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  • 1. Cöster, Mathias
    et al.
    Westelius, Alf
    Gullberg, Cecilia
    Wettergren, Gunnar
    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.
    Organisering och digitalisering: att skapa värde i det 21:a århundradet2017Book (Other academic)
    Abstract [sv]

    Digitaliseringen gör att förändringar sker allt snabbare. Förändringarna innebär stora möjligheter men lika stora risker. För att kunna utnyttja möjligheterna måste vi anpassa oss. Och vi måste göra det medvetet. Förändringarna ger organisationer bättre förutsättningar än någonsin för att lyckas, men för att lyckas behöver man förstå och utnyttja dem. Vissa klarar det, andra inte. Att digitalisera framgångsrikt är inte enkelt. Den här boken visar hur organisationer skapar värde i en digitaliserad verklighet. Boken går igenom digitalisering med utgångspunkt i vad en organisation egentligen är och vad den behöver. Den spänner över mål, affärsmodeller, strategier, organisering, beslut och projekt. Tyngdpunkten ligger på hur man strukturerar för att få effektivare beslutshantering och mer framgångsrika projektgenomföranden. Eftersom beslut och project är grundpelare för att kunna använda digitaliseringen. Boken lämpar sig särskilt väl för kurser i företagsekonomi, industriell ekonomi och data- och systemvetenskap. Men den vänder sig till alla som vill förstå hur organisationer ska hantera och dra nytta av digitaliseringen.

  • 2.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mozelius, Peter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wettergren, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    ICT4D with a Nordic Flavor - a Stepwise and Multithreaded Approach2009In: IST-Africa 2009 Conference Proceedings / [ed] Paul Cunningham & Miriam Cunningham, 2009Conference paper (Refereed)
  • 3.
    Wettergren, Gunnar
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Boström, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansen, Preben
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nenzén, Stefan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Perjons, Erik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Framework for implementation of learning analytics projects in higher education2014In: DSV writers hut 2014: proceedings, August 21-22, Åkersberga, Sweden, Department of Computer and Systems Sciences, Stockholm University , 2014Conference paper (Other academic)
  • 4.
    Wettergren, Gunnar
    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.
    Making campus education flexible: Adapting to student needs2011In: Society for Information Technology & Teacher Education International Conference (SITE) 2011 Nashville, Tennessee, USA March 7, 2011, Chesapeake, VA: AACE , 2011Conference paper (Refereed)
    Abstract [en]

    The number of students that attend higher education is increasing (10.6% increase in Sweden), students are getting older, and have a different social situation than before. This changes the way universities should deliver education to its students. We currently use a very university centered approach that ignores the needs of the students, this must change to a more student centered delivery model. We believe that we must move into a form of flexible learning that allows students to be in control of their lives. In this article we explain such a model, the rational, how we rebuilt our lectures halls to handle flexible learning, and we concluded by presenting the lessons we learned along the way. We aim at presenting an example of how flexible learning can be incorporated into campus education by offering students three ways of taking part in lectures and other activities. (1) On campus in the lecture hall, (2) At home watching live streaming, or (3) Watching the recorded video after the fact.

  • 5.
    Wettergren, Gunnar
    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.
    Larsson, Ken
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Näckros, Kjell
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Glimbert, Lars
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designing the physical learning space with digital resources The best of two worlds?2010Conference paper (Refereed)
  • 6.
    Wettergren, Gunnar
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Leontaridis, Lefteris
    Prentza, Andriana
    D3.4 – Piloting Handbook2017Report (Other academic)
  • 7.
    Wettergren, Gunnar
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Åkerlund, Kent
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Aligning pedagogy with economics: An empirical study of the economical value of lowering the teacher-student ratio2013Conference paper (Refereed)
    Abstract [en]

    This paper presents an empirical study and trial conducted at the department of Computer and Systems Sciences (DSV) at Stockholm University. The study was conducted during the spring term of 2012. The overall goal of the paper is to evaluate the economical feasibility in decreasing the student teacher ratio in an online course in project management. The context for this study is the Swedish university system where universities are 100% state funded based on registration and performance. This study only accounts for cost and revenue connected to the course, i.e. for delivering the course itself not the cost for overhead. The rational for this is that 50% of the total financing for a student is given at registration and used within the department to cover overhead and indirect costs. The remaining 50% of the total financing is given upon completion of course credits and is in this study used as the basis for revenue calculations.

  • 8.
    Åkerlund, Kent
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Wettergren, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Student motivation in distance learning environments – what can we do as teachers to support it?2013In: 25th ICDE World Conference (16-18 September 2013, Tianjin, China): [Proceedings], 2013Conference paper (Refereed)
    Abstract [en]

    Much has been said and written about learner satisfaction and how to motivate students in distance learning environments. Sun et al., (2008) proposes the instructor attitude toward e-learning as one significant factor for driving successful e-learning. Gilly Salmon (2003)states that it is of most importance to build communities in the educational platform and to design courses for interaction, participation and feedback. The need for Teacher–student interaction from a pedagogical point of view is undisputed, however focus in this discussion has often been on courses in a context where the three freedoms of distance learning (Freedom of time, place and pace) is some what limited to only include freedom of time and place. Free pace is often limited to fit the teachers and the administration of the course. This paper discusses the consequences of adding the third factor, freedom of pace for the student into the equation and applying it on a large course with 1000+ students. How do we treat the need of teacher – student interaction and the ability to build a community in a course of that size with limited resources available? The conclusions drawn in this paper come from teaching courses in project management both on an undergraduate and graduate level. The courses are given at the Department of Computer and Systems Sciences (DSV), Stockholm University and they are reached through the use of teacher discussions, self-introspective and practical experiences working as a teacher. In a course where students are allowed to study at their own pace (the third variable in the equation) it is almost impossible to create a personal relationship with individual students in the course. This in essence means that we as teachers and course creators must focus our attention on other task such as creating structure for students, making the course clear and easy to use, which is one of the biggest influences on motivation (Wettergren, 2011). The importance of quickness in reacting to student needs and questions is of utmost importance and enough resources should be devoted to this. In giving the courses at DSV we noticed a significant increase in student performance when imposing an 8-hour maximum response time from teachers. Students are studying when it fits their schedules making the timing of help and support when they are stuck even more important. The possibility to ask questions in public forums with quick responses from skilled tutors who facilitate the students to advance in the course created a sense of community. The presence of the teachers affects not only the students who asks the questions, but also the “lurkers” who get the information they need from reading other students questions. The implementation of scaffolding or “fictive” goals is an effective way of improving student motivation, giving them something to strive for (Wettergren, 2011). After implementing grading windows once a month, meaning that teachers only graded assignments and examination once a month we saw an increase in course throughput and student motivation. An added bonus of this implementation was that in doing so we created a more motivating and interesting teacher situation since we could focus on teaching and helping the students more since grading was concentrated to certain parts of the month.

1 - 8 of 8
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