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  • 51.
    Wingkvist, Anna
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Ericsson, Morgan
    Uppsala University.
    Sharing Experience from Three Initiatives in Mobile Learning: Lessons Learned2009In: Proceedings of the 17th International Conference on Computers in Education / [ed] Kong, S.C., Ogata, H., Arnseth, H. C., Chan, C. K. K., Hirashima, T., Klett, F., Lee, J. H. M., Liu, C. C., Looi, C. K., Milrad, M., Mitrovic, T., Nakabayashi, K., Wong, S. L., Yang, S. J. H., 2009, p. 613-618Conference paper (Refereed)
    Abstract [en]

    Incorporating knowledge from past experiences is an important part of any development process, as one has to know what worked and what did not in order to avoid repeating the same mistakes. However, many published results in the field of mobile learning focus on isolated technologies or a specific trial rather than to reflect on the overall work practice and outcome. Such reflections can offer maturity to this emerging field of research. This paper presents reflections gained from three mobile learning initiatives that are presented in the form of lessons learned. These lessons learned can serve as considerations for researchers when developing new initiatives.

  • 52.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    The Beginner’s Guide to ICT Context: A Theoretical Contribution Aimed for the Atypical Developer and Team2011In: Proceedings of the 34rd Information Systems Research Seminar in Scandinavia, 2011Conference paper (Refereed)
    Abstract [en]

    Many recent ICT development projects involve atypical de- veloper teams and practitioners that are domain experts, but not ex- perienced in information systems development. While domain experts usually participate in development projects, we find that many of them take a more active or even driving role in recent projects. This can pose a problem, since the common systems development methodologies are complicated and require training. They are also not designed for the level that these atypical teams and non-expert practitioners can benefit from. In this paper we formulate a framework based on personal experi- ence of several ICT development projects and a theoretical foundation in information systems development research. The framework is designed to be suitable and accessible by non-expert and to be able to serve as a platform for collaboration and communication. The framework divides the development process into four stages and four areas of concern. It also introduces a number of concepts, such as focus, scalability and equi- librium. A project scales from stage to stage, each focusing on a different area of concern. 

  • 53.
    Wingkvist, Anna
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Ericsson, Morgan
    Uppsala University.
    Thinking ahead in mobile learning projects: A survey on risk assessment2009In: Proceedings of the 8th International Conference on Perspectives on Business Information Research / [ed] Aidemark, J., Carlsson, S., Cronkvist, B., Kristianstad Academic Press , 2009, p. 57-66Conference paper (Refereed)
    Abstract [en]

    Mobile learning is an innovate and dynamic field of multi-disciplinary research and development. This paper presents a study of risk assessment in mobile learning. Interviews, a questionnaire, and several publications are used as means for data collection. This is done to identify risks within mobile learning projects in order to investigate how well these fit a risk assessment model for socio-technical systems. The survey of mobile learning projects show that the project managers are faced with an array of potential risks. The risks are then classified according to a model developed by Lyytinen et al., which is based on the influential Leavitt’s Diamond. The research finds that the model is sufficient to classify the risks experienced by mobile learning projects. It does provide a good starting point and when used it can quickly illustrate how the variables relates to each other. The complexity concerning risk management is important for the mobile learning community, and a model to proceed from might benefit the community greatly.

  • 54.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Leitet, Johan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Podcasts as a Supplementary Teaching Tool for Distance Education2011In: Proceedings of the 3rd International Conference on Education and New Learning Technologies, 2011, p. 4186-4194Conference paper (Refereed)
    Abstract [en]

    In this paper we describes an experiment we conducted to investigate how podcasts can be used as a teaching tool for distance education. Distance students have a higher drop-out rate and we wanted to aid them in managing the course load and have them complete the course on time. The course is a introduction to database technology and dual in the sense it combine distance and campus students. Most students claim they are short on time but this is especially true when it comes to distance students as they often have part or even full-time jobs. This results in them needing to have the flexibility to study on their own schedule but this also creates a sense of isolation as they are excluded from the community that is formed on campus.

    The campus lectures are offered as live streams and full recordings to the distance students so in our experiment we extend them with Lec- tureCasts, TutorialCasts and ExtraCasts. The LectureCast is an audio only version of the recorded lectures, the TutorialCast is an instructional podcast that shows how to solve a specific problem or use a specific tech- nology and the ExtraCast is extra, optional information related to the topic of the course.

    All in all, we produced 54 podcasts during the course and evaluated the process and the podcasts from a lecturer and student perspective. Students preferred the TutorialCasts and found that they learned a lot by watching these. From a lecture perspective, we found that while the TutorialCasts required some effort to record, the improved quality of the students’ hand-ins and reduced the number of revisions and questions. The students appreciated the ExtraCasts, but from a lecturer perspec- tive, we found that these require a lot of resources in planning and pro- duction so you need to budget this before hand. The students found the LectureCasts difficult to follow without video, but they require little effort to prepare, and it is possible to improve the understandability. Our experience from the podcast experiment can be summarized as fol- lows: it takes a lot of resources to produce good podcasts and any attempt to introduce them should be planned well in advanced and done in an iterative fashion, there are still several technical challenges to overcome, from local infrastructure to student subscriptions and device compatibil- ity, TutorialCasts proved to be a very effective addition to the Lecturer toolkit.

    We found that podcasts can help address these issues. Devices that can play audio and video podcasts are in wide use among our students, and offer the opportunity to study at any time and place. The podcasts allows the lecturers to relax both format and content, and to provide material that is suitable for different situations. 

  • 55.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Uppsala University, Department of IT.
    Lincke, Rüdiger
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    A Metrics-Based Approach to Technical Documentation Quality2010In: Proceedings of the 7th International Conference on Quality of Information and Communications Technology, IEEE, 2010, p. 476-481Conference paper (Refereed)
    Abstract [en]

    Technical documentation is now fully taking the step from stale printedbooklets (or electronic versions of these) to interactive and online versions.This provides opportunities to reconsider how we define and assess the qualityof technical documentation. This paper suggests an approach based on theGoal-Question-Metric paradigm: predefined quality goals are continuously assessedand visualized by the use of metrics. To test this approach, we performtwo experiments. We adopt well known software analysistechniques, e.g., clone detection and test coverage analysis, and assess thequality of two real world documentations, that of a mobile phone and of(parts of) a warship. The experiments show that quality issues can be identifiedand that the approach is promising.Technical documentation is now fully taking the step from stale printedbooklets (or electronic versions of these) to interactive and online versions.This provides opportunities to reconsider how we define and assess the qualityof technical documentation. This paper suggests an approach based on the Goal-Question-Metric paradigm: predefined quality goals are continuously assessedand visualized by the use of metrics. To test this approach, we performtwo experiments. We adopt well known software analysistechniques, e.g., clone detection and test coverage analysis, and assess thequality of two real world documentations, that of a mobile phone and of(parts of) a warship. The experiments show that quality issues can be identifiedand that the approach is promising.

  • 56.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    A Visualization-based Approach to Present and Assess Technical Documentation Quality2011In: Electronic Journal of Information Systems Evaluation, ISSN 1566-6379, E-ISSN 1566-6379, Vol. 14, no 1, p. 150-159Article in journal (Refereed)
    Abstract [en]

    Technical documentation has moved from printed booklets to electronic versions that need to be updated continuously to match product development and user demands. There is an imminent need to ensure the quality of technical documentation, i.e., information that fol- lows a product.

    In order to ensure the quality, it is important to be able to measure it in a constructively way. We approach technical documentation quality from a software quality perspective and rely on automated measurements and analyses. We acknowledge that it is not possible to assess quality attributes such as “ease of understanding” using automated measure- ments. We rely on visualizations as a communication medium between machines and humans, and define a visualization-based quality assess- ment approach for technical documentation.

    In order to test our approach, we use it to assess the quality of 3 real- world documentations from a Swedish mobile phone manufacture, a Japanese camera manufacture, and a Swedish warship producer. The study shows that our approach can be used to identify potential quality defects. For example, we tested an unclassified subset of the warship’s technical documentation and found that 49% of it was redundant text clones. We performed the study in collaboration with a Swedish company that is in charge of creating and maintaining the 3 documentations, and they acknowledge that our approach has great potential and that our results proved helpful to them. 

  • 57.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Information Quality Management: a Model-Driven Approach2012In: Proceedings of IRIS 2012, 2012Conference paper (Refereed)
    Abstract [en]

    Large amounts of information are produced on a daily basis. We include any form of electronic data in the term information, for example e-books, web sites, software, databases, etc. Several studies have investigated the quality of this information, and often find it lacking. It is a complex process of producing said information but also to define and assess quality of the information, especially across the many different forms. We present a model-driven approach to information quality management, were models and indicators are used to define and assess qual- ity. We rely on abstraction of models, which are described using meta model. We show how this model-driven approach is implemented by a software tool that (i) reads information, (ii) performs analyses on this information, and (iii) visualizes the results, to help stakeholders understand quality issues. The software tool has been used to evaluate the quality of real world software and docu- mentations. 

  • 58.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Making Sense of Technical Information Quality: A Software-based Approach2011In: Journal of Software Technology, Vol. 14, no 3, p. 12-18Article in journal (Refereed)
  • 59.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Department of IT, Uppsala University.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Lincke, Rüdiger
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Incorporating Information Quality in Software Development2010In: Proceedings of the 33rd Information Systems Research Seminar in Scandinavia, 2010Conference paper (Refereed)
    Abstract [en]

    The usefulness and value of an information system is directly related to its perceived quality. Quality is multidimensional concept, and includes an object of interest, the viewpoint on that object and the qualities attributed to the object. This suggests that there is no universal standard in systems development; quality is rather defined how well the information system meets the purpose and the goals of the organization it is used within. It is important that people involved in a particular systems development project have an agreed understanding of what the strive for quality means. This agreed understanding should include how to assign appropriate quality characteristics to both the technical and social aspects of a system as well as how to assess and interpret them. The purpose of this paper is twofold; first, we emphasize that any definition of quality should be specific to a system, and include both the social and technical aspects of a system. Second, we extend methods used to define and assess quality to include social and technical aspects that extends beyond software. Our work is particularly focused on information quality.

  • 60.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Uppsala University, Department of IT.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Lincke, Rüdiger
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Information Quality Testing2010In: Proceedings of the 9th International Conference on Perspectives in Business Informatics Research, Springer, 2010, p. 14-26Conference paper (Refereed)
    Abstract [en]

    When a new system, such as a knowledge management system or a contentmanagement system is put into production, both the software andhardware are systematically and thoroughly tested while the mainpurpose of the system --- the information --- often lacks systemictesting. In this paper we study how to extend testing approaches fromsoftware and hardware development to information engineering. Wedefine an information quality testing procedure based on test cases,and provide tools to support testing as well as the analysis andvisualization of data collected during the testing. Further, wepresent a feasibility study where we applied information qualitytesting to assess information in a documentation system. The resultsshow promise and have been well received by the companies thatparticipated in the feasibility study. When a new system, such as a knowledge management system or a contentmanagement system is put into production, both the software andhardware are systematically and thoroughly tested while the mainpurpose of the system --- the information --- often lacks systemictesting. In this paper we study how to extend testing approaches fromsoftware and hardware development to information engineering. Wedefine an information quality testing procedure based on test cases,and provide tools to support testing as well as the analysis andvisualization of data collected during the testing. Further, wepresent a feasibility study where we applied information qualitytesting to assess information in a documentation system. The resultsshow promise and have been well received by the companies thatparticipated in the feasibility study.

  • 61.
    Wingkvist, Anna
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Kurti, Arianit
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Context Thinking2008In: Proceedings of 31th Information Systems Research Seminar in Scandinavia, 2008, p. 15-Conference paper (Refereed)
    Abstract [en]

    The advancement of technology has had impact on almost all the aspects of human activities. Learning as one representative of these activities is going through changes as a result. For example, the use of mobile technologies and devices in the learning domain has lead to a magnitude of research, resulting in the field of mobile learning. Context plays a crucial role in any learning activity, and it is impossible to separate the participants, the technology, the activities and its focus, from the environment where it takes place. The focal point have been mostly on the technical side but as in all real-world situations, they exist in an inherently complex setting where social as well as personal implications comes to play an important part in order to reach sustainability. We believe that the lack of sustainability is a result of a barely existing holistic view of the educational situation and claim this complexity can be addressed with an extended view of context thinking. To accomplish this, we suggest a combination of hard and soft approaches, as practitioners need to become competent in context thinking from both perspectives.

  • 62.
    Wingkvist, Anna
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Löwe, Welf
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ericsson, Morgan
    Uppsala University, Department of IT.
    Lincke, Rüdiger
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Analysis and Visualization of Information Quality of Technical Documentation2010In: Proceedings of the 4th European Conference on Information Management and Evaluation / [ed] Castro Neto, M, Academic Publishing International, 2010, p. 388-396Conference paper (Refereed)
    Abstract [en]

    Technical documentation has moved from printed booklets to online versions that need to be updated continuously to match product development and user demands. There is an imminent need to ensure the quality of technical documentation, i.e. information that follows a product.

    Moving from printed material to online versions also allows for documentation to become active, to integrate interactive content, which blurs the boundaries between information and software. In order to assess quality of technical documentation, we adopt analyses and visualizations known from quality assessment of software. The analyses assess text copies, usage, structural properties, and the conformance of information to meta-information. The analysis results are visualized using a range of abstractions to aid in identifying and communicating quality issues to different stakeholders.

    In a case study, we assessed the quality of real world technical documentations from a Swedish mobile phone vendor, a Japanese camera vendor, and a Swedish warship producer. The study showed that our analyses and visualization are applicable and can identify quality issues. For example, we tested an unclassified subset of the warship’s technical documentation and found that 49% of it was redundant information.

    The case study was conducted at a Swedish company that is in charge of creating and maintaining technical documentation. While our approach is limited to analysis that can be performed automatically, the company acknowledges that it has great potential and that our results proved helpful.

12 51 - 62 of 62
CiteExportLink to result list
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  • harvard1
  • ieee
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