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  • 1.
    Axelsson, Karin
    et al.
    Linköping University, Department of Management and Engineering. Linköping University, Faculty of Arts and Sciences.
    Melin, Ulf
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context.
    Wedlund, Tommy
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context.
    Student Activity in Seminars: Designing Multi-functional Assessment Events2006Conference paper (Refereed)
    Abstract [en]

      

  • 2.
    Cederling, Ulf
    et al.
    Växjö University, Sweden.
    Ekinge, Roland
    Whirlpool Sweden AB.
    Lennartsson, Bengt
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Taxén, Lars
    Ericsson Utvecklings AB.
    Wedlund, Tommy
    Linköping University, Department of Computer and Information Science. Linköping University, The Institute of Technology.
    A Project Management Model Based on Shared Understanding2000In: Proceedings of the 33rd Annual Hawaii International Conference on System Sciences, 2000, IEEE , 2000Conference 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.

  • 3.
    Melin, Ulf
    et al.
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Department of Management and Engineering, Information Systems.
    Axelsson, Karin
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Department of Management and Engineering, Information Systems.
    Wedlund, Tommy
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Department of Management and Engineering, Information Systems.
    Project-based Learning: - An Emergent Framework for Designing Courses2009In: Information Systems Education Journal, ISSN 1545-679X, Vol. 7, no 34, p. 3-11Article in journal (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.

  • 4.
    Melin, Ulf
    et al.
    Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Axelsson, Karin
    Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Wedlund, Tommy
    Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Project-based Learning: An Emergent Framework for Designing Courses2006In: The Proceedings of the Information Systems Education Conference 2006, 2006Conference 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.

  • 5.
    Melin, Ulf
    et al.
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Axelsson, Karin
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Wedlund, Tommy
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Hjalmarsson, Anders
    Högskolan i Borås.
    Keller, Christina
    Internationella Handelshögskolan i Jönköping.
    Modeller för lärandemål: Välreflekterad bedömning2010Report (Other academic)
  • 6.
    Wedlund, Tommy
    Linköping University, The Institute of Technology. Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context.
    Project-Oriented Education - A Teacher Perspective On What It Is And How It Could Be Applied2006In: Utvecklingskonferensen för högre utbildning 2005,2005, 2006, p. 46-49Conference 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.

  • 7.
    Wedlund, Tommy
    et al.
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, The Institute of Technology.
    Axelsson, Karin
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, The Institute of Technology.
    Melin, Ulf
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, The Institute of Technology.
    Learning Outcomes in Use: Project-Oriented Education from a Teacher’s Perspective2009In: In The Proceedings of the Information Systems Education Conference 2009, v 26, Washington DC: §1554, 2009, p. 11-Conference paper (Refereed)
  • 8.
    Wedlund, Tommy
    et al.
    Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Axelsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context.
    Melin, Ulf
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Computer and Information Science, VITS - Development of Informations Systems and Work Context.
    Project-Oriented Education - Managing Three Simultaneous Processes2006In: Higher Education Close Up 3,2006, Lancaster University: ACM Press , 2006Conference 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. 

  • 9.
    Wedlund, Tommy
    et al.
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Axelsson, Karin
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Melin, Ulf
    Linköping University, Department of Management and Engineering, VITS - Development of Informations Systems and Work Context. Linköping University, Faculty of Arts and Sciences.
    Towards a Model for Learning Outcomes: Experiences from a Project-Oriented Course2010In: ISECON2010, 2010Conference 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.

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