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Johan Lundin


Inst tillämpad IT, avd för lärande, kommunikation och
Forskningsgången 6
41756 Göteborg
41296 Göteborg


Institutionen för tillämpad
Forskningsgången 6
41756 Göteborg
41296 Göteborg

Om Johan Lundin

Johan är Professor i Informatik med inriktning mot lärande, docent i Tillämpad IT, har en master och PhD i Informatik och har arbetat med utbildning och forskning om IT och lärande under hela sitt yrkesverksamma liv.

Johans forskningsintressen rör hur informationsteknik förändrar förutsättningar för lärande och kompetent agerande och hur IT kan nyttjas för att utveckla verksamheter med avseende på lärande och kompetent agerande. I synnerhet berör intresset mobil teknik, och hur denna påverkar och brukas i vardag och arbetsliv. Forskningen har bedrivits i, eller i nära samarbete med näringsliv, offentliga organisationer och skolan.

Johan har undervisat på grund, avancerad och forskarutbildningsnivå sedan 2001. Han har handlett kandidater, masterstudenter och doktorander till examen. Undervisningen rör i första hand IT och lärande, men också design som metod och perspektiv. För närvarande sker undervisningen i första hand i magisterprogrammet lärande, kommunikation och IT, samt inom ramen för den VR-finansierade forskarskolan GRADE med fokus på skolans digitalisering.

  • 2007 blev Johan en av de seniora medlemmarna i forskningsmiljön “Lärande, interaktion och medierad kommunikation i det moderna samhället”, LinCS, vid Göteborgs universitet, som finansieras av vetenskapsrådet.
  • 2008-2010 koordinerade Johan utvecklingsarbetet i den universitetsgemensamma satsningen på pedagogisk utveckling och interaktivt lärande vid Göteborgs universitet.
  • 2010 fick Johan uppdraget som områdesansvarig för Lärande och IT, vid institutionen för tillämpad IT.
  • 2011 utsågs Johan till avdelningschef för avdelningen Lärande, kommunikation och IT vid institutionen för tillämpad IT.
  • 2011 utsågs Johan till ledamot i Lärarutbildningsnämden vid Göteborgs universitet.
  • 2012 antogs Johan som oavlönad docent i tillämpad informationsteknologi vid Göteborgs universitet.
  • 2015 utsågs Johan till projektledare för Göteborgs universitets deltagande i samarbetsprojektet DigitaL - Lärande i en digitaliserad region. Projektet är ett samarbete mellan Göteborgs universitet och Högskolan Väst och koordinerar forskning inom området för närmare 40 forskare och doktorander.
  • 2016 utsågs Johan till ledamot i det vetenskapliga rådet för Centrum för utbildningsvetenskap och lärarforskning (CUL)
  • 2018 utsågs Johan till ordförande för den nationella forskarskolan med inriktning på skolans digitalisering (GRADE)

Doktorander (disputerade):

  • Urban Carlén, A professional community goes online - a study of an online learning community in general medicine. 2010 Bihandledare. Huvudhandledare Berner Lindström.
  • Martin Tallvid, 1:1 i klassrummet - analyser av en pedagogisk praktik i förändring. 2015. Huvudhandledare. Bihandledare Berner Lindström.
  • Torbjörn Ott, From disturbing objects to infrastructure for learning. Successfully defended his thesis. 2017. Bihandledare. Huvudhandledare Alexandra Weilenmann.
  • Sofia Serholt, Child-Robot Interaction in Education. 2017. Huvudhandledare. Bihandledare Wolmet Barendregt.

Doktorander (pågående):

  • Marie Utterberg
  • Karin Ekman

Projekt (pågående):

  • Graduate school - Digital technologies in education - GRADE

A national “GRAduate school for Digital technologies in Education” - GRADE. One fundamental pillar of GRADE is the interdisciplinary approach. Applied IT, Curriculum studies, Education, Informatics, and Media technology are subject areas represented. GRADE will be conducted in cooperation between six Swedish universities; Umeå University ; University of Gothenburg; KTH Royal Institute of Technology; Mid Sweden University; University of Gävle; and University West Sweden. The role of GRADE is to provide a high quality research environment. Participating universities will cooperate in providing courses based on their expertise. This will imply that central issues with a bearing on the digitalization of education, namely school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. The doctoral students will be admitted to third-cycle subject areas (disciplines) at the partnering universities and GRADE will provide a frame for courses, seminars, conferences, and supervision. It will be conducted both at campus and through different forms of communication-technologies. The long-term ambition of GRADE is a national center for research on digital technologies in education, with a bi-annual admission of doctoral students and a postdoctoral program.

  • DigitaL - Learning in a digital region

The ubiquitous use IT in our society has transformed how learning, training and knowledge management takes place in education, work and in everyday life. This digitization of learning at work is characterized by rapid technological development leading to new challenges and opportunities at multiple levels of practice. The resulting changes are many times unplanned and complex, and having unforeseen consequences on individual, organizational as well as societal levels. To understand as well as guide activities within such a context interdisciplinary research is necessary. The DigitaL-project is a collaboration between University West, University of Gothenburg and Region Västra Götaland. The purpose of the project is to establish a sustainable and internationally leading research environment with focus on learning in a digitized work life.Through an excellent research environment we intend to support regional actors to meet the challenges and the competence needs within the scope of the project, as well as be an arena for innovation and development within the project scope. The project is led by one project manager from each university: Lars Svensson (University West), Johan Lundin (University of Gothenburg)

Projekt (avslutade):

  • Competence management systems in action – dealing with epistemologies in conflict

In this project we study the practice of dealing with information about staff competence. Increasingly competence, and consequently competence management, is proposed as strategically important in many organizations. In most organizations, some kind of IT-support is used for dealing with, and analyzing, information concerning the competence of the staff. Such systems are commonly termed “competence management systems” (CMS). These are used to make decisions about the organization's needs and development, but also in work with individual employees. For example, the systems come into use when organizations hire, fire, plan training, strategic planning. The project aims to create new knowledge about how systems for describing and analyzing competence are brought into use, and how the use structures the work practice. We also contribute to the knowledge of the skills required to understand, use and manage this type of systems, and the consequences of variations in use. Participating researchers are Johan Lundin (Project Manager), Lars Svensson, Ulrika Lundh Snis. The project is coordinated from the Department of Applied IT, University of Gothenburg.

  • Nudel

There is a lack of larger studies of how HE teachers employ IT in their everyday work. One interesting exeption is the repeated studies presented Kirkup and Kirkwood (2005) where four surveys (1995, 1997, 2000 and 2003) have been conducted with toturs at the Open University UK. These surveys paint a picture of HE teachers as quite engaged with IT in their everyday work and interaction with students. The most recent surveys shows how the use of e-mail in student interaction is larger than the use of telephone in most aspects of work, and larger than the use of letters in many. For example, when it comes to responding to student queries 91% of teachers at the Open University use e-mail. The project is ongoing and we have, so far, collected some 1800 answers from two Swedish universities. The main purpose of the study is to investigate the actual use of IT in teacher-student interaction, but we also include questions concerning the use of IT among HE teachers more generally. In the study we want to explore some hypotheses concerning the use of IT among HE teachers.

  • Students’ own IT use in higher education – possibilities and consequences. 2009 - 2014

The role that IT has played in teaching and instruction in higher education has until recently been a matter decided by teachers and institutions. For many of today’s students the laptop computer is an essential tool in education. Computers and the Internet are important means in retrieving and processing information, but also for producing educational materials. The increasing student-driven digitalization of higher education is to a large extent influencing lectures and other educational activities. The teacher’s influence over teaching and instruction is now challenged by the vast amount of resources that technology has made available to the students. Although the students’ own IT use in higher education may have some negative consequences, this project’s focus is on working towards making students’ IT into an asset in teaching and learning situations, rather than seeing it as a threat.

  • Kompetent agerande och gränsöverskridande kommunikation (Competent acting and communication in boundary practices). 2008 - 2010

Project funded by KKS (Knowledge Foundation). The projects will provide insight into how knowledge is produced in work within emerging boundary practices. It is, in such a context, crucial to explore what the implications are for workers that have to develop their competences and skills to adapt to change. In other words, what are the implications for learning in the new workplace? How do technological innovations interact with the conditions for individual and social learning? How is knowledge created, negotiated, and shared within evolving professions? Given the collaborative nature of co-production research, the results and benefits for academia and organizations are closely coupled. In exploring the research questions of the project we will gain knowledge about how competent acting evolves in emergent and knowledge intensive practices. These results can be framed and communicated through theoretical frameworks.

  • Comanwo - Competence Management in Network Organisations 2006-2008

The Comanwo-project deals with how it is possible to support work integrated learning with information technology. The project focus specifically on how small and medium sized companies can benefit from being part of a network. The project is EU funded and at Högskolan Väst. http://www.competencecenter.se/

  • Integrating Mobile Devices and Interactive Workspaces for Design Thinking 2005 - 2008

Two long-standing traditions in art and design education are the Idea Log and the studio critique. Project-based design courses feature interplay between individual idea creation and reflection, and group discussion, brainstorming and presentations. The Stanford-Sweden faculty team will perform research to support the fluid movement between individual and group design activity through an iDeas learning ecology comprised of three elements: the iDeas notebook, the iDeas blog, and the iDeas wall. The iDeas notebook retains the physical pen and paper of an Idea Log, while augmenting the traditional Idea Log with electronic capture. The iDeas blog extends the concept of shared electronic portfolios with automatic integration of the physical iDeas notebook sketches and digital photographs. The iDeas wall provides an interactive wall surface for students to collaboratively create content, and to present and share both iDeas content and other content. Evaluation of the use of the iDeas learning ecologies will be performed in two computer science courses at Stanford and in two masters level programs at the IT- university of Göteborg. http://web.viktoria.se/ideas/tiki-index.php?page=english

  • Mobilearn 2001-2004

The Mobilearn project constituted the main arena for my thesis work. The project focused on support for learning in interaction among colleagues at work. The research was guided by the belief that collaborative learning activities is crucial for becoming competent in relation to a practice, and by the conviction that there is potential in exploring this for purposes of designing organized methods of learning at work. Consequently this research aimed at contributing to our current comprehension of collaborative learning at work, and to how IT can be designed to support collaborative learning. The project focused on the research questions: - How can we design IT support for collaborative learning in mobile and distributed work? - How can we organize and implement collaborative learning activities in mobile and distributed work? And as a reaction to the lack of empirical studies of learning in mobile and distributed practices: - How is collaborative learning made possible in mobile and distributed work?