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  • 1.
    Aghaee, Naghmeh
    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.
    Tedre, Matti
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Drougge, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses2014In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, no 1, p. 154-171Article in journal (Refereed)
    Abstract [en]

    Nowadays, utility of information and communication technology (ICT) in education is a way to facilitate interaction and accessing information for learning in higher education. However, finding a set of structured e-resources to facilitate learning within specific courses is still a big challenge in most of the institutions and universities. This includes the problems and challenges for the thesis courses in both undergraduate (Bachelor) and graduate (Master) level in Sweden. To overcome or reduce the problems and enhance quality of outcomes in the thesis courses, the department of Computer and Systems Sciences (DSV) at Stockholm University has developed a Learning Support System, SciPro (Scientific Process), to support thesis process. This study aims at investigating learners’ perspectives on usefulness of structured e-resources in order to reduce challenges for finding information related to the thesis steps in SciPro. This is done based on an open online survey, carried out in 2012-2013 of students’ perspectives at DSV. The study found the actual problems and hence suggested a model as a way forward to sort the useful e-resources to support reducing the problems in the thesis process.

  • 2.
    Mozelius, Peter
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hettiarachchi, Enosha
    eNOSHA, a Free, Open and Flexible Learning Object Repository: An Iterative Development Process for Global User-friendliness2012In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, no article 466Article in journal (Refereed)
    Abstract [en]

    This paper describes the iterative development process of a Learning Object Repository (LOR), named eNOSHA. Discussions on a project for a LOR started at the e-Learning Centre (eLC) at The University of Colombo, School of Computing (UCSC) in 2007. The eLC has during the last decade been developing learning content for a nationwide e-learning bachelor of information technology degree (eBIT) and a preparatory programme for the eBIT program (The Foundation in Information Technology, FIT). After analysing the specific needs at UCSC a decision was taken to develop a new repository since none of the analysed existing LOR systems could fulfil the UCSC requirements. There was an urgent need for a system that makes it easier for the eLC staff to sore and share course material. The system was designed with the main objectives to enhance the reusability of content and to support the content development process in a user-friendly way to assure user acceptance. We also identified the importance of a flexible LOR design to handle different type of content as well as various user contexts. The development process started with focus groups consisting of staff from UCSC and external project members from Sweden. A requirement analysis was carried out in December 2008, and based on the analysis a plan was drafted for the development and implementation of the system. As an overall system development method we used participatory design, where users have been involved in the design, evaluation and implementation of the system. Iterative testing and code revision for amendments and redesign and have been conducted at universities in Sri Lanka, Finland and Sweden according to the principles of Design science. Our aim with the chosen approach has been to develop a system that will meet the needs and requirements of the users at other universities countries than just only UCSC in Sri Lanka. Based on the testing of the system we had a positive response regarding the searchability and reuse of content but complaints on the uploading of content. Testing conducted in Finland and Sweden has revealed earlier unknown security issues as well lack of user-friendliness in the installation process. The integration of eNOSHA 1.6 with the Moodle virtual learning environment has been successful for the Moodle version 1.9 but with needs for redesign to work properly with the later Moodle 2.x versions.

  • 3.
    Olsson, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    A preliminary exploration of operating models of second cycle/research led open education involving industry collaboration2014In: European Journal of Open and Distance Learning, ISSN 1027-5207, E-ISSN 1027-5207, Vol. 17, no 1Article in journal (Refereed)
    Abstract [en]

    Scientists from five Swedish universities were interviewed about open second cycle education. Research groups and scientists collaborate closely with industry, and the selection of scientists for the study was made in relation to an interest in developing technology-enhanced open education, indicated by applications for funding from the Knowledge Foundation 2013. The study is founded on Conole’s (2012) seven organizational purposes for open education, Coursera’s eight models (Daniel, 2012), and Clarke’s (2013) four strategies for open education, and raises the question whether open education and MOOCs might be a way to reinforce research collaborations and research environments. The researchers displayed a positive attitude towards expanding the technology-enhanced learning and openness, and foresee few problems with openness when industry participates in teaching. Nonetheless, the scientists’ operating models and strategies for developing technology-enhanced learning and open education, are vague. Conclusively: although the interest is obvious, in order to succeed with technology-enhanced open education and strengthening the research groups, the variables for purposes, operating models, strategies, pedagogic models, and obstacles need to be calibrated and made more deliberated, preferably in collaboration between the scientists and industry.

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