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  • 1.
    Barman, Linda
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Engquist, Malin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Jansson, Malin
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Interactions in online discussion forums - an underutilized resource for learning?2019In: 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA: Institute of Electrical and Electronics Engineers (IEEE), 2019, p. 1-5Conference paper (Refereed)
    Abstract [en]

    This work-in progress research paper addresses how the discussion forums in online courses are made useful to promote students' learning. This qualitative study investigates the interactions between learners, as well as between learners and teachers in MOOCs. Community of Inquiry was used as an analytical framework to unveil how the discussions made in the online environment may connect to the course participants' learning processes. Preliminary findings indicate that the interactions taking place in the discussion forums primarily concerns issues regarding course structure. Very few posts concern challenging reasoning or, conversations that may support learners to deepen their understanding of the subject matter at hand.

  • 2.
    Bälter, Olle
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Riese, Emma
    KTH, School of Electrical Engineering and Computer Science (EECS), Computer Science, Theoretical Computer Science, TCS.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Baltatzis, Alexander
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Josefsson, Pernilla
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning2018In: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, p. 283-290Conference paper (Refereed)
    Abstract [en]

    The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

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  • 3.
    Ebner, Hannes
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Manouselis, Nikos
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palavitsinis, Nikos
    Kastrantas, Kostas
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Learning Object Annotation for Agricultural Learning Repositories2009In: ICALT: 2009 IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES, New York, USA: IEEE , 2009, p. 438-442Conference paper (Refereed)
    Abstract [en]

    This paper introduces a Web-based tool that has been developed to facilitate learning object annotation in agricultural learning repositories with IEEE LOM-compliant metadata. More specifically, it presents how an application profile of the IEEE LOM standard has been developed for the description of learning objects on organic agriculture and agroecology. Then, it describes the design and prototype development of the Organic.Edunet repository tool: a Web-based for annotating learning objects on organic agriculture and agroecology, organizing them in using a portfolio-like user interface in a learning repository, and then federating this repository with a network of agricultural learning repositories.

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  • 4.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Publication Infrastructure.
    Adaptable metadata creation for the Web of Data2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    One approach to manage collections is to create data about the things in it. This descriptive data is called metadata, and this term is in this thesis used as a collective noun, i.e no plural form exists. A library is a typical example of an organization that uses metadata, to manage a collection of books. The metadata about a book describes certain attributes of it, for example who the author is. Metadata also provides possibilities for a person to judge if a book is interesting without having to deal with the book itself. The metadata of the things in a collection is a representation of the collection that is easier to deal with than the collection itself. Nowadays metadata is often managed in computer-based systems that enable search possibilities and sorting of search results according to different principles. Metadata can be created both by computers and humans. This thesis will deal with certain aspects of the human activity of creating metadata and includes an explorative study of this activity. The increased amount of public information that is produced is also required to be easily accessible and therefore the situation when metadata is a part of the Semantic Web has been considered an important part of this thesis. This situation is also referred to as the Web of Data or Linked Data.

    With the Web of Data, metadata records living in isolation from each other can now be linked together over the web. This will probably change what kind of metadata that is being created, but also how it is being created. This thesis describes the construction and use of a framework called Annotation Profiles, a set of artifacts developed to enable an adaptable metadata creation environment with respect to what metadata that can be created. The main artifact is the Annotation Profile Model (APM), a model that holds enough information for a software application to generate a customized metadata editor from it. An instance of this model is called an annotation profile, that can be seen as a configuration for metadata editors. Changes to what metadata can be edited in a metadata editor can be done without modifying the code of the application. Two code libraries that implement the APM have been developed and have been evaluated both internally within the research group where they were developed, but also externally via interviews with software developers that have used one of the code-libraries. Another artifact presented is a protocol for how RDF metadata can be remotely updated when metadata is edited through a metadata editor. It is also described how the APM opens up possibilities for end user development and this is one of the avenues of pursuit in future research related to the APM.

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    Thesis
  • 5.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Flexible Authoring of Metadata for Learning: Assembling forms from a declarative data and view model2011Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    With the vast amount of information in various formats that is produced today it becomes necessary for consumers ofthis information to be able to judge if it is relevant for them. One way to enable that is to provide information abouteach piece of information, i.e. provide metadata. When metadata is to be edited by a human being, a metadata editorneeds to be provided. This thesis describes the design and practical use of a configuration mechanism for metadataeditors called annotation profiles, that is intended to enable a flexible metadata editing environment. An annotationprofile is an instance of an Annotation Profile Model (APM), which is an information model that can gatherinformation from many sources. This model has been developed by the author together with colleagues at the RoyalInstitute of Technology and Uppsala University in Sweden. It is designed so that an annotation profile can holdenough information for an application to generate a customized metadata editor from it. The APM works withmetadata expressed in a format called RDF (Resource Description Framwork), which forms the technical basis for theSemantic Web. It also works with metadata that is expressed using a model similar to RDF. The RDF model providesa simple way of combining metadata standards and this makes it possible for the resulting metadata editor to combinedifferent metadata standards into one metadata description. Resources that are meant to be used in a learning situationcan be of various media types (audio- or video-files, documents, etc.), which gives rise to a situation where differentmetadata standards have to be used in combination. Such a resource would typically contain educational metadatafrom one standard, but for each media type a different metadata standard might be used for the technical description.To combine all the metadata into a single metadata record is desirable and made possible when using RDF. The focusin this thesis is on metadata for resources that can be used in such learning contexts.One of the major advantages of using annotation profiles is that they enable change of metadata editor without havingto modify the code of an application. In contrast, the annotation profile is updated to fit the required changes. In thisway, the programmer of an application can avoid the responsibility of deciding which metadata that can be edited aswell as the structure of it. Instead, such decisions can be left to the metadata specialist that creates the annotationprofiles to be used.The Annotation Profile Model can be divided into two models, the Graph Pattern Model that holds information onwhat parts of the metadata that can be edited, and the Form Template Model that provides information about how thedifferent parts of the metadata editor should be structured. An instance of the Graph Pattern Model is called a graphpattern, and it defines which parts of the metadata that the annotation profile will be editable. The author hasdeveloped an approach to how this information can be used when the RDF metadata to edit is stored on a remotesystem, e.g. a system that can only be accessed over a network. In such cases the graph pattern cannot be useddirectly, even though it defines the structures that can be affected in the editing process. The method developeddescribes how the specific parts of metadata are extracted for editing and updating when the metadata author hasfinished editing.A situation where annotation profiles have proven valuable is presented in chapter 6. Here the author have taken partin developing a portfolio system for learning resources in the area of blood diseases, hematology. A set of annotationprofiles was developed in order to adapt the portfolio system for this particular community. The annotation profilesmade use of an existing curriculum for hematology that provides a competence profile of this field. The annotationprofile makes use this curriculum in two ways:1. As a part of the personal profile for each user, i.e. metadata about a person. Through the editor, created from anannotation profile, the user can express his/her skill/knowledge/competence in the field of hematology.2. The metadata can associate a learning resource can with certain parts of the competence description, thusexpressing that the learning resource deals with a specific part of the competence profile. This provides a mechanismfor matching learning need with available learning resources.As the field of hematology is evolving, the competence profile will need to be updated. Because of the use ofannotation profiles, the metadata editors in question can be updated simply by changing the corresponding annotationprofiles. This is an example of the benefits of annotation profiles within an installed application. Annotation Profilescan also be used for applications that aim to support different metadata expressions, since the set of metadata editorscan be easily changed.The system of portfolios mentioned above provides this flexibility in metadata expression, and it has successfullybeen configured to work with resources from other domain areas, notably organic farming, by using another set ofannotation profiles. Hence, to use annotation profiles has proven useful in these settings due to the flexibility that theAnnotation Profile Model enables. Plans for the future include developing an editor for annotation profiles in order toprovide a simple way to create such profiles.

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  • 6.
    Enoksson, Fredrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Publication Infrastructure.
    Bälter, Olle
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    The activity of human metadata creation and the Semantic Web2015In: International Journal of Metadata, Semantics and Ontologies, ISSN 1744-263X, Vol. 10, no 2, p. 64-74Article in journal (Refereed)
    Abstract [en]

    This paper presents an explorative study of the human activity of creating metadata, done with the purpose of exploring the practices of this activity and how those can potentially impact the utility of the metadata as it is exposed on a level that enables semantic collaboration, like the Semantic Web. Previous research around human metadata creation seems to indicate that how the activity is carried out has a common core, but is unique in each situation on how it can be improved. The data for this study was gathered through interviews and analyzed using activity theory. The analysis of the data gathered through the interviews indicate that the main objective of the activity is to enable discovery within a collection. Metadata is however created with a community of users in mind, which is sometimes reflected in metadata creation guidelines. These guidelines can in turn impact the discoverability across these communities as metadata is exposed on the Semantic Web.

  • 7.
    Enoksson, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    A qualitative study of adolescents’ use and perception of Internet-delivered CBT: The case of Social Anxiety Disorder2018Conference paper (Refereed)
  • 8.
    Enoksson, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Exploring the constructs usefulness and ease of use for an ICBT treatment: The case of adolescents with social anxiety disorder2019Conference paper (Refereed)
  • 9.
    Enoksson, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Exploring the usefulness and ease of use of Internet-delivered cognitive behavior therapy for children and adolescents2017Conference paper (Refereed)
  • 10.
    Enoksson, Fredrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. KTH, School of Education and Communication in Engineering Science (ECE), Department for Library services, Language and ARC, Publication Infrastructure.
    Kis, Filip
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Towards End-User Development for Metadata CreatorsManuscript (preprint) (Other academic)
    Abstract [en]

    Many organization, like libraries, museums, archives, etc. are dependent on metadata about their resources as a representation of their collection. This paper will present an approach aimed at reducing the need for a developer when constructing the metadata editing tool required for such systems, where the long term goal is to enable end-user development (EUD) for the metadata creators. The approach is still under development, but right now it includes a model and a code-library called RDForms that was designed for developers to quickly set up a form based metadata editor, where the metadata that can be edited is changed through a configuration mechanism. An evaluation on the use of RDForms in the wild is presented that seems to indicate that the developers are the ones also configuring the metadata editor. If the configuration instead could be made by the metadata creators the need for a developer would be even further reduced.

  • 11.
    Enoksson, Fredrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Hellström-Lindberg, Eva
    Karolinska Institutet, Sweden.
    Using a Hematology Curriculum in a Web Portfolio Environment2011In: Knowledge Management & E-Learning: An International Journal, ISSN 2073-7904, Vol. 3, no 1, p. 84-97Article in journal (Refereed)
    Abstract [en]

    In 2005 the European Hematology Association developed theEuropean Hematology Curriculum. This was distributed as a printed bookletand the intention was that junior hematologist could use it for personalcompetence development. In the EU-funded project H-net this Curriculum hasbeen adapted into the a web environment by using RDF and placed inside aweb portfolio system. How this is done is further described in this article.Furthermore, the possibilities of reusing the curriculum in ways that was notinitially intended is described, such as describing Learning Resources inside theweb-portfolio system with how they relate to different parts of the curriculum.That way a search for learning resources inside the portfolio by using thecurriculum is enabled. And, since the medical field of hematology is closelyrelated to other medical fields the design of the web-version of the curriculumwas done in a way that builds for possible combination with any othercurriculum in another medical field.

  • 12.
    Enoksson, Fredrik
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Palmér, Matthias
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    An RDF Modification Protocol, based on the needs of editing tools2009In: Metadata and Semantics, Post-proceedings of the 2nd International Conference on Metadata and Semantics Research, MTSR 2007, Corfu Island in Greece, 1-2 October 2007. Springer 2009, Springer, 2009, p. 191-199Conference paper (Refereed)
    Abstract [en]

    The use of RDF on the web is increasing, unfortunately the amount of editing tools suitable for end users without knowledge of technicalities of the language are not so common. We believe that a vital ingredient for the editing tools to flourish is a working remote modification protocol. This will allow editing tools to be developed separately from triple-stores and make them more flexible and reusable. Several initiatives for remote modification exist already but have not gained wide-spread adoption. In this paper we will show that most of them fall short when it comes to edit arbitrary RDF constructs, especially in combination with typical requirements of editing tools. We will first list these requirements, then propose a solution that fulfills them and finally outline an implementation. With this implementation we will also demonstrate how Annotation Profiles, a configuration mechanism for RDF metadata editors, has the additional feature of making modification requests very precise.

  • 13.
    Enoksson, Fredrik
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Digital meetings guided by the Community of Inquiry Framework2024In: The Design of Digital Learning Environments: Online and Blended Applications of the Community of Inquiry / [ed] Cleveland-Innes, M.F., Stenbom, S., & Garrison, D.R., New York: Routledge, 2024, p. 256-273Chapter in book (Refereed)
    Abstract [en]

    Digital meetings enable opportunity to conduct synchronous engagement in blended and online courses. Such meetings also provide favorable conditions for interaction and collaboration between students and teachers. Unfortunately, digital meetings often tend to be used for one-way communication, like traditional lectures. This chapter outlines the general advantages and limitations of digital meetings as an overview of the differences between synchronous digital and in-person meetings. Principles and guidelines addressing these limitations are presented based on the goal of creating and sustaining a community of inquiry during digital meetings. A study of how teachers perceive and plan for digital meetings in higher education is also presented and discussed from the perspective of Social and Teaching Presence. The chapter also includes a digital meeting template for practitioners to use when preparing and conducting digital meetings.

  • 14.
    Jansson, Malin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Students as spontaneous tutors: How students take responsibility for their own and their peers’ problem-solving in online chatManuscript (preprint) (Other academic)
  • 15.
    Jansson, Malin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Online question and answer sessions: How students support their own and other students' processes of inquiry in a text-based learning environment2021In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 51, article id 100817Article in journal (Refereed)
    Abstract [en]

    Online tutoring has been found to have a positive impact on student learning in STEM education. The aim of this study was to explore how and to what extent students supported their own and other students' processes of inquiry during online tutoring. More specifically, question and answer sessions (Q&As) were studied, and online tutoring transcripts were analyzed using the Relationship of Inquiry coding scheme adapted from the Community of Inquiry framework. The students interacted voluntarily with each other and with the teachers. The results show that the students supported both their own process of inquiry as well as other students' process of inquiry. Furthermore, the results indicate that students acquired metacognitive development through self- and coregulation when they expressed teaching presence. Overall, we conclude that Q&As have the potential to support student learning when working on assignments in STEM education.

  • 16.
    Jansson, Malin
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Hrastinski, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning.
    Students’ engagement in their own and other students’ process of inquiry2019In: Proceedings of the ICDE World Conference on Online Learning, 2019Conference paper (Refereed)
  • 17.
    Josefsson, Pernilla
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Baltatzis, Alexander
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Bälter, Olle
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM).
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Human Centered Technology, Media Technology and Interaction Design, MID.
    Riese, Emma
    KTH, School of Electrical Engineering and Computer Science (EECS), Computer Science, Theoretical Computer Science, TCS.
    DRIVERS AND BARRIERS FOR PROMOTING TECHNOLOGY ENHANCED LEARNING IN HIGHER EDUCATION2018In: 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED) / [ed] Chova, LG Martinez, AL Torres, IC, IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT , 2018, p. 4576-4584Conference paper (Refereed)
    Abstract [en]

    The paper presents a study were drivers and barriers for increased use of Technology Enhanced Learning in higher education were identified. The method included focus groups with Faculty Pedagogical Developers at KTH Royal Institute of Technology, followed by a Force Field Analysis. Ten drivers and ten barriers were identified, and are presented in this paper. The most significant drivers found were: collegial discussions, increased automatization, Technology enhanced learning support for the teachers (to assist exploration), tech savvy students and engagement among faculty. The most significant barriers identified were: unclear return on time investment, insufficient funding for purchases and lack of central decisions. The analysis also revealed that some drivers and barriers could act both ways. One example is locally developed systems which are understood to be drivers when it comes to solving (local) problems and encouraging experimentation with IT systems, but when these local systems are cancelled due to lack of funding, or for example replaced by centralized systems, they discourage use and development. The findings constitute a foundation for future discussions about change processes to increase utilization of technology enhanced learning in higher education.

  • 18.
    Josefsson, Pernilla
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Isaksson, Erik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Bälter, Olle
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    TEL - What is it good for?2015In: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology, 2015Conference paper (Refereed)
    Abstract [en]

    Technology Enhanced Learning (TEL) is the use of technology to enhance and enrich learning situations or learning experiences. At the conference we will argue that research in TEL is needed in order to assess and gain knowledge under which circumstances the use of certain technologies will enhance the learning experience. The use of the word technology is here to be understood in a broad sense and includes both analog and digital technology, see McLuhan that described technology as any extension of ourselves [1]. With this view of technology, several analog milestones in the history of learning such as the alphabet, books, pencils and paper is to be considered uses of TEL. Furthermore, the research field of TEL should not be restricted to digital or electronic technologies, which could narrow our view of what could be accomplished. This view further implies that electronic-learning e-learning) becomes a subset of TEL. From an activity theory perspective TEL can be seen as the use of technology as a mediating artifact or tool) for enhancing learning in various kinds of activities, either in formal or informal learning situations [2]. Vygotsky [3] introduced the one of proximal development as the difference between what a learner can do without help, and what she can do with help. TEL is intended to provide the learner with such help, which then goes beyond helping to learn but also helping to do i.e., carrying out tasks, whether in a classroom or at work). This help can be regarded as an augmentation of performance, as well as of learning. To conclude, technology can be used to enhance and enrich the learning experience and the learning situation as an extension to ourselves or as a mediating artifact with the intention to expand the of proximal development. The mission of research in TEL is to contribute to the knowledge about under which circumstances the use of (a certain) technology will enhance the learning experience.

    *McLuhan uses the words medium, media and technology interchangeably.

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  • 19.
    Kjellberg, Tove
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Stenbom, Stefan
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    Complexities of Educational Culture for Integrated Campus and Digital Education2023Conference paper (Refereed)
    Abstract [en]

    This study examines the influence of educational culture on the integration of campus and digital education in traditional higher education institutions. Educational culture encompasses shared norms, values, attitudes, beliefs, and practices shaping the educational environment. Focus group discussions were conducted with teachers, students, and educational leaders at a Swedish technical university. Five focus groups, each with two interview sessions, involved 32 participants representing diverse university roles and disciplines. Reflexive thematic analysis was employed to analyze the data. The analysis identified seven themes that address educational culture. It was clear that the participants did not perceive university cultures but rather viewed that each faculty member or group/department had specific unique conditions and preferences that formed their culture. At the same time, a university-wide key driver identified was effectiveness and streamlining rather than educational innovation. While digitalization trends and the COVID-19 pandemic have accelerated digital education, clear guidance, actionable steps, improved conditions for teachers, and student-driven approaches are needed to ensure educational quality by integrating campus and digital education.

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    Complexities of Educational Culture for Integrated Campus and Digital Education
  • 20. Lindberg, Eva Hellstrom
    et al.
    Almeida, Antonio
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    de Wit, Thom Duyvene
    Strivens, Janet
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Toh, Cheng-Hock
    Survey of professional competence in hematology in Europe2014In: Haematologica, ISSN 0390-6078, E-ISSN 1592-8721, Vol. 99, no 3, p. 404-408Article in journal (Refereed)
  • 21.
    Maffei, Antonio
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Production engineering, Industrial Production Systems.
    Enoksson, Fredrik
    KTH, School of Industrial Engineering and Management (ITM), Learning, Digital Learning.
    What is the optimal blended learning strategy throughout engineering curricula? Lesson learned during Covid-19 pandemic2023In: EDUCON 2023 - IEEE Global Engineering Education Conference, Proceedings, Institute of Electrical and Electronics Engineers (IEEE) , 2023Conference paper (Refereed)
    Abstract [en]

    The recent Covid-19 pandemic has forced HEI to quickly adjust their approach to teaching and learning by massively adopting, basically overnight, approaches based on digital learning. Covid-19 gave a huge impulse to the spread of digital tools and the consequent literature is rich in details and information about more and less successful experiences with digital learning. This unexpected 'experiment' exposed the effectiveness and efficiency of well-conceived learning strategies that blend digital and traditional learning approach. While blended learning per se is an established discipline, a unified framework to go from theory to practice is still elusive. Given the above, the knowledge developed and acquired during the pandemic has a huge potential to reveal what are the features of a good blended learning strategy in different educational situation. This work aims at investigating what would be an optimal blended learning strategy for program design in the context of engineering education. The contribution is based on a focus group discussion involving teacher from 6 different European HEI and results indicates that the level of understanding, as presented in the Bloom taxonomy, of the focal activity and the correct balance between the educational and social dimensions of student's university life are the two critical drivers for blended learning design. The study confirms also the main findings in literature, related to the use of digital tools before and during the pandemic and suggests that the Covid-19 had a positive impact on the readiness to adopt digital tool of HEI. Finally a few problems experienced in the post covid phase are presented along with the identified future directions of research.

  • 22.
    Nilsson, Mikael
    et al.
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA.
    Miles, Alistair J.
    Johnston, Pete
    Eduserv Foundation, United Kingdom.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Numerical Analysis and Computer Science, NADA. KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Formalizing Dublin Core Application Profiles: description Set Profiles and Graph Constraints2007In: Metadata and Semantics, Post-proceedings of the 2nd International Conference on Metadata and Semantics Research, MTSR 2007, Corfu Island in Greece, 1-2 October 2007. Springer 2009, 2007Conference paper (Refereed)
    Abstract [en]

    This paper describes a proposed formalization of the notion of Application Profiles as used in the Dublin Core community. The formalization, called Description Set Profiles, defines syntactical constraints on metadata records conforming to the DCMI Abstract Model using an XML syntax. The mapping of this formalism to syntax-specific constraint languages such as XML Schema is discussed.

  • 23.
    Palmér, Matthias
    et al.
    Uppsala University, Sweden.
    Enoksson, Fredrik
    Uppsala University, Sweden.
    Nilsson, Mikael
    Uppsala University, Sweden.
    Naeve, Ambjörn
    Uppsala University, Sweden.
    Annotation Profile Specification2007Report (Other academic)
    Abstract [en]

    This deliverable provides a specification of the Annotation Profile Model.The Annotation Profile Model is a platform and language independentinformation model that describes how to configure or automatically generate graphical user interfaces for form based editing of RDFmetadata. The Annotation Profile Model does not replace ontologies orschema information, instead it provides complimentary information that is necessary for annotation tools to behave consistently.The motivation for the specification is, first, to make the end user experience more flexible with regards to the set of metadata edited without compromising the usability or requiring further technical knowledge. Second, to allow a more a coherent end-user experience when editing metadata across tools. Third, to simplify for developers to include metadata editing in their tools by providing ready made reusable components/libraries based on this specification.

    Download full text (pdf)
    Annotation Profile Specification
  • 24.
    Palmér, Matthias
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Nilsson, Mikael
    KTH, School of Computer Science and Communication (CSC).
    Naeve, Ambjörn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Annotation profiles: Configuring forms to edit RDF2007In: DCMI '07 Proceedings of the 2007 international conference on Dublin Core and Metadata Applications: application profiles: theory and practice, 2007, p. 10-21Conference paper (Refereed)
    Abstract [en]

    Most of today's generic annotation tools for semantic web metadata (RDF) are designed forexperts. People with no or little knowledge about RDF are therefore forced to use simplified andoften domain-specific tools that work with fixed sets of metadata elements. This paper introducesthe Annotation Profile Model as a configuration mechanism from which annotation tools can beautomatically generated. The intention is to encourage metadata- or domain experts to defineannotation profiles according to metadata vocabularies. This will allow end-users oradministrators to select appropriate annotation profiles for the task at hand, and then an editorwill be provided by the underlying system. This paper discusses the design of the AnnotationProfile Model, which consists of a data-capturing part (the Graph Pattern Model) and apresentation part (the Form Template model). An implementation that can generate both web-based and standalone editors is also introduced.

  • 25.
    Thalmann, Stefan
    et al.
    University of Innsbruck, Austria.
    Enoksson, Fredrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    An approach for on-demand e-learning to support knowledge work2007In: Proceedings of I-KNOW ´07 / [ed] Tochtermann, K. & Maurer, H., Graz, 2007, p. 289-296Conference paper (Refereed)
    Abstract [en]

    he requirements on learning support from knowledge work differ compared totraditional work. Based on those observations an approach for supporting learning inknowledge work is proposed considering requirements from e-learning as well as fromknowledge management. In addition to traditional e-learning, on-demand e-learning takes thecurrent situation of the knowledge worker into consideration to ensure learning support ofknowledge work is proposed. For using a broad variety of resources in on demand e-learning asingle metadata schema for describing seems not sufficient for every organisation. Therefore,application profiles appear adequate for describing resources used in the proposed approach forarranging knowledge elements. Identifying the knowledge workers current situation a learningneed should be derived and to use it afterwards for selecting and delivering knowledgeelements.

1 - 25 of 25
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