Using this approach, we are given opportunities to develop learning management systems that provide automatic datadriven formative feedback that can help students to selfregulate as well as inform teachers where and how to intervene and scaffold students.

  • 44.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Spikol, Daniel
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    A Learning Activity Design Framework for Supporting Mobile Learning2016In: Designs for Learning, ISSN 1654-7608, Vol. 8, no 1, p. 1-12Article in journal (Refereed)
    Abstract [en]

    This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  • 45.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Higher Education Lecturers’ Lived Experience of Going Public in MOOCs2017In: Open Praxis, ISSN 1369-9997, E-ISSN 2304-070X, Vol. 9, no 3, p. 287-297Article in journal (Refereed)
    Abstract [en]

    Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and made public for thousands of course participants to view. This study investigates, via semi-structured interviews, how 20 lecturers of 10 MOOCs at six Swedish Universities have experienced this. All have joined the projects voluntarily, but a few have done so with some ambivalence. For them, standing in front of the camera, publishing material and, to some extent, losing control of the course content was scary at the beginning of the projects. Overall, the lecturers overcame this and thought that it was a good opportunity to reach many students, as well as a way to keep up with the changing requirements for teaching in higher education.

  • 46.
    Persson, Christian
    KTH.
    Blås liv i den digitala radion2005In: Sydsvenskan, ISSN 1652-814X, no 21 marsArticle in journal (Other (popular science, discussion, etc.))
  • 47.
    Persson, Christian
    Media Technology and Graphic Arts, Royal Institute of Technology (KTH),.
    Concurrent Enterprising by means of a Broadband Portal2002In: 8th International Conference on Concurrent Enterprising: Ubiquitous Engineering in the Collaborative Economy, Nottingham: University of Nottingham , 2002Conference paper (Refereed)
    Abstract [en]

    The analysis in this paper is based on a hypermedia interface strategy. A broadband portal issued from the concept of the local metaphor (Fidler 1997) has been developed as a prototype. The prototype has been used as a demonstrator and is evaluated in focus group interviews with users and service providers. The prototype represents an example of a true Concurrent Enterprising system since the broadband portal gives independent customers and service providers the opportunity to cooperate and interact by help of a common technological platform.

  • 48.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
    Customisation of Information in The Manufacturing Industry2004In: eAdoption and the Knowledge Economy: Issues, Applications, Case Studies / [ed] Paul Cunningham and Miriam Cunningham, Amsterdam: IOS Press, 2004, p. 1148-1155Conference paper (Refereed)
    Abstract [en]

      The production and distribution of information in connection with products and services is one of the most important functions in today’s business world. The ability to produce and deliver information to the right place on time is often crucial for the company’s reputation and sales. This paper address questions about how companies can establish a dynamic information system with the help of digital media technology and customisation of information. Customisation of information is a process where information is adapted and distributed on different media platforms. A case study of a manufacturing company with global information activity is presented. The case describes a renewal of the company's information strategy in relation to its customer’s preferences. The case demonstrates how multi-channel publishing, including electronic on-line medias, combined with digital printing can offer efficient tools to reach out to the customers with customized information.

  • 49.
    Persson, Christian
    Media Technology and Graphic Arts, Royal Institute of Technology (KTH).
    e-Handel kräver lätthanterliga system2001Other (Other (popular science, discussion, etc.))
  • 50.
    Persson, Christian
    Høgskolen i Gjøvik, Norway.
     Factors influencing the future of e-Commerce2007In:  , 2007Conference paper (Refereed)
    Abstract [en]

    After one decade of intense e-commerce activities, the Internet as a channel for commercial activities looks bright. Still there are important factors related to commercial activities on the Internet that have to be focused on since they will have a great influence on the future development or have not yet reached a satisfying level. In this reflective paper some of the most important of these factors are discussed in the light of recent research.

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