Sara Willermark

Adopting to the virtual workplace : identifying leadership affordances in virtual schools

Purpose – This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global...

Introduction to the Minitrack on Learning Analytics 2023

Strategic Responses to Digital Disruption in Incumbent Firms : A Strategy-as-Practice Perspective

Hardly any organization remains unaffected by the digitalization of society and the whole global economy is shaken by disruptive digital innovation...

An institutional logics Perspective : An institutional logics Perspective

The outbreak of the global pandemic COVID-19 meant an extreme intensification of digitalization in education. Around the world, technology became a...

Becoming a Designer : The value of sensitive design situations for teaching and learning ethical design and design theory

Teaching and learning design theory are challenging tasks. To solely teach design theory through rules or codes of conduct, could be seen as a stat...

Choice architecture, friend, or foe? Future designers’ perspective on the ethics of digital nudges

We make an abundance of choices daily and an increasing proportion of those choices are in an online context. Digital nudges refer to the use of...

Designing teaching material for workplace pedagogy in school

Vocational education is crucial for providing the labor market with professional vocational competence in a time of societal change, especially...

Facing Radical Digitalization : Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences

In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to ga...

Getting the Job Done : Workarounds in Complex Digital Infrastructures

Work today consists of complex arrangements of loosely interrelated digital tools that shape work and form digital infrastructures. These digital...

Introducing WIL-pack : A framework for Teacher Knowledge in Higher Education

In this article, we propose a framework for addressing work-integrated learning (WIL) in a higher education context. We build on the work of...

Polite Interaction Design : Capturing the Users Attention Without Compromising their Experienced Trust

Pop-ups have been widely used to control users’ attention, causing a high degree of irritation and dissatisfaction. We explore so-called ‘polite’...

Seven educational affordances of virtual classrooms

For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of...

Teaching Here and Now but for the Future : Vocational Teachers' Perspective on Digitalization

Introduction When digital technology is introduced into work practice, it means that vocational practice develops and changes (Castells, 2011). New...

Teaching vocational pupils in their pyjamas : a socio-material perspective on challenges in the age of Covid-19

Purpose  Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As...

Tracing expansive learning in computer-supported collaborative teaching

The theory of expansive learning is used in many studies to explore change in inter-organizational and non-traditional settings. However, long-term...

What does teachers' digtal vulnerabiltiy look like?

In an increasingly digitalized society cyberbullying of children and young people constitutes a high-profile problem yet there are also reports whe...

Where do we go from here? : Didactic and organizational questions after the pandemic

COVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what...

Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools?

This paper explores policy related to digital competence and the digitalisation of Nordic K-12 schools. Anchored in some key transnational policies...

Subjectively Experienced Time and User Satisfactio : An Experimental Study of Progress Indicator Design in Mobile Application

In the user’s interaction with systems, waiting and interruptions often constitute a source of negative experiences. However, system response time...

Teachers' technology-related knowledge for 21st century teaching

This chapter addresses the questions of how to explore the knowledge and skills teachers need for effectively integrating technology in their...

The Fly in the Soup : A Critical Realism Perspective on the Role of the Engaged Researcher

Information Systems (IS) research and practice are constantly facing increasingly complex challenges through the design and development of new...

The Past, Present and Future of Learning Analytics : Minitrack paper

In the user’s interaction with systems, waiting and interruptions often constitute a source of negative experiences. However, system response time...

Understanding the Meaning of Digitally Competent Leadership in Schools : a Review of Research

The digitalization of schools is a multi-dimensional process, spanning many different areas from infrastructure and administrative routines to...

Who’s There? : Characterizing Interaction in Virtual Classrooms

The Covid-19 crisis changed the educational landscape. In Sweden, as in many other countries, school leaders, teachers, and students faced a...

Among Followers and Rebels : Professional Identity and Digitalization of Work

The digitalization of work practices has changed the conditions for many professions. In this study, we explore the relation between professional...

Interaction Disclosed : Unpacking Student Computer Supported Collaborative Learning

The digitalization of higher education has been on the political agenda for decades. Many universities have invested in Active Learning Classrooms...

The Polite Pop-Up : An Experimental Study of Pop-Up Design Characteristics and User

Pop-up boxes have been widely used to catch users' attention and highlight specific information. Yet, according to previous research, there is a hi...

Unpacking the Role of Boundaries in Computer-Supported Collaborative Teaching

In this study, we explore the role of boundaries for collaborative learning and transformation of work practices to occur. We report from a...

Designing For An Active Learning Classroom : How Technology Makes A Difference In Higher Education

Active Learning Classroom (ALC) has been introduced in many universities designed to promote active, student-centered learning to facilitate new...

In an urban food desert : A study of mobile farmers markets and social entrepreneurship in Washington, DC

Food deserts, i.e., socially distressed neighborhoods with little access to healthy food, constitute a growing concern in the United States. In thi...

Making Sense of Organizational Social Media : An International Longitudinal Case Study of Hotel Employees

When new Information Technologies (IT) are implemented in an organization, this creates new situations that need to be understood and made sense of...

TPACK in situ : A Design-based Approach Supporting Professional Development in Practice

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach...

Digital Didaktisk Design : Att utveckla undervisning i och för en digitaliserad skola

I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en såd...

Digitaliseringen i skolan : möjligheter och utmaningar

"Just in Time" : Tidig feedback för ökat lärande

Genomströmning är ett begrepp som ofta används för att mäta hur lönsam en kursär för lärosätet. Det ger ett ekonomiskt mått på en kurs. Det är ocks...

Technological Pedagogical and Content Knowledge : A Review of Empirical Studies Published From 2011 to 2016

Technological Pedagogical and Content Knowledge (TPACK) has been introduced asa conceptual framework for the knowledge domains teachers need to...

Didactical designs in use : exploring technological, pedagogical and content knowledge

In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in...

Prata och göra matematik tillsammans med digital teknik

Work-integrated Learning in a Doctoral Course in Informatics

Being the first university in the world to provide doctoral program in Work-integrated Learning (WIL), we face the challenge of how to integrate...

Obstacles Supporting Expansive Learning

We discuss key findings inspired by concepts of expansive learning theory by illustrating results from empirical research on technology-mediated...

Progression i praktiken : att utveckla matematikundervisning genom samarbete och digital teknik

Progression in Practice : Development of TPACK in didactical designs

We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative model...

Can teachers’ fragmented work situation jeopardize professional development of future teaching practices?

Digitization of schools has been on the political agenda for decades, but despite all reforms, technology investments and professional development...

Challenges of Implementing Interactivity in the Classroom

Digitalization of schools has been on the agenda for decades and has resulted in new demands on teachers' skills in order to implememt technology...

Challenges of Achieving ICT Competent Teachers through Continuing Professional Development : Teachers' perspectives

This paper addresses the problem of how to reach an Information and Communication Technology (ICT) competent teaching faculty in Swedish compulsory...

Educational technology in teaching : What do teachers perceive they need in order to develop their professional competence?

 This paper addresses the challenge of how to reach an Information and Communication Technology (ICT) competent teaching faculty in the Swedish...

Expansive Learning in Transforming Teaching Practices