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.

Detta kapitel beskriver implementeringen av Facebook som alternativ kommunikations- och informationskanal i en visualiseringskurs för ingenjörer. Via enkäter och intervjuer redogör studenterna för hur användningen av en Facebookgrupp har underlättat för dem att ta del av och dela innehåll med lärare och klasskamrater. Studenterna framhåller också den ökade möjligheten att synliggöra sina studieresultat utanför klassen vilket de anser vara motiverande och prestationshöjande.

This chapter describes the implementation of Facebook as an alternative communication and information channel in a visualization course for engineers. Via questionnaires and interviews, the students describe how the use of a Facebook group has made it easier for them to take part in and share content with teachers and classmates. The students also emphasize the increased opportunity to make their study results visible outside the class, which they consider to be motivating and performance-enhancing.

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.

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.

Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course BSocial media technologies^. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

In this paper we present a case study including 23 students at Williams College, MA, using social media technologiesin learning activities during the winter semester 2013. The study was designed to evaluate the studentsÕ attitudes before and after participating in collaborative wiki assignments. Results from the study showed a statistically significant positive shift in attitudes before and after using the wiki. Results indicate that the students perceived the use of wiki technology as an added value whenused for learning activities in a collaborative way and designed to match the learning goals of the course. The study contributesinsights into how student attitudes towards social media in higher education are closely connected to their perception of what can be interpreted as human behavior in collaborative learning activities.

The purpose for this paper is to explore social media marketing fromthe perspective of entrepreneurial learning. The theoretical basis consists ofcontributions from the fields of organisational learning and entrepreneurship.An empirical study involving ten companies has been carried out. Thedata were analysed with methods inspired by grounded theory. Categoriesdescribing the companies’ social media presence from an entrepreneuriallearning perspective are provided. The value of using organisational learning asa framework for social media marketing is shown. Thus, the paper presents anovel way of studying social media activities which should contribute to thetheoretical fields of organisational learning and entrepreneurship as well as tothe understanding of social media marketing. For practitioners, the findings provide additional knowledge that should be useful for their own social media activities. 

The purpose for this paper is to explore social media marketing from the perspective of entrepreneurial learning. The theoretical basis consists of contributions from the fields of organisational learning and entrepreneurship. An empirical study involving ten companies has been carried out. The data were analysed with methods inspired by grounded theory. Categories describing the companies' social media presence from an entrepreneurial learning perspective are provided. Thus, the paper presents a novel way of studying social media activities which should contribute to the theoretical fields of organisational learning and entrepreneurship as well as to the understanding of social media marketing. For practitioners, the findings provide additional knowledge that should be useful for their own social media activities. The purpose for this paper is to explore social media marketing from the perspective of entrepreneurial learning. The theoretical basis consists of contributions from the fields of organisational learning and entrepreneurship. An empirical study involving ten companies has been carried out. The data were analysed with methods inspired by grounded theory. Categories describing the companies’ social media presence from an entrepreneurial learning perspective are provided. Thus, the paper presents a novel way of studying social media activities which should contribute to the theoretical fields of organisational learning and entrepreneurship as well as to the understanding of social media marketing. For practitioners, the findings provide additional knowledge that should be useful for their own social media activities.