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  • 1.
    Anderson, Karen
    et al.
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Borglund, Erik AM
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Samuelsson, Göran
    Mid Sweden University, Faculty of Science, Technology and Media, Department of Information Technology and Media.
    Mature Public e-Services Without Mature Recordkeeping – An Impossibility?2010In: iRMA Information and Records Management Annual, ISSN 1836-3202, p. 71-82Article in journal (Refereed)
    Abstract [en]

    The Swedish Government has established the eGovernment Delegation agency to identify and support excellence in e-government implementation strategies. This agency has commenced working with the National Archives, to ensure that archival requirements are addressed when developing new e-services. However, the prevailing view of archives is a traditional curatorial approach, which focuses on capturing the end product once actions have been completed. In the digital environment, the prevailing archival practice frameworks are not adequate to the task of capturing the full digital context and process that is essential for a complete record. Previously, when paper records were aggregated on a physical file, the full record of processes was more likely to be captured and managed for the long term.

    Results from two empirical case studies will be used to present and illustrate the risks and problems generated by an approach where the records are not identified and captured until late in the business process. In this paper the term post hoc approach to records capture is used to describe the method whereby an attempt is made to capture records, including the necessary metadata, after they are created, without prior planning or system design. One of the Swedish eGovernment Delegation’s aims is to motivate public agencies to reach level four on Layne and Lee’s e-government maturity model, that is, full integration of interaction between agencies and citizens. However, the model does not incorporate any recordkeeping requirements in its maturity benchmarks. It is clear these kinds of e-services are so complex that late intervention by archivists will not be adequate for needed recordkeeping support and long-term preservation. So it is essential that guidance on archival preservation of integrated e-services is made available as soon as possible, particularly as current trends in government indicate that e-services will be outsourced to private providers.

    Strategies are proposed for including recordkeeping re- quirements in e-service models. Advantageously, this can be done using existing benchmarking tools such as GARP, ISO 15489, ISO 30301 and the ICA Principles and Functional Requirements for Records In Electronic Office Environments. 

  • 2.
    Conti, Eugenio
    Mid Sweden University, Faculty of Human Sciences, Department of Tourism Studies and Geography.
    Nature-based tourism and experience value co-creation on Instagram2018In: ISCONTOUR 2018 Tourism Research Perspectives: Proceedings of the International Student Conference in Tourism Research / [ed] Christian Maurer & Barbara Neuhofer, 2018, p. 373-378Conference paper (Refereed)
    Abstract [en]

    Social media and mobile-based applications act as an increasingly critical source of experience value creation in tourism and nature-based tourism, as confirmed by the most recent trends in the industry. Although being one of the most popular mobile-based social media, Instagram is still underrepresented in value creation research, and no study has been conducted specifically in nature-based tourism. Moreover, current research on value lack of interpretive methodologies able to grasp the complexity of experience value creation from a phenomenological point of view. This research aims at tackling these gaps by conducting an in-depth investigation on experience value creation on Instagram in nature-based tourism. A combination of different types of qualitative data, obtained through a participatory netnography, will be collected on Instagram, and consequently triangulated and analyzed by means of grounded theory. While assessing the depth of value creation emerging from personal, elicited tourist narratives, in a way not seen yet in similar studies, the results are argued to expand the theoretical understanding of experience value creation in nature-based tourism and service research.

  • 3.
    Landstedt, Evelina
    et al.
    Mid Sweden University, Faculty of Human Sciences, Department of Health Sciences.
    Persson, Susanne
    Univ Gothenburg, Dept Publ Hlth & Community Med, Gothenburg, Sweden.
    Bullying, cyberbullying, and mental health in young people2014In: Scandinavian Journal of Public Health, ISSN 1403-4948, E-ISSN 1651-1905, Vol. 42, no 4, p. 393-399Article in journal (Refereed)
    Abstract [en]

    Objective: To investigate the factors associated with exposure to in-real-life (IRL) bullying, cyberbullying, and both IRL and cyberbullying and to explore the relationship between these types of bullying and mental health among 13-16-year-old Swedish boys and girls. Methods: Data was derived from a cross-sectional web-based study of 13-16-year-old students in northern Sweden (n=1214, response rate 81.9%). Results: The combination of IRL- and cyberbullying was the most common type of bullying. A non-supportive school environment and poor body image were related to exposure to bullying for both genders but the relationship was more distinct in girls. All types of bullying were associated with depressive symptoms in both boys and girls and all forms of bullying increased the likelihood of psychosomatic problems in girls. Conclusions: Cyberbullying can be seen as an extension of IRL bullying. A combination of IRL- and cyberbullying seems to be particularly negative for mental health. Interventions should focus on improved school environment and body image as well as anti-violence programmes. Gender aspects of bullying need to be acknowledged.

  • 4.
    Reberg, Mikael
    Mid Sweden University.
    The E-campus-project – the transformation of a student administrative tool into a personal learning environment2016In: Re-imagining Learning Environments: Proceedings of the European Distance and E-Learning Network 2016 Annual Conference / [ed] Moreira, A., Szűcs, T. A. & Mázár, I., 2016, p. 726-730Conference paper (Refereed)
    Abstract [en]

    The web technologies of the present time together with the diverse plethora of digital applications for mobile technologies offer unique opportunities to design mobile and flexible Personal Learning Environments (PLE). Even though the concept of PLE doesn’t have a widely established single definition, the common factor seems to be the potential for offering new ways of using digital technology for student-centred learning, and are typically described as a collection of different applications, usually web based and collaborative (“social”), which aims at foster self-regulated and collaborative learning. A PLE should offer the learners possibilities to

    • Learn with other people
    • Control their learning resources
    • Manage the activities they participate in
    • Integrate their learning

    In 2010, Mid Sweden University decided on an educational strategy for the coming years 2011 –2017, in which e-learning was established as one of two main areas for strategic development. E-learning should be a part of the educational activities carried out on campus as well as a part of the courses given on distance. An important part within the framework of the strategy was that Mid Sweden University should have a presence on the Internet that could be understood as a “digital campus” or an “e-campus”.

    The “e-campus-project” started in 2013 with the ambition to build an e-campus for students. This digital environment would be organized around the existing student administrative tool “The Student Portal”. Together with a new personalised interface the portal would be developed towards potential integration with other learning resources and learning support services located on the university websites, including the university library services, as well as the learning management system Moodle and GoogleApps licensed to the university. Functions for personalised schedules, possibilities to access transcripts of learning achievements and functions for course registration as well as resources for booking rooms for group work should be easily accessible. Students should have the possibility to easily communicate with each other and with their teachers via group or programme sites and messaging systems.

    Also, based on the increasing adoption of smartphones and iPads, the demand for mobile access to this new environment was obvious. The new environment should therefore have a responsive interface.

    In conclusion, the possibilities to transform the existing environment into a PLE is present and vital.

    The poster presentation aims at further the discussion on the concept of PLEs and the different solutions for digital learning environments among universities by presenting the key elements of the personalised and responsive interface in this still ongoing project. The poster gives an overview of what functionality is present in the digital environment and what possibilities exist in the coming steps of the continued development.

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