Social networking has encouraged users to find new ways to create, post, search, collaborate and share information of various forms. Unfortunately there is a lot of data in social networks that is not well-managed, which makes the experience within these networks less than optimal. Therefore people generally need more and more time as well as advanced tools that are used for seeking relevant information. A new search paradigm is emerging, where the user perspective is completely reversed: from finding to being found. The aim of present thesis research is to evaluate two approaches of identifying content of interest: user-initiated and system-initiated. The most suitable approaches will be implemented. Various recommendation systems for system-initiated content recommendations will also be investigated, and the best suited ones implemented. The analysis that was performed demonstrated that the users have used all of the implemented approaches and have provided positive and negative comments for all of them, which reinforces the belief that the methods for the implementation were selected correctly. The results of the user testing of the methods were evaluated based on the amount of time it took the users to find the desirable content and on the correspondence of the result compared to the user expectations.

Nowadays people got used to short text answers, likes and shares. Anyone can feel it by entering popular forums or social networks. Modern platforms such as Twitter or Facebook contribute to this situation with their symbols per message limitations. The quality of content produced in such conditions is not high. According to Knight and Burn (2005): “The rapid growth of the Internet and the lack of enforceable standards regarding the information it contains has led to numerous information quality problems.” The possible solution to this problem is called mobile digital storytelling. It replaces traditional communication mechanisms (text, photos) with a digital narrative, thus making a stronger impact on user. Besides, it allows creating interesting content at any location with the help of mobile phone. However, it is hard to make a high quality story from scratch without prior experience. Viewing through previously created high quality content provides such experience. At the same time, reusing this content would allow creating story by combining and rearranging instead of producing from scratch. But state of the art mobile digital storytelling applications don’t provide any possibilities for content reuse. In addition, the influence of content reuse on the story creation process was not studied. Hence, in this work the researcher will explore and try to develop alternative ways to support content reuse in mobile digital storytelling (mDS). For this purpose a mechanism called RecSM (a recommendation system using content from Social Media) is introduced. The main goal of development is to create RecSM for mobile digital storytelling application. The influence of RecSM on mobile content reuse as well as the influence of reuse on storytelling process is the main study goals. The thesis is based on research conducted in Linnaeus University, Sweden. The research is divided into two main parts: gathering requirements for RecSM and the case study. 10 users are involved in both activities. Initial requirements for RecSM are defined after conducting research in the topic but final requirements are determined with the help of users. Based on them the RecSM is developed and added to a mobile digital storytelling application. A case study in Teleborg Castle (Vaxjo, Sweden) follows afterwards. Participants create stories about their castle experience with the help of mDS or mDS-RecSM application. The data for further research is retrieved through field notes, personal interviews and a survey. Then stories and answers of people that used mDS with and without recommender are compared and analyzed. Based on the study outcomes it is concluded that developed RecSM supports content reuse in mobile digital storytelling.

Background: Companies have lately been engaging their business activities onto social mediaand its platforms. They are taking advantage of the opportunities provided by social media and they are starting to realize the importance of content marketing. Problem Discussion: Content marketing has been researched previously research. However, the research regarding B2B content marketing and the differences between B2B and B2C content is still rather limited. The question lingers whether the same principles apply to firms working with B2B as well. Moreover, a clear framework or guide regarding the way that content should be created does not yet exist – a guide including the aspects may be taken into account when creating content and implementing content marketing. Purpose: The purpose of this study is to understand and describe how companies deal with the content creation process, within content marketing through social media. Research Question: How do companies handle content creation for content marketing through social media? Methodology: This thesis has taken a qualitative and abductive approach on the study. It hasbeen based on a multiple-case study, where semi-structured interviews took place with sevenfirms working with content marketing and content creation - in a B2B context. Conclusion: All seven firms have a uniform understanding of content marketing, aligned withprevious research. The study concludes that there are similarities between the ways that companies handle content marketing. Furthermore, the study concludes that there are general traits that needs to always be taken into consideration when creating content s.a. long term planning, providing value to the customer, well thought out message and choosing the right channels for content distribution.

No description available.

Call number: LD2668 .T4 1960 Z57

Call number: LD2668 .T4 1961 W34

Call number: LD2668 .T4 1965 T782 / Master of Science

Call number: LD2668 .T4 1979 G46 / Master of Science

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / The titles of professional books on the topic of coaching are numerous, coaching professional development offerings are widespread and schools across the country are hiring teachers to serve in coaching roles. There is great interest around the topic of coaching and much is being written about the support that is needed for coaches as well. According to professional literature the few case studies that have been done address various types of coaching in different contexts—making it impossible to draw conclusions across them. While there is an abundant amount of literature around the topics of the various coaching roles and support needed for coaching, a study of the implementation of a coaching approach and the role of leadership has not been conducted. We do not know about the range of coaching experiences, how those arrangements were enacted and the formal leadership features in these partnerships. This study provides information that addresses this gap in the literature. This qualitative study used the path-goal theory of leadership and the 21 leadership responsibilities identified by the Mid-Continent Research for Education and Learning as a means to examine one school district’s approach to implementing a content coaching program. Thirty-two participants including Central Office personnel, principals, and content coaches were interviewed. The themes of this study suggest that it is important to establish goals and guidelines for a coaching program as foundational pieces. From these goals and guidelines, coaching roles and responsibilities can be clearly established and outcomes measured. In addition, the study suggests key pieces of good coaching partnerships to include support in many varieties and opportunities from strong professional development specific to coaching to networking with coaches. Further, the study identifies leadership responsibilities that impact second-order change that can contribute to these coaching partnerships. Recommendations to implementing successful content coaching programs in this study are discussed.

The aim of this thesis is to generate new knowledge about how children and teachers communicate scientific contents in preschool. The general research question is formulated as: How do the object of learning and the act of learning appear in communication about scientific contents in preschool? This thesis is a collection of three (previously published) empirical studies and takes shape in the encounter between a projected knowledge acquisition task for preschool and the educational tradition of preschool. The research approach is based primarily on phenomenography focussing on developmental pedagogy. The results are discussed in relation to situated learning and the assumptions about the task of preschool characterising the social practice that is brought to light. The thesis is based on the assumption that teachers are bearers of taken-for-granted ideas about what the ‘good preschool’ is, and that these ideas affect the way they interpret new tasks. The empirical basis consists of video observations from two preschools working with different thematic projects: Life in the tree stump and How soil is formed. The analysis is delimited to the verbal communication occurring between children and teachers about the scientific content. The children are aged between three and six years. All observations have been transcribed to text and analysed according to the following research questions: Study I: (i) What is communicated as the object of learning in the theme work about natural scientific phenomena in the preschool studied? (ii) What acts of learning appear in the communication of the object of learning? Study II is a re-analysis of the linguistic usage in the empirical data from Study I. Research questions of Study II are: is there any systematic pattern in the use of anthropomorphic speech regarding (i) who uses this language, (ii) when it is used and (iii) what it is used for? Study III is delimited to children’s perspective, and the research questions are: (i) What do children ask about during theme work with a natural scientific process in preschool? (ii) Can any tendency towards change be discerned with regard to what kind of questions children ask in the course of the theme work? The results have thrown light on what natural science is in these preschools, a questioning teacher, an education ideal as an interpretative framework and children’s meeting with the object of learning. The results are discussed in relation to a feasible didactic perspective based on the educational ideal of preschool and in relation to a critical didactic perspective concerning teachers’ will, courage and competence to make the content visible. Finally, with the implementation of the raised knowledge task for preschool in mind, prominence is given to the need of critical reflection over the role of language as maintaining a discourse and the concepts established. / Finansierad av vetenskapsrådet/utbildningsvetenskapliga kommittén: Nationell forskaskola i Barndom, lärande, ämnesdidaktik (FoBa), Dnr 721 - 2005 - 2717