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Berglund, Stefan
Publications (10 of 12) Show all publications
Mejtoft, T. & Berglund, S. (2021). Design för webbgränssnitt (1ed.). In: Pernilla Falkenberg Josefsson; Mikael Wiberg (Ed.), Introduktion till medieteknik: (pp. 107-119). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Design för webbgränssnitt
2021 (Swedish)In: Introduktion till medieteknik / [ed] Pernilla Falkenberg Josefsson; Mikael Wiberg, Lund: Studentlitteratur AB, 2021, 1, p. 107-119Chapter in book (Refereed)
Abstract [sv]

Den generella digitaliseringen av vårt samhälle och snabbheten i den digitala distributionen har bidragit till att alltmer av det som produceras publiceras på webben eller via andra digitala gränssnitt. Informationen syftar till att sprida ett budskap eller initiera en interaktion, vilket ställer krav på webbdesignen att skapa hög användbarhet och därmed öka effektiviteten hos gränssnittet. Konceptet webbdesign är brett och inkluderar kunskap inom alla de discipliner som behövs för att skapa och underhålla webbplatser och webbgränssnitt. Detta involverar såväl webbprogrammering, grafisk design som interaktionsdesign.

I detta kapitel introducerar vi kortfattat hur man skapar effektiva designer för webbgränssnitt, genom att beskriva och diskutera detta utifrån perspektiven design, funktion och innehåll, kopplat till webbgränssnitt och webbaserade applikationer.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2021 Edition: 1
National Category
Information Systems Human Computer Interaction
Identifiers
urn:nbn:se:umu:diva-190173 (URN)9789144141671 (ISBN)
Available from: 2021-12-08 Created: 2021-12-08 Last updated: 2022-05-06Bibliographically approved
Mejtoft, T., Cripps, H., Berglund, S. & Blöcker, C. (2020). Sustainable international experience: A collaborative teaching project. In: J. Malmqvist, J. Bennedsen, K. Edström, N. Kuptasthien, A. Sripakagorn, J. Roslöf, I. Saemundsdottir & M. Siiskonen (Ed.), The 16th International CDIO Conference: Proceedings – Full Papers. Volume 2(2). Paper presented at The 16th International CDIO Conference, online by Chalmers University of Technology, Gothenburg, Sweden, June 8-10, 2020 (pp. 196-205). Gothenburg: Chalmers University of Technology/CDIO Initiative, 2
Open this publication in new window or tab >>Sustainable international experience: A collaborative teaching project
2020 (English)In: The 16th International CDIO Conference: Proceedings – Full Papers. Volume 2(2) / [ed] J. Malmqvist, J. Bennedsen, K. Edström, N. Kuptasthien, A. Sripakagorn, J. Roslöf, I. Saemundsdottir & M. Siiskonen, Gothenburg: Chalmers University of Technology/CDIO Initiative , 2020, Vol. 2, p. 196-205Conference paper, Published paper (Refereed)
Abstract [en]

Within engineering education, there is an increasing need for providing our students withinternational experiences. This is most often done by exchange studies abroad. However, amajority of the students on engineering programs do not engage in any international exchange.This paper presents insights from a collaborative cross-disciplinary international project to givestudents international experience without having to travel. From both a sustainabilityperspective and a situation where e.g. a global virus outbreak stop students from travelling,solutions that give engineering students experience of working in an international setting arebecoming increasingly important. Initial challenges, for the teachers involved in the project,that were addressed before the project started, included the assessment of students, the useof online collaborative tools, assessment of students and the dependence between the twocourses. The learnings from the first and second iteration of the collaborative project weremainly focused around transparency, introduction of students to each other, communication,real-time issues and deadlines. By gradually remove these peripheral challenges for thestudents, resulting in making the students focus on the actual challenges surrounding theactual collaborative project. Even though this project is ongoing, the initial results clearly showthat by integrating courses between different countries and disciplines, it is possible to createan environment that strengthens the students’ ability in teamwork, communication andaddresses the cultural and professional aspects of working as an engineer in an internationalcontext. 

Place, publisher, year, edition, pages
Gothenburg: Chalmers University of Technology/CDIO Initiative, 2020
Keywords
Internationalization, interdisciplinary, collaboration, Standards 1, 3, 7, 8
National Category
Pedagogical Work Condensed Matter Physics
Identifiers
urn:nbn:se:umu:diva-187665 (URN)2-s2.0-85145893444 (Scopus ID)978-91-88041-27-2 (ISBN)978-91-88041-28-9 (ISBN)
Conference
The 16th International CDIO Conference, online by Chalmers University of Technology, Gothenburg, Sweden, June 8-10, 2020
Available from: 2021-09-17 Created: 2021-09-17 Last updated: 2023-11-14Bibliographically approved
Mejtoft, T., Helen, C. & Berglund, S. (2019). International experience by interdisciplinary collaborative teaching. In: : . Paper presented at 7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, Sverige, 27-28 november, 2019.
Open this publication in new window or tab >>International experience by interdisciplinary collaborative teaching
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The global nature of business has made international experience during studies at the university important. This short paper presents learnings and gives insights from a project that seeks to investigate the possibility of giving students international experience international experience without having to travel abroad. The paper describes two test runs of an ongoing collaboration between Umeå University in Umeå, Sweden, and Edith Cowan University in Perth, Australia. The results show that students want to engage in international collaboration, however, there are many issues to address to create a working collaboration.

Keywords
Engineering education, Engineering Students, Curriculum development, International relations, Collaboration, Collaborative tools
National Category
Didactics Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-166752 (URN)
Conference
7:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, Sverige, 27-28 november, 2019
Available from: 2019-12-26 Created: 2019-12-26 Last updated: 2020-01-02Bibliographically approved
Mejtoft, T., Cripps, H., Berglund, S., Dlacic, J. & Matia, T. (2019). Internationalization of students’ learning using online technology: Lessons learned. In: A. Pucihar, M. Kljajić Borštnar, R. Bons, J. Seitz, H. Cripps & D. Vidmar (Ed.), 32nd Bled eConference: Humanizing Technology for a Sustainable Society: Conference Proceedings. Paper presented at 32nd Bled eConference: Humanizing technology for a sustainable society, Bled, Slovenia, June 16-19, 2019 (pp. 1099-1107). Maribor, Slovenia: University of Maribor Press
Open this publication in new window or tab >>Internationalization of students’ learning using online technology: Lessons learned
Show others...
2019 (English)In: 32nd Bled eConference: Humanizing Technology for a Sustainable Society: Conference Proceedings / [ed] A. Pucihar, M. Kljajić Borštnar, R. Bons, J. Seitz, H. Cripps & D. Vidmar, Maribor, Slovenia: University of Maribor Press , 2019, p. 1099-1107Conference paper, Published paper (Refereed)
Abstract [en]

The global nature of business has increased the importance ofstudents’ international experience during their studies at the university. Usinginteractive technologies the projects investigated ways to increase students’motivation to take responsibility for the learning process by creating “real”international co-creation experience online. This paper presents learningsfrom two consecutive international collaborative teaching between EdithCowan University, Australia, and Umeå University, Sweden, in 2017 and EdithCowan University and the University of Rijeka, Croatia, in 2018. Feedbackfrom the students showed they enjoyed working across cultures and academicdiscipline on simulated products and marketing campaigns. Issues raisedincluded: the need to explicitly explain how all parts of project is going to workand how the students execute their role. Incorporation of a formalintroduction process for the students in each location so all students have thesame knowledge about each other. Furthermore, the provision of real-timeopportunities to collaborate in lectures and the setting joint deadlines betweenthe units are of importance. Despite some of the shortcomings of the project,it has provided a firm foundation for the refinement of ongoing collaborativeteaching.

Place, publisher, year, edition, pages
Maribor, Slovenia: University of Maribor Press, 2019
Keywords
Higher education, Online technologies, International collaboration, Learning experience, International
National Category
Pedagogical Work Interaction Technologies
Identifiers
urn:nbn:se:umu:diva-160875 (URN)10.18690/978-961-286-280-0.59 (DOI)2-s2.0-85091553220 (Scopus ID)978-961-286-280-0 (ISBN)
Conference
32nd Bled eConference: Humanizing technology for a sustainable society, Bled, Slovenia, June 16-19, 2019
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2023-03-24Bibliographically approved
Mejtoft, T., Berglund, S. & Helen, C. (2019). Sustainable international experience: lessons learned from an interdisciplinary teaching project. In: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning – kropp, känsla och kognition i akademin. Paper presented at Universitetspedagogiska konferensen 2019 : Helhetssyn på undervisning - kropp, känsla och kognition i akademin, Umeå universitet, Sverige, 10-11 oktober, 2019 (pp. 43-44). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Open this publication in new window or tab >>Sustainable international experience: lessons learned from an interdisciplinary teaching project
2019 (English)In: Universitetspedagogiska konferensen 2019: helhetssyn på undervisning – kropp, känsla och kognition i akademin, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2019, p. 43-44Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The global nature of business means getting international experience during studies at the university is continuously increasing in importance. Many students on the engineering programs in Sweden also make the decision to abroad to gain international experience that is valuable in their future profession. However, this is usually not the majority of the students. Therefore, it is of great importance that engineering students get the possibility to get international experience without having to engage in exchange studies. This paper presents learnings from a pilot study from a project that seeks to create international experience without having to travel abroad (Wen, Zaid, & Harun, 2015; de Marcos, Domínguez, de Navarrete, & Pagés, 2014).

The project involved the interweaving of the content of two units, an engineering unit at Umeå University and a marketing unit at Edith Cowan University (ECU) in Perth, Australia. In 2017, the collaboration was set up between the fourth year engineering unit Prototyping for Mobile Applications and the third year marketing unit Current Issues in Marketing. Consequently, the engineering students created prototypes while the marketing students created marketing material. The virtual communication platform Slack was used to assist collaboration between students (Labus, Despotović-Zrakić, Radenković, Bogdanović, & Radenković, 2015). During the second iteration in 2019, the engineering unit Social Media Technology was the counterpart to the marketing unit. However, the setup regarding the different chores was the same.

The student reviews of the two units and of the project showed that they liked the idea of international collaboration. However, a more structured approach would be beneficial. Students on both sides struggled with the unknowns, as they were, sometimes, dependent on students on the other side of the planet.

Evaluating the project among teachers involved, revealed some challenges. However all teachers consider this type of international collaborative curriculum to benefit the students (Chang & Lee, 2013). Major challenges that surfaced during were focused around the stilted exchanges on issues due to time differences, differing understandings of cultural priorities and aligning the timing of assessment of the units' requirements. However, benefits to the students included, experience to give and receive feedback, experiencing a new business culture and technologies, development of online media skills and having to solve real world problems.

Place, publisher, year, edition, pages
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2019
Series
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2019:1
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:umu:diva-166754 (URN)
Conference
Universitetspedagogiska konferensen 2019 : Helhetssyn på undervisning - kropp, känsla och kognition i akademin, Umeå universitet, Sverige, 10-11 oktober, 2019
Available from: 2019-12-26 Created: 2019-12-26 Last updated: 2021-12-02Bibliographically approved
Mejtoft, T., Cripps, H., Berglund, S. & Singh, A. (2018). Collaborative teaching project to increase students’ international experience: Experience from interweaving units in Australia and Sweden. In: Abstrakt – NU 2018: . Paper presented at NU2018 – Det akademiska lärarskapet, 9–11 oktober 2018, Västerås. , Article ID 650.
Open this publication in new window or tab >>Collaborative teaching project to increase students’ international experience: Experience from interweaving units in Australia and Sweden
2018 (English)In: Abstrakt – NU 2018, 2018, article id 650Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The global nature of business means getting international experience during studies at the universityis continuously increasing in importance. This project seeks to investigate the possibility of increasing students’ motivation to take responsibility for the learning process by creating “real” situations including international experience without having to travel abroad (Wen, Zaid & Harun, 2015; De-Marcos et al, 2014).

This project involved the interweaving of the content of two units: Prototyping for Mobile Applications at Umeå University, Sweden, a fourth year unit on the five-year MSc engineering program in interaction technology and design and Current Issues in Marketing at Edith Cowan University, Perth, Australia, a third year marketing unit. Consequently, the engineering students created prototypes for mobile apps while the marketing students created marketing material. The virtual communication platform Slack was used to assist collaboration between students (Labus et al,2015).

The challenge in the design of this collaborative curriculum was that the students must be able to finish their unit in case of collaborative problems. Hence, there was no total dependence between the two units and the lecturers used ad hoc flexibility over the course of the collaboration. It was also decided not to give the students all information about the project at the start of the units but rather on a need-to-know basis.

The student review of the project showed that they liked the idea of the project but a more structured approach would be beneficial. Students on both sides of dyad often struggled with the unknowns, as they were reliant on students half a world away. However, from the communication platform it could be observed that the students exhibited skills in finding solutions and workarounds to complete their assessments.

Analysing the project among teachers involved, revealed some challenges, however all teachers consider that this type of international collaborative curriculum can benefit the students (Chang &Lee, 2013). Challenges during the collaborative project included, stilted exchanges on issues due to time differences, differing understandings of cultural priorities and aligning the timing of assessment of the units’ requirements. However, benefits to the students included, experience to give and receive feedback, experiencing a new business culture and technologies, development of online media skills and having to solve real world problems. For the Australian students an added benefit was the visit to Perth of one of the Swedish teachers, which supplement their online experience (Lin, 2016). This may have contributed to a greater positivity toward the project reflected in their course evaluation.

Experiences and learnings from the project include (1) the need to explicitly explain how all parts of project is going to work and how the students execute their role, (2) supervise a formal introduction of the students in each location so all students have the same knowledge about each other, (3) provide real-time opportunities by setting Swedish lectures in the morning and Australia lectures inthe afternoon, and (4) set joint deadlines between the two units and make clear the consequences offailing to meet deadlines.

National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-157001 (URN)
Conference
NU2018 – Det akademiska lärarskapet, 9–11 oktober 2018, Västerås
Available from: 2019-03-04 Created: 2019-03-04 Last updated: 2019-03-20Bibliographically approved
Mejtoft, S. & Berglund, S. (2015). CDIO som metod för att stärka teknologers yrkesidentitet och generiska färdigheter. In: 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar: Proceedings. Paper presented at 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18–19 november 2015 (pp. 67-70). Uppsala: Uppsala universitet
Open this publication in new window or tab >>CDIO som metod för att stärka teknologers yrkesidentitet och generiska färdigheter
2015 (Swedish)In: 5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar: Proceedings, Uppsala: Uppsala universitet, 2015, p. 67-70Conference paper, Published paper (Other academic)
Abstract [sv]

För att ge studenterna möjlighet att öva generiska färdigheter vid flera tillfällen och i olika sammanhang har projektledning integrerats som ett återkommande inslag i hela Högskoleprogrammet till medieproducent, vid Umeå universitet, i enlighet med CDIO Syllabus 2.0 [1]. För att erhålla progression omarbetades programstrukturen under 2011, bland annat får nu studenterna läsa en kurs i projektledning redan under första terminen. Under denna kurs erhåller studenterna generiska färdigheter, som är avsedda att användas i efterföljande projektbaserade kurser. För att säkerställa progressionen reviderades hösten 2013 två strategiska kurser: Produktion av webb och multimedia och Produktion av nyhetsprogram för TV. Resultatet visar att de väl genomförda förändringarna i program- och kursstruktur har lett till en miljö med ökade generisk färdigheter för studenterna. Lärare på programmet anser att studenterna i en högre grad arbetar mer självständigt, genomför projekt mer framgångsrikt och levererar bättre presentationer i efterföljande projektbaserade ämnesrelaterade kurser. Dessutom visar även resultatet att studenterna tar större ansvar i projekt och för sin egen roll i inlärningsprocessen.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2015
Keywords
Yrkesidentitet, generiska färdigheter, CDIO
National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-114062 (URN)
Conference
5:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18–19 november 2015
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2018-06-07Bibliographically approved
Kvarnbrink, P. & Berglund, S. (2015). Flipped classroom resulterar i självgående ingenjörsstudenter. In: : . Paper presented at 5:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18–19 november, 2015. Uppsala universitet
Open this publication in new window or tab >>Flipped classroom resulterar i självgående ingenjörsstudenter
2015 (Swedish)Conference paper, Published paper (Other academic)
Abstract [sv]

Denna artikel beskriver hur flipped classroom kan användas i kurser som en metod att öka ingenjörsstudenters ansvar för eget kunskapsinhämtande. Den vill också visa på de möjligheter som öppnar sig för lärare genom detta förändrade arbetssätt. Flipped classroom, eller det inverterade klassrummet som det också brukar kallas, innebär att traditionella klassrumsförlagda föreläsningar ersätts med inspelade som studenten kan se oberoende av tid och utanför klassrummet. Det innebär också att studentaktiviteten som tidigare var förlagd i studentrummet nu flyttas in i klassrummet och tvärt om [1]. Vår didaktiska metod går i korthet ut på att först presentera ett antal uppgifter som studenterna ska lösa. För att lösa dessa behöver de ökade kunskaper och då väljer många att följa de inspelade föreläsningarna men det är inte ovanligt att de själva hittar och delar med sig av ytterligare kunskapskällor, vilket vi också uppmuntrar. Längre in i våra kurser får studenterna i uppgift att formulera egna projekt som de löser i grupp och här tar de ytterligare ett steg med avseende på självständig kunskapsinhämtning. 15 års erfarenhet av inspelade föreläsningar visar på stora tidsbesparingar för lärare, tid som används till annat, exempelvis till handledning, återkoppling och kursutveckling. Inspelade föreläsningar upplevs också mer effektiva och mer tillgängliga av studenterna. De kan själva välja i vilken ordning och omfattning de deltar, upplägget passar fler lärstilar än det traditionella.

Place, publisher, year, edition, pages
Uppsala universitet, 2015
Keywords
Flipped Classroom, studerandeaktiv undervisning, självständiga studenter
National Category
Media and Communication Technology Didactics
Identifiers
urn:nbn:se:umu:diva-112536 (URN)
Conference
5:e utvecklingskonferensen för Sveriges ingenjörsutbildningar, Uppsala, 18–19 november, 2015
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2018-06-07Bibliographically approved
Mejtoft, S. & Berglund, S. (2015). Project management: an environment for increased personal and interpersonal skills. In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015: . Paper presented at 2015 11th International CDIO Conference, Chengdu, China, June 8-11, 2015.. , Article ID 44.
Open this publication in new window or tab >>Project management: an environment for increased personal and interpersonal skills
2015 (English)In: Proceedings of the 11th International CDIO Conference, Chengdu, China, June 8-11 2015, 2015, article id 44Conference paper, Published paper (Refereed)
Abstract [en]

This case study illustrates how changes in course structure and study program increase students' personal and interpersonal skills. The didactic methods used are based on CDIO and project management and the purpose of the implemented changes has been to increase the employability of the students, giving them a professional identity and increase their selfconfidence.

To follow the CDIO approach (CDIO, 2010) by integrating project management as a recurring element throughout the program, give students the opportunity to practice generic skills on several occasions and in different contexts. To provide this, the program was restricted in 2011, one of the changes was to let students take a project management course in the first semester of their education. During this course, the students receive professional knowledge and skills that is meant to be further used in following project-based courses. To ensure progression, two strategic courses: Web and Multimedia Production and News Production for Television were revised in the autumn of 2013.

The result shows that the well-implemented changes to the program and courses has led to an environment of increased personal and interpersonal skills for the students. Lecturers within the program highlight that students at a higher degree work more independently, execute projects more successfully and deliver better presentations in subsequent project-based subject-related courses. Moreover, it is also shown that the student group has taken more responsibility in projects and for their own role in the learning process. Analyzing the results, it is clear that the students have grown as individuals since they obtained a clearer identity as production manager and feel more confident before the final degree project and future career. 

Series
Proceedings of the International CDIO Conference, E-ISSN 2002-1593
Keywords
Project management, generic skills, personal skills, interpersonal skills, CDIO, Standards: 3, 4, 7, 8, 9, 11
National Category
Learning Other Engineering and Technologies not elsewhere specified
Identifiers
urn:nbn:se:umu:diva-133494 (URN)
Conference
2015 11th International CDIO Conference, Chengdu, China, June 8-11, 2015.
Available from: 2017-04-11 Created: 2017-04-11 Last updated: 2019-02-04Bibliographically approved
Berglund, S. & Mejtoft, S. (2015). Stärkt yrkesidentitet genom förändrad program-och kursstruktur med avseende på generiska färdigheter. In: Katarina Winka (Ed.), Universitetspedagogiska konferensen 2015: gränslös kunskap. Paper presented at Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015 (pp. 12-14). Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet
Open this publication in new window or tab >>Stärkt yrkesidentitet genom förändrad program-och kursstruktur med avseende på generiska färdigheter
2015 (Swedish)In: Universitetspedagogiska konferensen 2015: gränslös kunskap / [ed] Katarina Winka, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2015, p. 12-14Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet, 2015
Series
Skriftserie från Universitetspedagogik och lärandestöd (UPL) ; 2015:1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-114108 (URN)
Conference
Universitetspedagogiska konferensen 2015, Gränslös kunskap, Umeå, 8-9 oktober 2015
Available from: 2016-01-13 Created: 2016-01-13 Last updated: 2021-11-09Bibliographically approved
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