Open Access Journals at Aalborg University
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Critical success factors for Learning Management Systems in higher education: A literature review
Get PDFLearning Management Systems count as a core component in the orchestration of learning in higher education and is widely prevalent around the world. This paper identifies the factors that are critical for learning management systems to be successful for learners. A literature review including 14 research papers forms the empirical basis and DeLone & McLean’s (2003) model of IS success is used to map the papers. The papers focus on student users of implemented learning management systems, mainly studied through surveys. The analysis shows that ‘user satisfaction’ is most generally influenced by ‘information quality’ and ‘system quality’, while ‘net benefits’ is mostly influenced by ‘user satisfaction’. The papers have either focused less on ‘service quality’, ‘use’ and ‘intention to use’, or they have not been able to identify significant correlations based on these variables. The findings are related to the role of LMS as mandatory information systems and the implications for the development of LMSs is discussed along with their role in higher education from a networked learning perspective
Symposium 3: Tomorrow’s Networked Posthumans: Reflections on Artificial Intelligence and the Digital Well-Being of Young Children
No full textWhile networked learning (NL) is most often associated with adult learning and professional work practices, examining the “ontogenetic development” of children in the context of today’s smart global networks is also relevant to NL research (Rodríguez-Illera & Barberà in NLEC et al., 2021). In this paper, we ask: What child-technology relations are being forged in our posthuman era of Artificial Intelligence (AI), big data and global networks? We begin by scoping the intensifying presence of networked, smart technologies in the home life of infants, toddlers and preschoolers; we examine recent policy frameworks regarding AI, ethics and children. We then turn to two phenomenological philosophers, Michel Serres and Bernard Stiegler to consider how their thinking about digital technologies might provide insight for parents and educators as they endeavour to make the best “smart” technology choices for children. Finally, we consider the implications of our phenomenological reflections on today’s young posthumans for networked learning and postdigital education
Methodological considerations for research on networked learning
Get PDFIn one of the earliest collective writings on networked learning, Goodyear et al (2004) introduces networked learning as an area of both practical and theoretical importance which is said to offer a site for advancing research in the learning sciences. This has indeed proved to be an introduction that has come to be a fact. Over the years the collective writings in the area has increased substantially, and today the Research in Networked Learning series of Springer is a key publication in the area. 
Theoretical Framework and Methodology for Exploring Instructional Videos for Cashier Work
Get PDFThe study described in this paper is part of a thesis project consisting of three empirical studies researching work and work-based training and learning in connected workplaces. The specific case is sales assistants' work and skills in connected stores, focusing personal customer meeting practices on the sales floor and at the checkout. The first study explores work-based training for cashier work through instructional videos. In the second study, the focus shifts to explore work-based learning through apprenticeships education in the connected checkout. The third study explores sales assistants' work in connected stores focusing on the personal customer meeting on the sales floor and at the checkout. Theoretical framework and analytical tool in all of the three studies is the theory of practice architectures(Kemmis et al., 2014; Mahon, Francisco, & Kemmis, 2017). This recently developed practice theory builds on Schatzki's (2001) concepts of practice and the critical insights of Habermas (1974) and assumes that social reality consists of a variety of practices that we daily, without further reflection, engage in and take for granted.
This paper reports on the theoretical framework and methodology of the first empirical study, work-based training for cashier work through instructional videos. Instructional videos and film are since long an educational resource used in both workplace education and formal education (Spector, 2015; Wiatr, 2002). In the first half of the 20th century, pictures were considered more accessible than written text. They were therefore used as a resource for transference, for example, information, workplace norms, values and processes more rapidly and thoroughly. In the 21st century, video lectures are used in, for instance, Massive Open Online Courses for delivering lecture content (e.g.Johnston, 2015). In health care educations medical television programs, such as Grey's Anatomy are popular among health profession trainees communicating typical work situations in advance of workplace learning (Hoffman et al., 2018; Jubas & Knutson, 2013)2015). Winch and Cahn (2015) report on a study implementing supplementary online video tutorials to improve student performance in a management science course. In the context of this paper, instructional (including, presentation, lecture, training, tutorial, screencast) videos are understood as part of many pedagogical practices within networked learning.
Instructional videos for cashier work in checkout practices have been used since the 1910s as a technological resource in workplace training. The study described in this paper explores, among other things, the relationship between technology evolution and the formation of checkout practices and the cashier profession over time. The study was conducted between 2018-2019 using online video research in combination with a literature study of retail technology evolution. The data material consists of 50 instructional videos for cashier work produced between 1917 and 2010 and published on YouTube. The analysis was conducted in five steps, "zooming in" and "zooming out" (Nicolini, 2012) the checkout practices demonstrated in the videos using the theory of practice architectures as a theoretical lens and analytical tool
A tool for a design-driven innovation approach to more sustainable business models
Get PDFPurpose
The growing imperative for sustainable business practices has led to a recognition that companies must transform their business models to encompass economic, social, and environmental value. At the heart of this transformation is the triple bottom line framework, which evaluates business success in the three dimensions of profit, people, and the planet. Simultaneously, design-driven innovation embraces future-oriented approaches that include people and the ecosystem as stakeholders, while evolving the lenses of innovation, namely desirability (planet), feasibility (network), and viability (prosperity). This evolution offers a new perspective that extends the triple bottom line in business model design by considering the feasibility of achieving impactful, original, and useful innovations.
We explore a potential method for designing a business model anchored in the conceptualization of design-driven innovation and a tool to support the creative exploration and coherence assessment of more sustainable (than those currently in use) business models.
Design/Methodology/Approach
We built on previous knowledge of design, design-driven innovation, and business model design, and merged with insights from our direct experience as design-driven innovation practitioners, including in applying the tools in different instances with client companies.
Findings
We propose the Design-Driven Innovation Business Model Canvas, and provide initial anecdotal evidence from its potential to support the creative exploration and coherence assessment of sustainable business models.
Originality/Value
Our tool is designed to merge the design-driven innovation perspective with business design requirements to generate more sustainable business models than those currently in use. We also propose a new conceptualization of the three lenses of innovation, which we then relate to the triple bottom line
Simulation-based business model innovation process for business-to-business contexts
Get PDFInnovating service-oriented business models in industrial business-to-business (B2B) contexts presents a complex and risky endeavor. Recently, System Dynamics (SD) modelling and simulation has been suggested as a tool for prototyping and experimentation in business model innovation (BMI). However, knowledge of how to best utilise SD in BMI is scarce. Therefore, our research objective was to develop a new simulation-based approach for BMI, particularly for B2B contexts. We conducted a two-and-a-half-year action design research study with two industrial firms, Alpha (start-up) and Beta (incumbent firm). We developed and simulated new service-oriented business models as part of the two BMI teams. Our study resulted in the simulation-based BMI process containing phases, tools/techniques, and goals. Our findings demonstrate that SD, as a dynamic and visual modelling language, facilitates collaborative and cognitive activities during BMI, such as communication, design, evaluation, and decision-making
Digital Business Model Innovation: An External Enablement Perspective and Research Agenda
Get PDFWith the growing prominence of digital technologies, the business model concept has become increasingly popular in the digital innovation domain. Research on how digital technologies enable business model innovation has so far mainly taken an inside-out perspective focussing on, for example, an organization's innovation process or dynamic capabilities. Conversely, we present a framework that takes an outside-in perspective focusing on how digital technologies as environmental changes enable business model innovation. This framework emphasizes external enablers, which represent aggregate-level phenomena from which multiple emerging ventures within the context of start-ups or established organizations can benefit. We highlight the path and functions of enablement by explaining how digital technologies as external enablers influence business model innovation through their types, characteristics, mechanisms and roles. Our integrative framework consolidates different but related research topics for digital business model innovation, thereby shaping a research agenda with key questions to advance the field. We also see this framework as contributing to a cumulative tradition, notably by bridging the gap between more generic digital business model research and research into new business models driven by specific digital technologies or innovations
The Nudge agenda – possibly oversold and arguably underperforming
Get PDFSince the publication of Nudge by Richard Thaler and Cass Sunstein in 2008, “nudging” has been widely adopted as a way intended to deploy limited government budgets more effectively, and as a means to change economic, social and political behaviour in ways that neither challenges individual freedoms nor imposes collective costs. However, doubts are emerging, both as to research validity and to operational outcomes. This article provides a brief overview of the ambitions, applications and ambiguities inherent in nudging. It concludes with the suggestion that nudging is no ‘silver bullet', but neither has it totally failed to deliver on its promise. It is just that its promise has been overblown and that the ‘nudge’ can be expected to deliver only as one element in a coordinated series of inter-institutional interventions that include compulsion, facilitation and information, as well as persuasion – the nudge itself.  
Using speculative methods to challenge the invisibility and inevitability of data in education
Get PDFSpeculation is a resource for critical analysis of data-driven postdigital education. In particular, speculative methods help researchers challenge the invisibility of data-driven educational practices, and thereby unsettle the apparent inevitability of data futures. Working against these tendencies towards invisibility and inevitability requires critical imagination, and speculative methods help foster this for researchers and participants. This paper introduces speculative methods and explores their enactment in a research project that examined the social and ethical implications of datafication in higher education. Speculative methods are characterised by their non-representational, complexity-informed and inventive character and their temporal, epistemological and performative qualities. They have a complex relationship with time and temporality, attending to ‘not-yetness’; are epistemologically complex, producing problems and engaging with ambiguity; and act to create futures or realities they represent, in part through engaging publics at different scales and in different contexts. Methods inspired variously by speculative fiction and speculative design approaches have been used by digital education researchers to investigate and intervene in data futures and to challenge predictive, closed forms of data-driven future-making. The methodological value of speculation is explored here through discussion of a research project that involved ethnographic and speculative engagement with students at a research intensive university in Scotland. The research attempted to understand participants’ experiences of and perspectives on emerging data-driven technologies and practices, and what this meant for their relationship with the university. In this paper we analyse the design of and data generated through two particular speculative methods: data walking, and thinking otherwise. We focus on participants’ reflections on the methods used and show how speculation was central to efforts to prompt ethical reflection on data-driven practices. In the case of data walking, this involved sensitising participants to datafication processes, thereby making hidden practices visible to participants. A simple prompt to think otherwise, meanwhile, generated data regarding participants’ experiences and problems in the present while at the same time opening up possibilities of thinking otherwise about data futures. We close by relating these findings to wider considerations for speculative methods, focusing on the role of speculative objects as both instrument and output of research and exploring the significance of discursive closures in participatory research
Building capacity through networking: Lurkers, Seekers, Leaders
Get PDFNetworks are an ally for higher educators: providing them an avenue to connect beyond the boundaries of space, time, and institutional hierarchy, to build professional capacity. This paper reports on an ethics approved mixed methods study on the value of networking to develop capacity for teaching with technologies. Data were collected via the means of anonymous online questionnaire and semi-structured interviews. There were 218 valid questionnaire responses and 31 interviews with participants from 23 countries worldwide. The value creation framework by Wenger, Trayner and deLaat (2011) was the main reference concept for data collection, analysis and reporting. The findings show that higher educators create value in networks to build capacity to teach with technologies by taking the role of Lurker, Seeker or Leader