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  • 1.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    El Gaidi, Khalid
    KTH, School of Education and Communication in Engineering Science (ECE), Learning.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE).
    Kommer det på tentan?: Uppfattningar om motivation och demotivation bland studenter på ingenjörsutbildningar2015Conference paper (Other academic)
    Abstract [en]

    Motivation är en av de viktigaste drivkrafterna bakom människors handlingar. Hur en student klarar sina studier beror till stor del på graden av motivation, men också på graden av demotivation. Vi har i den här studien valt att utforska upplevda källor till studenters motivation och demotivation i ingenjörskurser. Dessa har kodats och kategoriserats i termer av kontext, struktur och lärare, och resultatet har jämförts med en liknande omfattande undersökning från USA. Resultaten visar att frågor rörande kurs ens struktur i högre grad anges som viktiga både för motivation och demotivation för våra studentgrupper, jämfört med den andra undersökningen. Vidare förekommer synpunkter kring lärarens förmåga att förklara och lärarens attityd till studenterna i betydligt högre omfattning än lärarens ämneskompetens i sig, vilket kan ses som stöd för att pedagogisk och didaktisk skicklighet bör vara starkt meriterande för undervisande personal. En slutsats är att lärare har mycket stora möjligheter att påverka studenternas motivation både positivt och negativt, och att det är av stor vikt att lärare är både medvetna om, och har verktyg för att hantera, detta.

     

  • 2.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering.
    Andersson, Magnus
    KTH, School of Engineering Sciences (SCI), Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    THE PEDAGOGICAL DEVELOPERS INITIATIVE: SYSTEMATIC SHIFTS, SERENDIPITIES, AND SETBACKS2017In: 13th International CDIO Conference in Calgary, Canada, June 18-22, 2017, 2017Conference paper (Refereed)
    Abstract [en]

    Pedagogical projects have often, at KTH Royal Institute of Technology, as well as elsewhere, been initiated and managed by individual enthusiasts rather than dedicated teams. This generally decreases the possibility of successful implementation of more ambitious ideas, e.g., changing educational programs, implementing the CDIO syllabus, or strengthening the pedagogical development of larger parts of the faculty. To enable wider and more effective change, KTH top management therefore launched a universityencompassing three-year project in 2014, in which a group of highly motivated teachers from all schools at KTH were appointed part-time pedagogical developers (PDs). The PDs were given the task of promoting pedagogical development and facilitate cooperation and knowledge exchange among faculty members, as described in two previous papers at CDIO conferences. From 2017, the outcomes of this project are supposed to be integrated parts of the KTH line organization. The project has led to numerous actions, which would have been difficult to set in motion unless given the freedom in time to explore and to develop into a collective effort rather than a myriad of individual “stand-alone” examples. By addressing key areas for pedagogical development, our group of dedicated faculty have tried to surpass the suboptimal "lock-in" of strict individual reasoning and to deal with surfaced questions and relevant issues in a broader collective manner. A major insight confirmed by the project and its many sub-projects has indeed been the fundamental importance of collegial discussions and the creation of processes that facilitate and support teacher cooperation. We have also, through discussions with faculty at KTH, confirmed the need for clearly defined, tangible incentives for teachers, motivating them to participate in pedagogical development activities, even if this means less time left for the traditional pathway to rewards within academia, i.e. research. In this paper, we chart changes that have occurred in the educational practices at KTH by describing and discussing the project’s focus on pedagogical development of faculty, actual execution of changes in the engineering educations, lessons learned along the way, and visions yet to be realised.

  • 3.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development. KTH.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology. KTH.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management. KTH.
    Wingård, Lasse
    KTH, School of Industrial Engineering and Management (ITM), Production Engineering. KTH.
    Andersson, Magnus
    KTH, School of Information and Communication Technology (ICT), Materials- and Nano Physics.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Soulard, Juliette
    KTH, School of Electrical Engineering (EES).
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE), Learning, Language and communication.
    The pedagogical developers initiative - development, implementation and lessons learned from a systematic approach to faculty development2016In: Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12-16, 2016, Turku University , 2016, p. 497-508Conference paper (Refereed)
    Abstract [en]

    This paper presents a systematic, university--wide approach to creating an encompassing movement towards faculty development. In 2014, KTH Royal Institute of Technology launched the pedagogical developers initiative, appointing part--time pedagogical developers among teachers from all schools of KTH, to implement and strengthen good teaching and learning practices among faculty and students. They are teachers active in different educational programmes, with experience of, and interest in, pedagogical issues. In line with CDIO standard 10, the purpose of the pedagogical developers’ initiative is to facilitate cooperation and knowledge exchange between faculty members, and to establish communities of practice. The paper presents the activities, processes for developing these activities and preliminary results from the initiative’s second year, which focused much on supporting faculty development by putting into place a series of workshops, a format chosen for its combination of active community-building learning and time efficiency. The topics of the workshops emerged to meet faculty needs identified by the pedagogical developers during the first year. The workshops were created by smaller teams of pedagogical developers from different schools of KTH. This enabled a wide array of experiences and perspectives to be incorporated into the workshops. Main focuses of the workshops have been on creating internal discussions in dynamic communities of practice on specific subjects of interest, and on creating forums for exchange of ideas, open to the whole faculty. During Autumn 2015, the workshops have been offered as voluntary add-on parts of the basic course in teaching and learning offered to faculty at KTH. This first round of workshops generated a positive interest from teachers, and participant feedback indicates that they particularly appreciated the opportunity to work directly with their own courses and the opportunity to discuss pedagogical aspects with peers. 

  • 4.
    Berglund, Anders
    et al.
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Integrated Product Development.
    Havtun, Hans
    KTH, School of Industrial Engineering and Management (ITM), Energy Technology, Applied Thermodynamics and Refrigeration.
    Johansson, Hans Bengt
    KTH, School of Industrial Engineering and Management (ITM), Machine Design (Dept.), Mechatronics.
    Jerbrant, Anna
    KTH, School of Industrial Engineering and Management (ITM), Industrial Economics and Management (Dept.), Industrial Management.
    Andersson, Magnus
    KTH, School of Information and Communication Technology (ICT).
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Soulard, Juliette
    KTH, School of Electrical Engineering (EES), Electrical Energy Conversion.
    Kjellgren, Björn
    KTH, School of Education and Communication in Engineering Science (ECE).
    The Pedagogical Developers Initiative – Changing Educational Practices and Strengthening CDIO skills2015In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015, 2015Conference paper (Refereed)
    Abstract [en]

    This paper put emphasis on change agents within the universities and how local initiatives can be systematically approached and ramped up. Rooted in the challenges and constraints that have been addressed in past educational program initiatives, the case consists of specific focus areas to leverage impact. Universities continuously strives to provide the best conditions for an inspiring and prosperous learning environment, and to provide educational programs with teaching of excellent educational quality. KTH is no exception and therefore the university management has initiated a pedagogical program starting in 2014. One of the first thing initiated within the framework of this pedagogical program is the creation of a group of 24 pedagogical developers.

    The focus for the pedagogical developers is to facilitate the opportunities for KTHs faculty to work together and create consensus on educational development in different teaching teams. This paper presents the University's pedagogical developers' initiative as a whole and how this has been outlined in detail to reach specific redesign targets. The School of Industrial Engineering and Management pedagogical group consists of five practicing teachers that besides this new role also engage heavily in various courses of the School's departments. Since the pedagogical initiative is aligned with several important CDIO aspects, e.g. the learning environment, formats of formative feedback, assessment and examination there is also importance to reassure this in the existing Master level programs.

    At KTH the five-year comprehensive Master of Science in Engineering programs concern distinct vocational educations in which the CDIO aspects are very important. At the same time the programs has been divided in a basic level (B.Sc. in Engineering) of three years and a advanced level (M.Sc.) of two years. This has for instance made it harder to align the progression between first cycle level and second cycle level regarding for instance the CDIO efforts (e.g. oral and written communication, teamwork). This paper will therefore discuss and enhance how the pedagogical programme, we as pedagogical developers, can support and strengthen the initiation and implementation of the CDIO aspects in the education.

  • 5.
    Björn, Hedin
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Användning av sociala annoteringssystem för “peer feedback” vid grupphandledning av kandidatuppsatser2013Conference paper (Other academic)
    Abstract [sv]

    Att låta studenter kontinuerligt ge feedback på varandras framväxande uppsatstexter är bra ur flera synvinklar. Studenterna blir insatta i andra problemområden och metodologiska angreppssätt än det egna, förståelsen för kvalitetskriterier ökar och vetskapen om att andra studenter kommer läsa ens egen text ökar ambitionsnivån. På civilingenjörsprogrammet i medieteknik vid KTH har vi använt ett socialt annoteringssystem, Google docs, för att stödja grupphandledning av kandidatuppsatser. Kombinationen av grupphandledning och användning av ett socialt annoteringssystem har visat sig vara mycket lyckosam. Kandidatuppsatskursen som gavs under 2012 kännetecknas av hög ambitionsnivå, hög kvalitet på de färdiga uppsatserna, mycket hög genomströmning och nöjda studenter.

  • 6.
    Björn, Hedin
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Exploring Opportunistic Use of Mobile Devices for Studying in Higher Education2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Students today often feel that they have too much to do and too little time. A common strategy to remedy this is to take advantage of opportunities to use “inter-time”, the time between other activities such as waiting or traveling. The aim of this thesis is to explore how studying using mobile devices in higher education can be designed for such opportunities. I choose to call this Opportunistic Mobile Studying (OMS).

    Using a design-based research approach this thesis discusses and proposes both scientific and practical contributions. A number of iterations of OMS have been designed, instantiated and tested in university courses and then evaluated using mixed methods.

    The first research question is how can OMS be designed to support students in adopting the behavior of studying at opportune moments. The results have been framed and interpreted using the Fogg Behavior Model, where behavior is the product of motivation, simplicity, and triggers. The results suggest that a key factor for motivation is procrastination, and therefore deadlines can be used to predict and suggest what students would likely be interested in studying during OMS moments. Simplicity is increased if OMS is adapted for studying in short fragmented moments, where important aspects are that content should be short, easy to access and easy to navigate. Trigger reminders were particularly appreciated and should be triggered based on time and place. Commuting is identified as a good context to build a routine of studying using OMS.

    The second research question is how can OMS activities and content be designed to support efficient studying in OMS situations. Study- activities identified as especially suitable for OMS situations are those that focus on preparation and repetition. These activities can enhance other learning activities and efficient studying can be accomplished even if only a little time is available. Examples of successful methods for this tested in this thesis include advance organizers and flashcards. Longer and more comprehensive studying material can be used if quick and easy navigation within the material is provided, for example, by using synchronized narrated slides such as enhanced podcasts. 

  • 7.
    Björn, Hedin
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Utbildning i prokrastinering: ett sätt att förbättra studenters studieteknik2013Conference paper (Other academic)
    Abstract [sv]

    Prokrastinering, eller att mot bättre vetande skjuta upp aktiviteter, är ett mycket vanligt problem som är särskilt vanligt inom akademiska studier. Gjorda studier visar att mellan 80-95% av studenterna prokrastinerar, att 50% prokrastinerar regelbundet och också ser det som ett stort problem, och att det inte är ovanligt att en tredjedel av den avsatta studietiden i praktiken ägnas åt prokrastinering. Vi har angripit problemet genom att införa en kursmodul som under läsåret 2011-2012 lästes av 230 studenter på programmet och där vi diskuterade fenomenet samt gick igenom strategier för att undvika prokrastinering. Denna presentation tar upp modulens uppbyggnad och en utvärdering av resultaten.

  • 8.
    Björn, Hedin
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Lundström, Anton
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Westlund, Magnus
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Markström, Erik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    The Energy Piggy Bank - A Serious Game for Energy Conservation2017In: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal,  December  6-7, 2017, 2017Conference paper (Refereed)
    Abstract [en]

    Serious games have attracted much attention recently and are used to in an engaging way support for example education and behavior change. In this paper, we present a serious game designed for helping people learn about their own energy consumption and to support behavior change towards more sustainable energy habits. We have designed the game for all the four Bartle Player Types, a taxonomy used to identify different motivations for playing games. Engagement of the participants has been evaluated using the Intrinsic Motivation Inventory, and we have measured self-assessed future behavior change. We found a statistically significant positive correlation between self-assessed future behavior change and perceived value/usefulness of the application independent of player type. Our study indicates the player type “Achievers” might perform better using this type of application and find it more enjoyable, but that it can be useful for learning energy conserving behavior independent of player type. 

  • 9.
    Björn, Hedin
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Pargman, Daniel
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Nu ska jag plugga! Jag ska bara färgsortera mina böcker först2013Conference paper (Other academic)
    Abstract [sv]

    Prokrastinering, eller att mot bättre vetande skjuta upp något, är ett stort problem i samhället i allmänhet och för studenter i synnerhet. I denna artikel beskriver vi en utbildningsmodul om prokrastinering som vi introducerat på två civilingenjörsprogram på KTH, varav denna rapport behandlar datateknikprogrammet där 466 studenter deltog. Utvärderingen hade 100% svarsfrekvens, och visar att 95% av studenterna hade problem med prokrastinering varav 43% hade stora eller mycket stora problem. 88% ansåg att prokrastinering var ett bra tema att ha med i utbildningen, och 57% ansåg att momentet haft positiva effekter på deras studievanor. Endast 7% ansåg att momentet inte hade gett några märkbara effekter på studierna. Då modulen endast kräver ca 8 timmars arbete från studenternas sida anser vi att fördelarna är så stora att denna eller en liknande modul borde ingå i samtliga utbildningsprogram.

  • 10.
    Bälter, Olle
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Helena, Tobiasson
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Toivanen, Susanna
    Mälardalen University.
    Walking Outdoors during Seminars Improved Perceived Seminar Quality and Sense of Well-Being among Participants2018In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 15, no 303Article in journal (Refereed)
    Abstract [en]

    Low levels of physical activity and sedentary behaviour are a growing health problem globally. Physical inactivity is associated with increased risk of numerous ailments, cardiovascular disease and mortality. Our primary aim was to perform a feasibility study on how to incorporate physical activity among students and teachers in regular teaching activities. The second aim was to investigate how students and teachers perceived the differences between outdoor walking seminars and regular indoor seminars. By transforming an on-campus course into a blended course, we were able to conduct seminars outdoors in nearby nature while walking. These walking seminars were evaluated among 131 students and nine teachers leading the walking seminars. The responses to the student survey and teacher interviews indicate that discussions, sense of well-being and the general quality of the seminar improved, regardless of how physically active participants were the rest of the time. The study shows one way to increase physical activity with small means; in our case, a reorganization of how we prepared for the seminars which allowed for walking discussions.

  • 11.
    Bälter, Olle
    et al.
    KTH, School of Computer Science and Communication (CSC), Human - Computer Interaction, MDI (closed 20111231).
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Tobiasson, Helena
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Walking with Seminars2015In: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology, 2015Conference paper (Refereed)
    Abstract [en]

    Sedentary behavior is a growing health problem in the Western world. According to WHO, physical inactivity is the fourth most common cause of death in the world and behind 6 % of deaths. Students in teaching and learning situations are no exception where for example students from Luleå University of Technology on average sits around 10 hours per day, of which more than 6 hours are when at their university (Dijkstra & Syrén Sandström, 2014).

    There is, therefore, from a public health aspect, reasons to find alternatives to sedentary teaching and learning situations. However, we have gone a step further and looked at opportunities to move also from a learning perspective. For example, "mind- wandering" is very widespread in teaching situations, where studies show that students can focus on average between 3-5 minutes before they lose focus (Rosen, Cheever & Carrier, 2012; Judd & Kennedy, 2011), which increased physical activity could possibly counteract . Furthermore, studies have shown that walking lead to increased creativity Oppezzo & Schwart, 2014).

    In our study, four groups of 5-8 students performed a seminar while walking outdoors with a twofold purpose: to achive the health benefits mentioned above, but also to improve the quality of the seminars. In a questionnaire we examined how students experienced these seminars compared to traditional classroom-based seminars and their perception of communication during the seminars, the overall quality of the workshops and how they felt after the seminars.

    The results are in favour of the walking seminars: the 23 students of 27) who answered the questionnaire report improved communication, sense of well-being and quality and 3 would like to see more such walking seminars at their university.

  • 12.
    Frenckner, Kerstin
    et al.
    KTH, School of Computer Science and Communication (CSC), Human - Computer Interaction, MDI (closed 20111231).
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Nilsson, Stefan
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    Att utvärderas och utvecklas: om datalogi och medieteknik i ljuset av EAE på KTH2011In: 3:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Linköping University Electronic Press , 2011, p. 82-86Conference paper (Refereed)
    Abstract [sv]

    Under 2011 genomförs en stor utvärdering av samtliga utbildningsprogram på KTH. Projektet går under namnet Education Assessment Exercise (EAE) och är den största enskilda aktiviteten inom KTH:s systematiska kvalitetsarbete under året [2]. Projektet går genom tre huvudstadier: självvärdering, extern bedömning och uppföljning. Den första delen skedde under våren 2011, del två i augusti, medan större delen av uppföljning och utveckling var tänkt att ligga efter bedömarnas slutrapport i oktober. Det stadiet påbörjades dock redan i augusti. Syftet med EAE är i första hand att bidra till kvalitetsutveckling, men EAE fungerar också som en förberedelse inför den utvärdering som Högskoleverket planerar att genomföra under 2012.

    Skolan för datavetenskap och kommunikation (CSC) vid KTH ansvarar för civilingenjörs-, master- och kandidatprogram inom datalogi och datateknik, medieteknik, beräkningsteknik och människa-datorinteraktion. Skolan ansvarar också för ett stort utbud av kurser inom skolans ämnen, datalogi, medieteknik, människa-datorinteraktion, numerisk analys och tal- och musikkommunikation, liksom omfattande forskning i dessa ämnen.

    Skolan ger kurser inte bara för studenter på skolans egna program utan även för studenter på andra skolors program. Studenterna på CSC-skolans program läser inte bara CSC-skolans kurser utan även kurser som ges av andra skolor, till exempel matematikkurser från Skolan för teknikvetenskap.

    CSC har länge haft ett systematiskt kvalitetsarbete inom grundutbildningen, som bland annat ledde till att skolan tilldelades Högskoleverkets utmärkelse Framstående utbildningsmiljö 2009. I denna artikel beskriver vi skolans kvalitetsarbete och arbete med EAE, i alla faser av utvärderingsprojektet.

  • 13. Fällström, F.
    et al.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Löffler, H.
    Nordqvist, S.
    Stenberg, Johan
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    XML-based Ifratrack – the glue for integration in business-wide media workflow management systems2001Conference paper (Refereed)
  • 14. Fällström, F.
    et al.
    Nordqvist, S.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Ionesco, V.
    Using a Simulator for Testing and Validating a Newspaper Production Decision Support System1997In: Proceedings of the Thirtieth Annual Hawaii International Conference on System Sciences, Vol.IV, 1997, 1997, p. 387-396Conference paper (Refereed)
  • 15.
    Handberg, Leif
    et al.
    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.
    Dialogsduksseminarier - en metod för reflektion och introduktion till högre studier2014In: LTHs 8:e Pedagogiska Inspirationskonferens, Lund, December 17, 2004, 2014Conference paper (Other academic)
    Abstract [sv]

    På medieteknikprogrammet vid KTH har vi under tolv års tid genomfört dialogduksseminarier som ett av de första momenten som nya studenter på programmet möter. Metoden går ut på att studenterna i mindre grupper diskuterar frågor rörande sina framtida studier. Frågorna är huvudsakligen av reflektiv karaktär och tar upp ämnen såsom ansvarsfördelningen mellan universitet, kamrater och sig själv, det egentliga syftet med högre studier, och hur man vid examen skulle vilja kunna se tillbaka på sina studier på KTH. Frågorna finns på ett tryckt ark i 70x100-format, och de gemensamma svaren dokumenteras på samma ark. I denna artikel presenterar vi mer ingående den bakomliggande pedagogiska idén, de frågor som diskuteras på dialogduken, de svar som studenter brukar ge på frågorna och våra sammantagna erfarenheter av att ha genomfört seminarierna med tolv årskullar studenter. Vi argumenterar för att dialogduksseminarier är en effektiv och resurssnål metod för att introducera och reflektera kring högre studier och att denna metod är generellt tillämpbar på alla typer av högre utbildning.

  • 16.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Group tutoring and Formative Asynchronous Peer Assessment using e-learning technologies to Complement Staff Tutoring in Academic Writing2006In: Interactive Conference on Computer Aided Learning,  September 27 -29, 2006 Villach, Austria / [ed] Michael Auinger, Kassel University Press GmbH, 2006Conference paper (Refereed)
    Abstract [en]

    Writing a master's thesis is a lonely task, which often takes longer than the nominal time. A previous study has shown that a way to counter this is to give tutoring in groups instead of individually. This paper describes and evaluates an attempt to complement individual staff tutoring with group tutoring, formative peer assessment and a self-study methodology course, using e-learning methods and without increasing the total teacher time invested for each student. The results clearly indicate the attempt was highly successful, with increased quality of the reports, decreased time for students to complete their work, and very satisfied students who believed these activities were roughly of equal use as individual tutoring even though they only consumed 15% of the total time invested by the teachers in the tutoring activities.

  • 17.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    How Much Carbon Dioxide Do I Emit?2017Conference paper (Other academic)
    Abstract [en]

    Most people’s lifestyles result in far more CO2 emissions than what is sustainable. I have used a combination of tools to track my own CO2 emissions from the three areas (food, travel, and general consumption) which account for about 80% of Swedish household CO2 emissions. 

  • 18.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    LCAFDB - A Crowdsourced Life Cycle Assessment Database for Food2017In: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December  6-7, 2017, 2017Conference paper (Refereed)
    Abstract [en]

    This paper presents LCAFDB, a crowdsourced database for collecting Life Cycle Assessment data for foodstuff. Such an open database is useful to facilitate the development of feedback systems about greenhouse gas (GHG) emissions for food. We describe the design challenges encountered while we developed the system and our solutions. We also exemplify by a number of applications developed that use this database. 

  • 19.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Mobile Lecture Casting using Enhanced Podcasts and 3gp Videos2007In: Mobile Lecture Casting using Enhanced Podcasts and 3gp Videos, Kassel University Press GmbH, 2007Conference paper (Refereed)
  • 20.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Mobile Message Services Using Text, Audio or Video for Improving the Learning Infrastructure in Higher Education2006In: International Journal:  Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 1, no 1Article in journal (Refereed)
    Abstract [en]

    This study examines how media files sent to mobile phones can be used to improve education at universities, and describes a prototype implement of such a system using standard components. To accomplish this, university students were equipped with mobile phones and software that allowed teachers to send text-based, audio-based and video-based messages to the students. Data was collected using questionnaires, focus groups and log files. The conclusions were that students preferred to have information and learning content sent as text, rather than audio or video. Text messages sent to phones should be no longer than 2000 characters. The most appreciated services were notifications of changes in course schedules, short lecture introductions and reminders. The prototype showed that this functionality is easy to implement using standard components.

  • 21.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Mobile Message Services Using Text, Audio or Video for Improving the Learning Infrastructure in Higher Education2006In: Proceedings of the 1:st International Conference on Interactive Mobile and Computer Aided Learning, 2006Conference paper (Refereed)
  • 22.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design, MID.
    Peer Feedback in Academic Writing Using Google Docs2012Conference paper (Refereed)
    Abstract [en]

    This paper describes a method for students to give each other written feedback in academic writing using a Google Docs as a Social Annotation (SA) tool. Student attitudes to using this method has been evaluated, along with their attitudes towards using digital documents as opposed to paper based documents in various education related situations. The results show that the method described was highly appreciated, and furthermore showed that the students in the study already read digitally distributed documents on screen rather than printing them, and that they were very positive to using digital documents rather than paper based documents. It is argued that the method used can be generalized to other kinds of document based discussions such as seminars discussing papers, and that the positive attitude towards using digital documents can be further increased with current and upcoming technical solutions such as HTML5 and the iPad.

  • 23.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media.
    Program integrating course: A tool for reflection and quality management2009In: Program integrating course: A tool for reflection and quality management, 2009Conference paper (Refereed)
    Abstract [en]

    This paper describes the structure of the course DM1578 Program Integrating Course, a reflection course spread out during the entire M.Sc. programme in media technology at KTH, and the results after the first year of running the course. We argue that such a course is a good way for students to continuously reflect on their learning, develop critical thinking, and to get a better perspective of their studies. Furthermore, it proved to be a good quality tool for the programme management to get feedback on how to develop the programme, and for the teachers to get better understanding of their own courses' positions within the programme.

  • 24.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Reducing Barriers of Publishing Lectures on the Web2015In: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology, 2015Conference paper (Refereed)
    Abstract [en]

    Publishing lectures on the web, or lecture casting, can have several advantages [1] and student experiences from using lecture casts have been very positive [2]. For example students are not bound to a specific time and place and there are possibilities to watch whole or parts of lectures several times. However, the use of lecture casts is not very widespread, and there are a number of reasons why a teacher might be hesitant to lecture casting. In this roundtable we presents the results and experiences from using one specific method of lecture casting which address a number of these reasons. 1) teachers’ anxiety over appearing in a video, 2) cost and ease of producing and distributing the lecture and 3) difficulties to update lecture casts. The method is to use narration-mode in PowerPoint and to publish the result using BrainShark, one of several available web-based tools for publishing narrated PowerPoint lectures on the web. This method has several advantages. First, publishing only voice and slides is a lower mental barrier for the lecturer than to also include a video of the lecturer. Second the technical threshold is very low. The only equipment needed is the computer with the PowerPoint presentation and optionally an external microphone. The entire production and distribution is also handled by the lecturer alone, no technical personnel is needed which also greatly reduces the cost and administrative overhead of publishing lectures. Third, the lecture-casts are easy to update, since individual slides can be added, removed, or re-recorded without re-recording the entire lecture. Our tests show that the production time of recording and distributing a lecture cast is only marginally longer than giving the lecture in class, and that no technical expertise or extensive instructions are necessary, making the method available to all teachers.

  • 25.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design, MID.
    Teaching Procrastination - A Way of Helping Students to Improve their Study Habits2012Conference paper (Refereed)
    Abstract [en]

    Procrastination, or to against better judgment postpone a task, is a very common problem in general, and for university students in particular where about 50% procrastinate consistently and problematically. In learning contexts, procrastination leads to cramming strategies, where the major part of studying activities occurs close to the exam instead of spreading the learning over time, which generally is believed to give better learning.

    This paper describes a course module on procrastination and the preliminary results from running the module with about 230 students in media technology.

  • 26.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    The Academic Career System: An Example of Gamification Gone Wrong2015In: The Gamification of Work, Paris, November 20, 2015 / [ed] Emmanuelle Savignac, 2015Conference paper (Refereed)
    Abstract [en]

    In the academic career system today there is an increasing emphasis on competition for funding, measuring, comparing, achievements and academic titles. In many ways, this can be considered a form of gamification. This paper analyzes the academic career system from a gamification perspective. The analysis shows that many parts of the academic system can be seen as examples of a gamified system gone all wrong, where the incentives are based on extrinsic motivation rather than intrinsic motivation. It is argued that, from a gamification perspective, many parts of the current academic career system actually works against its purpose of creating environments for producing excellent research. 

  • 27.
    Hedin, Björn
    et al.
    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.
    Tobiasson, Helena
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Promenadseminarier - en seminarieform för ökad kvalitet och hälsa2014In: LTHs 8:e Pedagogiska Inspirationskonferens, Lund, December 17, 2014, Lund University , 2014Conference paper (Other academic)
    Abstract [sv]

    Stillasittande beteende är ett ökande hälsoproblem i västvärlden, så även bland studenter som i undervisnings- och studiesituationer oftast sitter. Vi har undersökt möjligheterna att genomföra seminarier i promenadform, där inte bara hälsovinster kan uppnås utan även att seminarierna i sig blir bättre. Resultaten visar att en stor majoritet av studenterna i studien föredrog promenadseminarier framför traditionella seminarier, där framför allt ökat välmående efter seminarierna uppnåddes, men även förbättrad kommunikation och förbättrad kvalitet. En överväldigande majoritet önskade också att promenadseminarier kunde erbjudas på fler kurser.

  • 28.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Claesson, Philip
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Odqvist, Patrik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Visualizing Carbon Footprint from School Meals2017In: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December  6-7, 2017, 2017Conference paper (Refereed)
    Abstract [en]

    Food is a major contributor of greenhouse gases in the world. Changing what you eat to a less greenhouse gas intensive diet can have a major impact on the greenhouse gas emission. While campaigns and efforts about changing diets directed towards individuals have a potential to reduce total greenhouse gases, efforts directed towards institutional producers of meals have much greater potential to have impact since just a few key players need to be affected. In this paper, we describe a system we have developed for calculating carbon footprint for school meals, making it possible for decisions makers to compare schools with each other, and identify schools with both low footprint (who can serve as good examples) and schools with high footprints (who have the greatest possibility to change). Preliminary results from 10 schools in the Stockholm area are also presented. 

  • 29.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Fällström, F.
    Extending IFRAtrack for use in general media production2001In: TAGA 2001 Proceedings, 2001, p. 600-616Conference paper (Refereed)
  • 30.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Fällström, F.
    Ionesco, V.
    An Intranet Solution for a Real-time GPMS in Newspaper Production1997In: Proceedings of the Thirtieth Annual Hawaii International Conference on System Sciences, Vol. IV, 1997, 1997, p. 320-328Conference paper (Refereed)
  • 31.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC).
    Fällström, F.
    Löffler, H.
    Nordqvist, S.
    Stenberg, Johan
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    XML-based IFRA¬track: the glue for integration in business-wide media workflow management systems2000In:  XML Europe 2000 Proceedings, 2000, p. 931-936Conference paper (Refereed)
  • 32.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Lindgren, Erik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    A Comparison of Presentation Methods for Reading on Mobile Phones2007In: IEEE Distributed Systems Online, ISSN 1541-4922, E-ISSN 1541-4922, Vol. 8, no 6, p. 0706-Article in journal (Refereed)
    Abstract [en]

    A study was conducted to compare traditional scroll-based methods for reading text-based content on mobile phones, with Rapid Serial Visual Presentation (RSVP), a method that displays words sequentially. The RSVP text-reading method presents one word or a few words at a rapid sequence, without using page or scroll-based layouts, such as books or Web pages. It was found that reading speed and comprehension level on small screen displays, such as mobile phones equaled speed and comprehension level of reading books, using the RSVP text-reading method. It was also found that the RSVPM method can be a better platform for text-based mobile-learning, when readability, comprehensibility, and preference rating are sufficient. It was also observed that the use of the RSVP text-reading method eliminates the need for eye movements between fixations that resulted in increasing reading speed of text from mobile phones.

  • 33.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Lindgren, Erik
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Presentation of Text-based Learning Content on Mobile Phones Using Rapid Serial Visual Presentation2006In: Proceedings of the IADIS International Conference on Mobile Learning / [ed] Pedro Isaías, Piet Kommers and Inmaculada Arnedillo Sánchez, 2006, p. 131-138Conference paper (Refereed)
    Abstract [en]

    This study examines using Rapid Serial Visual Presentation (RSVP), a method for displaying the words in a text rapidly in a sequence, as a method to present text based content on mobile phones. A prototype for reading RSS-based content was developed and tested. The study was conducted in two parts. The first part was an experiment study, where university students read educational material, after which multiple-choice questions were answered in order to measure readability and comprehensibility. The second part was an observation study where the software was available for download by anyone, and where the usage of the predominantly news based content was logged. The results from the experiment indicate what previous studies of RSVP on computer screens have show, namely that reading speed and comprehensibility is high, but that users are uncomfortable with the technique. The results from the observation study showed that even among users used to read content on mobile phones, relatively few choose to use RSVP on a frequent basis.    

  • 34.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Norén, Johanna
    KTH, School of Computer Science and Communication (CSC), Media Technology and Graphic Arts, Media (closed 20111231).
    Location-based m-learning reminders2009In: Proceedings of the IADIS International Conference Mobile Learning 2009 / [ed] Inmaculada Arnedillo Sánchez, Pedro Isaías, 2009, p. 3-10Conference paper (Refereed)
    Abstract [en]

    Location-based services are rapidly becoming accessible to a wide audience using the GPS available in many mobile phones. However, an even wider audience can be reached using positioning based on the GSM cell, a technique which is available on many more phones, and which is a solution that also works indoors and underground which is not the case for GPS receivers. In this paper, we describe a study in which a location-based reminder system has been developed for mobile learning in chemistry. The results indicate that such location-based reminders are useful for detecting m-learning opportunities, and that the respondents saw these opportunities as bonus studying time, when they would not have done anything else anyway. Most respondents were also more positive about studying chemistry on their mobile phones after the study than before the study.    

  • 35.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Human - Computer Interaction, MDI (closed 20111231).
    Norén, Johanna
    KTH, School of Computer Science and Communication (CSC), Human - Computer Interaction, MDI (closed 20111231).
    Mobile Location-based Learning Reminders using GSM cell Identification2009In: IADIS International Journal on WWW/Internet, ISSN 1645-7641, Vol. 7, no 1, p. 166-176Article in journal (Refereed)
    Abstract [en]

    Location-based services are rapidly becoming accessible to a wide audience using the GPS available in many mobile phones. However, an even wider audience can be reached using positioning based on the GSM cell, a technique which is available on many more phones, and which is a solution that also works indoors and underground which is not the case for GPS receivers. Additionally, battery consumption is much lower using such positioning methods. In this paper, we describe a study in which a location-based reminder system, based on GSM cell identification, has been developed for mobile learning in chemistry. The results indicate that such location-based reminders are useful for detecting m-learning opportunities, and that the respondents saw these opportunities as bonus studying time, when they would not have done anything else anyway. Most respondents were also more positive about studying chemistry on their mobile phones after the study than before the study.

  • 36.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Pargman, Daniel
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Educational use of Social Annotation Systems for Peer Feedback2015In: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology, 2015Conference paper (Refereed)
    Abstract [en]

    Social annotation systems provide a way for several students to annotate shared documents in an online environment (Novak, Razzouk & Johnson, 2012). We have for a number of years used social annotation systems in order to allow students to comment on each other's work, and have very positive experiences for using it in academic writing in bachelor theses (Hedin, 2012, Pargman, Hedin, Hrastinski, 2013). In this roundtable we present and demonstrate the method that is used, and add the experiences from using social annotation systems in two other courses, with more strict guidelines for what constitutes good feedback practice inspired by Nicol & Macfarlane-Dick (2006), and by De Bono’s Six thinking hats (De Bono, 1999). After introducing social annotation systems in bachelor thesis writing, the throughput has increased from 78% to almost 100%, even though a causal effect cannot be established. The attitudes of the students have been very positive, where both giving and receiving feedback to and from fellow students has been seen as activities well worth the effort. The feedback guidelines have increased the quality of the feedback given by freshmen students.

  • 37.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Pargman, Daniel
    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.
    Sagan om examensringen - en akademisk tragedi2015In: LTHs 9:e Pedagogiska Inspirationskonferens, 15 december 2016, Lund, 2015Conference paper (Refereed)
    Abstract [sv]

    —Hur ska vi som anställda vid universitet och högskolor förhålla oss till frågor såsom tillit, kontroll och likabehandling i förhållande till våra studenter? Tillit, kontroll och likabehandling är alla lovvärda och viktiga, men i daglig verksamhet kan de komma i konflikt med varandra. Vi vill vid denna roundtable lyfta dessa konflikter, och väljer att exemplifiera problematiken med ett konkret fall. Vi hoppas detta exempel dels kan belysa problem vi kan ställas inför, och dels tjäna som grund för en diskussion och för konstruktivt erfarenhetsutbyte om hur vi rent praktiskt ska agera i dessa typer av situationer.

  • 38.
    Hedin, Björn
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Zapico, Jorge
    Kilowh.at – Increasing Energy Awareness Using an Interactive Energy Comparison Tool2017In: Persuasive Technology: Development and Implementation of Personalized Technologies to Change Attitudes and Behaviors: 12th International Conference, PERSUASIVE 2017, Amsterdam, The Netherlands, April 4--6, 2017, Proceedings. / [ed] P.W., Oinas-Kukkonen, H., Siemons, L., Beerlage-de Jong, N., and van Gemert-Pijnen, L., Amsterdam: Springer, 2017, p. 175-185Conference paper (Refereed)
    Abstract [sv]

    Reducing the use of energy is important for several reasons, such as saving money and reducing impact on the climate. However, the awareness among non-experts of how much energy is required by different activities is generally low, which can lead to wrong prioritizations. In this study, we have developed an interactive tool to increase “energy awareness”. A group of 58 students first did a test to benchmark their current energy awareness, then tried the tool for 10 min, and then did the same test immediately after trying the proto‐ type and one week after trying the prototype. In addition, they answered questions regarding which, if any, of the energy requirement of different activities surprised them, any thoughts about their own energy use aroused after using the prototype and what they thought about using the tool compared to more conventional methods of learning. The results showed a significant learning effect in energy awareness with a very strong effect size of 1.689, that they were most surprised by the energy required to produce a hamburger, 39 of 58 explicitly said they intended to change one or more aspects in order to improve their energy use, where 24 actions involved changing habits and 18 actions was of a one-time investment character. The attitude towards using such a tool instead of more conventional learning was very good and the words most frequently used to describe the tool was good, simple and easy to use, fun, and interesting, but five users also said they were bored after a while. In total the results indicate that using an interactive tool like this even for a limited time is a good way to in an efficient and fun way increase energy awareness. 

  • 39.
    Heintz, Fredrik
    et al.
    Linköping University.
    Berglund, Aseel
    Linköping University.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Kann, Viggo
    KTH, School of Computer Science and Communication (CSC), Theoretical Computer Science, TCS.
    En jämförelse mellan programsammanhållande kurser vid KTH och LiU2015Conference paper (Refereed)
    Abstract [sv]

    Programsammanhållande kurser där studenter från årskurs 1-3 gemensamt reflekterar över teman med koppling till deras studier och framtida yrkesliv finns på både KTH och Linköpings universitet (LiU). Syftet med kurserna är främst att skapa en helhet i utbildningen och ge förståelse för vad den leder till, genom att få studenterna att reflektera över sina studier och sin kommande yrkesroll. Detta leder förhoppningsvis till ökad genomströmning och minskade avhopp. Kurserna har gemensamt ursprung men har utvecklats i olika riktningar. Artikeln jämför tre programsammanhållande kurser för Datateknik KTH, Medieteknik KTH samt Data- och mjukvaruteknik Linköpings universitet.

  • 40.
    Isaksson, Erik
    et al.
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Hedin, Björn
    KTH, School of Electrical Engineering and Computer Science (EECS), Media Technology and Interaction Design, MID.
    Smart interactions for the quantified self2018In: Challenges and Solutions in Smart Learning: Proceeding of 2018 International Conference on Smart Learning Environments, Beijing, China, Springer International Publishing , 2018, p. 67-72Chapter in book (Refereed)
    Abstract [en]

    The Quantified Self is a movement for collecting personal data with the goal of providing possibilities for new insights through reflecting on own relevant data, with applications in areas such as physical exercise, food, and health. When collecting personal data, difficulties may arise, such as information from different sources which cannot easily be combined, closed access to information sources, inflexible tooling for producing desired quantifications, varying precision of data used for producing quantifications, and a lack of control over data sharing for supporting relevant comparisons with others. In this paper, we introduce the concept of smart interactions, backed by linked data, as a means of introducing the QS through smart and personal learning environments, both for reducing the associated difficulties and further empowering the QS.

  • 41.
    Jonsson, Alex
    et al.
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Sabelström Möller, K.
    A topic based approach to multiple channel news publishing2002In:  Proceedings of the 29th International IARIGAI Research Conference, 2002, p. 55-63Conference paper (Refereed)
  • 42.
    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.

  • 43.
    Louis Zapico, Jorge
    et al.
    Linnaeus university.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Energy Weight: Tangible Interface for Increasing Energy Literacy2017In: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December  6-7, 2017, IEEE Computer Society, 2017Conference paper (Refereed)
    Abstract [en]

    Increasing energy literacy has been identified as an important topic in order to help people understand their energy use and thereby enabling them to reduce their energy use. We have developed a tangible interface for helping people learn about energy by using wooden blocks as representation of several common cases of energy use. These are then placed on a digital scale connected to a computer which visualizes how many solar panels are required to power these. 

  • 44.
    Pargman, Daniel
    et al.
    School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Useless games for a sustainable world2017Conference paper (Other academic)
    Abstract [en]

    Many adults - not the least in the context their children’s gaming habits - think that computer games are a useless waste of time and money. Even gamers themselves can think that their gaming habit represents a less-than-useful activity and that they ought to do something else (or at least play less). We here make no normative judgements about the utility (or not) of games but instead analyse computer games from a sustainability perspective. Are computer games “useful” or are they “useless” when regarded through a sustainability lens and against a backdrop of problematising the relationship between sustainability and consumption?

     

    In the sustainability discourse it is clear that Westerners urgently need to decrease their consumption. Or, do they actually only need to decrease the material footprint of their consumption? Could it in fact be the case that high-and-increasing volumes of commerce around digital computer game artefacts (downloadable content, virtual objects and badges) could be framed as “environmentally beneficial”, since the money in question is not spent on other activities, products and services with a considerably higher materials footprint? That would mean that spending money for a “useless” virtual badge inside a computer game actually could be framed as “useful” act of anti-conspicuous consumption in a larger - non-digital - societal context[1] . Analysing the materials intensity of consuming digital content and services is however complicated by the fact that digital games can have tangible real-world material (rebound) effect. With this summer’s large-scale Pokémon Go craze, sales of powerbanks exploded and some half-jokingly referred to these as ‘Pokebanks’. This furthermore echoes last year’s increase in the sales of graphic cards then the computationally demanding game “Witcher 3” was released.

     

    We have, as researchers/lecturers in Media Technology and as parents thought about the sustainability impact of computer games for some time and look forward to having the opportunity to develop these ideas in a paper to your workshop on “Uselessness”.

    conspicuous consumption inside the computer game but anti-conspicuous consumption from the point of view of the larger society.

  • 45.
    Pargman, Daniel
    et al.
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Eriksson, Elina
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID. School of Computer Science and Communication (CSC), Centres, KTH, School of Architecture and the Built Environment (ABE), Centres, Centre for Sustainable Communications, CESC.
    Patterns of Engagement: Using a board game as a tool to address sustainability in engineering educations2016In: Proceedings of the 8th International Conference on Engineering Education for Sustainable Development / [ed] Mazijn, Bernard, Brugge, Belgium: Instituut vóór Duurzame Ontwikkeling vzw , 2016, p. 302-310Conference paper (Refereed)
    Abstract [en]

    The Global Dimension in Engineering Education (GDEE) refers to all non-technical topics that will impact the engineering profession at a global level over the next couple of decades. As teachers at a Media Technology engineering programme at the KTH Royal Institute of Technology, School of Computer Science and Communication, we have definitely felt that substantial amounts of ingenuity is required to make students interested in such topics, since many of the students regard them as non- central or of little interest when compared to their (non-GDEE) “core” interests, skills and aspirations.

    We here describe how we have worked to overcome students’ (potential) aversion to one particular GDEE topic, sustainability, by incorporating a board game, Gasuco, into the introductory module of a course about “Media Technology and Sustainability”. We describe and analyse our use of the game in terms of “pedagogical patterns for learning” (Laudrillard, 2012). 

  • 46.
    Pargman, Daniel
    et al.
    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.
    Hrastinski, Stefan
    KTH, School of Computer Science and Communication (CSC), Media Technology and Interaction Design, MID.
    Using Group Supervision and Social Annotation Systems to Support Students’ Academic Writing2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 3, no 2, p. 129-134Article in journal (Refereed)
    Abstract [en]

    In this best practice paper, we present how we have used a Social annotation system (SAS) in a bachelor’s thesis course in media technology to support students’ academic writing. In the paper, we reflect on both technical and social practices with using SAS. Despite limited instructional support and despite the fact that different groups used SAS in different ways, there have been a high completion rate, good quality of the theses and satisfied students. The combination of group supervision and the use of SAS has been successful, especially when taking into consideration that this was the first year we broadly introduced SAS in the bachelor’s thesis course. 

  • 47. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Improving Newspaper Distribution with Mobile Field Systems2001Conference paper (Refereed)
  • 48. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Improving newspaper distribution with mobile field systems2001In: Acta Graphica, ISSN 0353-4707, E-ISSN 1848-3828, Vol. 13, no 1-4, p. 23-36Article in journal (Refereed)
  • 49. Rehn, J.
    et al.
    Stenberg, Johan
    KTH, School of Computer Science and Communication (CSC), Media technology and interaction design.
    Hedin, Björn
    KTH, School of Computer Science and Communication (CSC).
    Fällström, F.
    Improving metropolitan newspaper home distribution2000In: TAGA 2000 Proceedings, 2000, p. 349-364Conference paper (Refereed)
1 - 49 of 49
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