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Wedlund, Tommy
Publications (9 of 9) Show all publications
Melin, U., Axelsson, K., Wedlund, T., Hjalmarsson, A. & Keller, C. (2010). Modeller för lärandemål: Välreflekterad bedömning. Myndigheten för nätverk och samarbete inom högre utbildning
Open this publication in new window or tab >>Modeller för lärandemål: Välreflekterad bedömning
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2010 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Myndigheten för nätverk och samarbete inom högre utbildning, 2010. p. 15
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-71753 (URN)
Projects
Slutrapport för projekt NSHU
Available from: 2011-11-03 Created: 2011-11-03 Last updated: 2015-06-17
Wedlund, T., Axelsson, K. & Melin, U. (2010). Towards a Model for Learning Outcomes: Experiences from a Project-Oriented Course. In: ISECON2010. Paper presented at Information Systems Education Conference.
Open this publication in new window or tab >>Towards a Model for Learning Outcomes: Experiences from a Project-Oriented Course
2010 (English)In: ISECON2010, 2010Conference paper, Published paper (Refereed)
Abstract [en]

This paper describes an overall model that can be used by a teacher when working with learning outcomes. The model is presented in the context of a project-oriented course and contains three stages. It describes how a teacher can: (1) create a learning breakdown structure with learning modules; (2) define learning activities including feedback, assessment, and examination activities for the learning module; and (3) develop a learning chart that visualises how the learning should be accomplished. The description of the three stages can also be applied to general steps when developing a Gantt chart with project management tools. The work starts in a course with analysing the learning outcomes in the syllabus and breaking it down into learning modules. A learning activity list is subsequently created, which identifies attributes that are associated with each learning activity. This list also includes activities for feedback, assessment and examination of each learning module. Finally, work begins to create relationships between the learning outcomes and learning activities on a calendar-based time axis, which leads to the development of a learning chart. The experiences discussed and analysed here are based on project-oriented education in the context of an undergraduate course at a Swedish university.

Keywords
Learning outcomes, learning chart, active learning, project management tool, student-centred education, course design
National Category
Information Systems
Identifiers
urn:nbn:se:liu:diva-60090 (URN)
Conference
Information Systems Education Conference
Available from: 2010-10-05 Created: 2010-10-05 Last updated: 2018-01-12
Wedlund, T., Axelsson, K. & Melin, U. (2009). Learning Outcomes in Use: Project-Oriented Education from a Teacher’s Perspective. In: In The Proceedings of the Information Systems Education Conference 2009, v 26, Washington DC: §1554. Paper presented at ISECON 2009 and CONISAR 2009 (pp. 11).
Open this publication in new window or tab >>Learning Outcomes in Use: Project-Oriented Education from a Teacher’s Perspective
2009 (English)In: In The Proceedings of the Information Systems Education Conference 2009, v 26, Washington DC: §1554, 2009, p. 11-Conference paper, Published paper (Refereed)
Series
The Proceedings of the Information Systems Education Conference 2009, ISSN 1542-7382
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-52122 (URN)
Conference
ISECON 2009 and CONISAR 2009
Projects
NSHU, A learning outcome model – reflective assessment
Available from: 2009-12-06 Created: 2009-12-06 Last updated: 2015-06-17
Melin, U., Axelsson, K. & Wedlund, T. (2009). Project-based Learning: - An Emergent Framework for Designing Courses. Information Systems Education Journal, 7(34), 3-11
Open this publication in new window or tab >>Project-based Learning: - An Emergent Framework for Designing Courses
2009 (English)In: Information Systems Education Journal, ISSN 1545-679X, Vol. 7, no 34, p. 3-11Article in journal (Refereed) Published
Abstract [en]

In this paper we elaborate on a framework, a set of guidelines, for teachers when designing project based courses. The emergent framework presented in this paper will focus on six themes: (1) overall course design, (2) project task, (3) project group, (4) examination, (5) feedback and (6) course evaluation and improvement and is initially grounded in theory and practice. The framework elaborated in this paper should support teachers' development of a professional autonomy within the norms of a professional group and an active curriculum.

Place, publisher, year, edition, pages
Chicago: Education Special Interest Group of AITP, the Association of Information Technology Professionals, 2009
Keywords
learning, student centred education, information systems education, project, course design, framework
National Category
Information Systems
Identifiers
urn:nbn:se:liu:diva-50606 (URN)
Available from: 2009-10-13 Created: 2009-10-13 Last updated: 2018-01-12
Melin, U., Axelsson, K. & Wedlund, T. (2006). Project-based Learning: An Emergent Framework for Designing Courses. In: The Proceedings of the Information Systems Education Conference 2006: . Paper presented at Information Systems Educators Conference ISECON 2006, Dallas, TX.
Open this publication in new window or tab >>Project-based Learning: An Emergent Framework for Designing Courses
2006 (English)In: The Proceedings of the Information Systems Education Conference 2006, 2006Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we elaborate on a framework, a set of guidelines, for teachers when designing project based courses. The emergent framework presented in this paper will focus on six themes: (1) overall course design, (2) project task, (3) project group, (4) examination, (5) feedback and (6) course evaluation and improvement and is initially grounded in theory and practice. The framework elaborated in this paper should support teachers' development of a professional autonomy within the norms of a professional group and an active curriculum.

Keywords
Learning, student centred education, information systems education, project, course design, framework
National Category
Computer Sciences
Identifiers
urn:nbn:se:liu:diva-36065 (URN)29652 (Local ID)29652 (Archive number)29652 (OAI)
Conference
Information Systems Educators Conference ISECON 2006, Dallas, TX
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2018-01-13
Wedlund, T. (2006). Project-Oriented Education - A Teacher Perspective On What It Is And How It Could Be Applied. In: Utvecklingskonferensen för högre utbildning 2005,2005 (pp. 46-49).
Open this publication in new window or tab >>Project-Oriented Education - A Teacher Perspective On What It Is And How It Could Be Applied
2006 (English)In: Utvecklingskonferensen för högre utbildning 2005,2005, 2006, p. 46-49Conference paper, Published paper (Other academic)
Abstract [en]

This paper describes what project-oriented education is and how it could be applied in universities. It focuses on the teachers- perspective on how to plan and implement a project-oriented course, and how it improves the students- skills and learning. The planning is based on the triple constraint model. Implementing the course consists of five project management phases; initiating, planning, executing, monitoring and controlling, and, finally, closing. The students improve their skills in coordination, decision-making, collaboration, and communication, and they learn about the product of the project. Project-oriented education has been applied to undergraduate courses at Linkoping University.

Keywords
Learning, project, project management phase, project-oriented education, skill, triple constraint model
National Category
Computer Sciences
Identifiers
urn:nbn:se:liu:diva-36334 (URN)31009 (Local ID)31009 (Archive number)31009 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2018-01-13
Wedlund, T., Axelsson, K. & Melin, U. (2006). Project-Oriented Education - Managing Three Simultaneous Processes. In: Higher Education Close Up 3,2006. Lancaster University: ACM Press
Open this publication in new window or tab >>Project-Oriented Education - Managing Three Simultaneous Processes
2006 (English)In: Higher Education Close Up 3,2006, Lancaster University: ACM Press , 2006Conference paper, Published paper (Other academic)
Abstract [en]

In this paper, we describe how to manage teacher activities in three simultaneous processes in project-oriented education. We present these processes in the context of a project-oriented course and give examples of how teachers can apply them, both horizontally within a process and vertically in time between the processes. The examples are applied to the students- individual learning process, the project team process, and the project process. Students learn according to an individual learning process which begins by building on each student-s concrete experience and ends by testing the new knowledge in new situations. Project teams can reach the performing stage only if they are able to work together to complete the project tasks; this is the project team process. The project process consists of understanding the project environment, project management knowledge, and the application area for the project. Project-oriented education has been applied to undergraduate courses at Linköping University. Experiences from these courses are discussed and analysed in the paper. 

Place, publisher, year, edition, pages
Lancaster University: ACM Press, 2006
Keywords
learning, learning cycle, project, project-oriented education, project process, project team process, skill, teacher activity
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-36103 (URN)29890 (Local ID)29890 (Archive number)29890 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2015-06-17
Axelsson, K., Melin, U. & Wedlund, T. (2006). Student Activity in Seminars: Designing Multi-functional Assessment Events. Università di Bologna: ACM Press
Open this publication in new window or tab >>Student Activity in Seminars: Designing Multi-functional Assessment Events
2006 (English)Conference paper, Published paper (Refereed)
Abstract [en]

  

Place, publisher, year, edition, pages
Università di Bologna: ACM Press, 2006. p. 93-97
National Category
Information Systems
Identifiers
urn:nbn:se:liu:diva-36026 (URN)29506 (Local ID)1-59593-346-8 (ISBN)29506 (Archive number)29506 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2018-01-13
Cederling, U., Ekinge, R., Lennartsson, B., Taxén, L. & Wedlund, T. (2000). A Project Management Model Based on Shared Understanding. In: Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 2000: . Paper presented at Management Minitrack in the Organizational Systems and Technology Track of the Thirty-Third Hawaii International Conference on System Sciences (HICSS-33), January 4-7, 2000, Maui, Hawaii. IEEE
Open this publication in new window or tab >>A Project Management Model Based on Shared Understanding
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2000 (English)In: Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 2000, IEEE , 2000Conference paper, Published paper (Refereed)
Abstract [en]

Traditionally in industrial system development, the total project is decomposed into phases. The result from one phase, normally a document or a system component, is passed to the phase(s) to follow. The deliverables from the "phases" are often prescribed in standards or corporate guidelines. This metaphor, where understanding is packaged into documents, has been a cornerstone for our educational systems as well as for organizing engineering or social development projects. It is assumed that the understanding once achieved by the author(s) of the document will be transferred to its reader(s). In three longitudinal case studies of industrial development projects, a new view has evolved. The analysis team develops a capability to answer questions occurring on the fly, rather than writing down answers to initially stated issues. Our aim is to define a model based upon developing and making available shared understanding. The paper presents a survey of the case studies. In a fourth project an embryo of the new system development model is being applied and evaluated.

Place, publisher, year, edition, pages
IEEE, 2000
Keywords
industrial system development, project management, longitudinal case studies, shared understanding
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:liu:diva-111360 (URN)10.1109/HICSS.2000.926940 (DOI)0-7695-0493-0 (ISBN)
Conference
Management Minitrack in the Organizational Systems and Technology Track of the Thirty-Third Hawaii International Conference on System Sciences (HICSS-33), January 4-7, 2000, Maui, Hawaii
Available from: 2014-10-15 Created: 2014-10-15 Last updated: 2014-12-11Bibliographically approved
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