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  • 1.
    Flener, Pierre
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computing Science.
    Frisch, Alan M.
    Hnich, Brahim
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Kiziltan, Zeynep
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Miguel, Ian
    Pearson, Justin
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computer Systems.
    Walsh, Toby
    Breaking row and column symmetries in matrix models2002In: Principles and Practice of Constraint Programming – CP 2002, Berlin: Springer-Verlag , 2002, p. 462-476Conference paper (Refereed)
  • 2.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    A theory of online learning as online participation2009In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 52, no 1, p. 78-82Article in journal (Refereed)
    Abstract [en]

    In this paper, an initial theory of online learning as online participation is suggested. It is argued that online learner participation (1) is a complex process of taking part and maintaining relations with others, (2) is supported by physical and psychological tools, (3) is not synonymous with talking or writing, and (4) is supported by all kinds of engaging activities. Participation and learning are argued to be inseparable and jointly constituting. The implication of the theory is straightforward: If we want to enhance online learning, we need to enhance online learner participation.

  • 3.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Asynchronous and synchronous e-learning: A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes2008In: EDUCAUSE Quarterly, ISSN 1528-5324, Vol. 31, no 4, p. 51-55Article in journal (Refereed)
  • 4.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Illustrating knowledge networks as sociograms2008In: Knowledge networks: the social software perspective, Hershey: Information Science Reference , 2008, p. 96-104Chapter in book (Other academic)
  • 5.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Nätbaserad utbildning: en introduktion2009 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 6.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    The potential of synchronous communication to enhance participation in online discussions: A case study of two e-learning courses2008In: Information & Management, ISSN 0378-7206, E-ISSN 1872-7530, Vol. 45, no 7, p. 499-506Article in journal (Refereed)
    Abstract [en]

    Computer-mediated communication (CMC) has been adopted in most e-learning settings. However, few research studies have considered the effect of different CMC. This study examined how and why synchronous communication affected participation in online discussions. Two online classes that participated in two asynchronous and two synchronous online discussions were examined. Actual and perceived measures of participation indicated that synchronous communication induced personal participation. which could be regarded as a complement to cognitive participation. Personal participation involves more intense interaction better supported by synchronous communication while cognitive participation is a more reflective type of participation supported by asynchronous communication. In synchronous discussions, the e-learners felt that they worked together and were not restricted to only discuss course content. This was likely to induce arousal and motivation and increased convergence on meaning, especially in small groups.

  • 7.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    What is online learner participation?: A literature review2008In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 51, no 4, p. 1755-1765Article in journal (Refereed)
    Abstract [en]

    It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that underlie research on online participation in e-learning settings. A classification scheme was iteratively developed and used when publications on the topic were reviewed. It was found that research is dominated by low-level conceptions of online participation, which relies on frequency counts as measures of participation. However, some researchers aim to study more complex dimensions of participation, such as whether participants feel they are taking part and are engaged in dialogues, reflected by using a combination of perceived and actual measures of participation. In conclusion, a definition of online learner participation that acknowledges its more complex dimensions, such as doing, communicating, thinking, feeling, and belonging, is proposed.

  • 8.
    Hrastinski, Stefan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Keller, Christina
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Lindh, Jörgen
    Högskolan i Jönköping.
    Is e-learning used for enhancing administration or learning?: on the implications of organizational culture2009In: Institutional transformation through best practices in virtual campus development: advancing e-learning policies, Hershey PA: Information Science Reference , 2009Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Hrastinski, Stefan
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Monstad, Therese
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Media and Communication.
    Designing and evaluating an interactive video website for organizational learning2009Conference paper (Refereed)
  • 10.
    Håkansson, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    A User Interface for the User-Centred Knowledge Model, t-UCK2008In: Knowledge-Based Intelligent Information and Engineering Systems, PT 1, Proceedings / [ed] Lovrek, I, 2008, p. 312-321Conference paper (Refereed)
    Abstract [en]

    This paper presents a user interface to the User-Centred Knowledge Model (t-UCK). T-UCK is a knowledge modelling tool for designing knowledge-intensive systems. The model centres round the various users, i.e., both the design users and the end users, and facilitates the use of a conceptual model for handling different types of knowledge, the reasoning strategy and other functionality. For the design users, the conceptual model is presented through a modelling view of the contents used for developing the system. For the end users, the conceptual model has a parallel consulting view used for sessions with the system. Both these views are directly modelled into the system through a graphical modelling language, the Unified Modelling Language (UML). UML is a general-purpose modelling language, which in a modified form it can be used for development of knowledge-based systems.

  • 11.
    Håkansson, Anne
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Information Science, Computer Science.
    A User-Centred Knowledge ModellingIn: International Journal of Human-Computer Studies / Knowledge Acquisition, ISSN 1071-5819Article in journal (Refereed)
  • 12.
    Håkansson, Anne
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Information Science, Computer Science.
    Graphic Representation and Visualisation as Modelling Support for the Knowledge Acquisition Process2003Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The thesis describes steps taken towards using graphic representation and visual modelling support for the knowledge acquisition process in knowledge-based systems – a process commonly regarded as difficult. The performance of the systems depends on the quality of the embedded knowledge, which makes the knowledge acquisition phase particularly significant. During the acquisition phase, a main obstacle to proper extraction of information is the absence of effective modelling techniques.

    The contributions of the thesis are: introducing a methodology for user-centred knowledge modelling, enhancing transparency to support the modelling of content and of the reasoning strategy, incorporating conceptualisation to simplify the grasp of the contents and to support assimilation of the domain knowledge, and supplying a visual compositional logic programming language for adding and modifying functionality.

    The user-centred knowledge acquisition model, proposed in this thesis, applies a combination of different approaches to knowledge modelling. The aim is to bridge the gap between the users (i.e., knowledge engineers, domain experts and end users) and the system in transferring knowledge, by supporting the users through graphics and visualisation. Visualisation supports the users by providing several different views of the contents of the system.

    The Unified Modelling Language (UML) is employed as a modelling language. A benefit of utilising UML is that the knowledge base can be modified, and the reasoning strategy and the functionality can be changed directly in the model. To make the knowledge base more comprehensible and expressive, we incorporated visual conceptualisation into UML’s diagrams to describe the contents. Visual conceptualisation of the knowledge can also facilitate assimilation in a hypermedia system through visual libraries.

    Visualisation of functionality is applied to a programming paradigm, namely relational programming, often employed in artificial intelligence systems. This approach employs Venn-Euler diagrams as a graphic interface to a compositional operator based relational programming language.

    The concrete result of the research is the development of a graphic representation and visual modelling approach to support the knowledge acquisition process. This approach has been evaluated for two different knowledge bases, one built for hydropower development and river regulation and the other for diagnosing childhood diseases.

    List of papers
    1. A User-Centred Knowledge Modelling
    Open this publication in new window or tab >>A User-Centred Knowledge Modelling
    In: International Journal of Human-Computer Studies / Knowledge Acquisition, ISSN 1071-5819Article in journal (Refereed) Submitted
    Identifiers
    urn:nbn:se:uu:diva-91138 (URN)
    Available from: 2003-12-03 Created: 2003-12-03Bibliographically approved
  • 13.
    Håkansson, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    The User Centred Knowledge Model - t-UCK2008In: Knowledge-Based Intelligent Information and Engineering Systems, PT 3, Proceedings / [ed] Lovrek I, Howlett RJ, Jain LC, 2008, p. 779-787Conference paper (Refereed)
    Abstract [en]

    In knowledge engineering, modelling knowledge is the process of structuring knowledge before implementation. A crucial part of system development depends on the acquiring and structuring, since the quality of system’s contents is of decisive importance for making good decisions. Models are needed to assure that all the required knowledge is present. However, the current models tend to be large and this makes it hard to get a grip on the knowledge presented by the model. Also, many models are difficult to use and the users have to be experts on the models before using them. To avoid these problems, we introduce the User-Centred Knowledge Model (t-UCK) for modelling knowledge. The model supports different users, i.e., domain experts, knowledge engineers and end-users, to model, implement, test, consult, and educate through the use of graphic representation and visualisation.

  • 14.
    Keller, Christina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Gäre, Klas
    Edenius, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Lindblad, Staffan
    Designing for Complex Innovations in Health Care: Design Theory and Realist Evaluation Combined2009In: Proc. 4th International Conference on Design Science Research in Information Systems and Technology, New York: ACM Press , 2009, p. 3:1-11Conference paper (Refereed)
  • 15.
    Keller, Christina
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Lindh, Jörgen
    Jönköping International Business School.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Informatics and Media, Computer Systems Sciences.
    Casanovas, Ines
    National Technological University of Argentina, Department of Systems Engineering,.
    Fernandez, Gladys
    National Technological University of Argentina, Department of Systems Engineering,.
    The impact of national culture on e-learning implementation: A comparative study of an Argentinean and a Swedish University2009In: Educational Media International, ISSN 0952-3987, E-ISSN 1469-5790, Vol. 46, no 1, p. 67-80Article in journal (Refereed)
  • 16.
    Kiziltan, Zeynep
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Information Science, Computer Science.
    Symmetry Breaking Ordering Constraints2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Many problems in business, industry, and academia can be modelled as constraint programs consisting of matrices of decision variables. Such “matrix models” often have symmetry. In particular, they often have row and column symmetry as the rows and columns can freely be permuted without affecting the satisfiability of assignments. Existing methods have difficulty in dealing with the super-exponential number of symmetries in a problem with row and column symmetry. We therefore propose some ordering constraints which can effectively break such symmetries. To use these constraints in practice, we develop some efficient linear time propagators. We demonstrate the effectiveness of these symmetry breaking ordering constraints on a wide range of problems. We also show how such ordering constraints can be used to deal with partial symmetries, as well as value symmetries.

  • 17.
    Lindh, Jörgen
    et al.
    Högskolan i Jönköping.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Bruhn, Cecilia
    Högskolan i Jönköping.
    Mozgira, Linda
    Högskolan i Jönköping.
    Computer-based business simulation games as tools for learning: A comparative study of student and teacher perceptions2008In: Proceedings of ECGBL 2008, The 2nd European Conference on Games Based Learning, Barcelona, Spain 16-17 October 2008 / [ed] Thomas Conolly and Mark Stansfield, 2008, p. 267-274Conference paper (Refereed)
  • 18. Rossi, Francesca
    et al.
    Venable, K. Brent
    Walsh, Toby
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Systems Sciences.
    Preferences in Constraint Satisfaction and Optimization2008In: The AI Magazine, ISSN 0738-4602, Vol. 29, no 4, p. 58-68Article in journal (Refereed)
  • 19.
    Ågerfalk, Pär J.
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Science.
    Edenius, Mats
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Human-Computer Interaction.
    Hrastinski, Stefan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Information Science, Computer Science.
    Framing participation in organizational online communities: research challenges2008In: Proc. 31st Information Systems Research Seminar in Scandinavia, 2008Conference paper (Refereed)
    Abstract [en]

    Although many organizations have started to experiment with online communities, there is little theoretically grounded knowledge on how to develop, manage and improve such communities. In addressing this gap, we explore how participation in organizational online communities can be framed with the purpose to identify future research challenges. By conceptualizing the online community phenomenon the paper reflects on what motivates people and organizations to participate in such communities. Special attention is given to organizational online communities and potential research areas. A number of imminent research challenges are suggested.

1 - 19 of 19
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