This article is grounded in empirical findings from a collaborative research project on Smart Mobility and the Sharing Economy (SMaSE) and is driven by an interest in digital service innovation. One of the primary objectives of the project was to design a digital service that supports smart mobility, based on the principles of the sharing economy. The digital service was subsequently tested in a real-world setting over a period of three weeks. Following the project's conclusion, two actors involved in the project successfully commercialized the digital service. Digital service innovation (DSI) can be conceptualized as a reconfiguration of service systems through digital services. The digital service developed and tested within SMaSE serves as a concrete example of DSI. In the context of DSI, a diverse group of actors participates in a collaborative process. Scholars have argued that the dynamics of learning and knowledge sharing between heterogeneous actors involved in DSI have not been sufficiently explored. Additionally, existing literature provides limited attention to learning and knowledge exchange between these diverse actors, particularly from a practice-oriented perspective, such as the concept of "landscapes of practice" (LoP). The research question guiding this study is: What are the key elements and activities in workshops that foster knowledgeability in digital service innovation? The aim of this paper is to develop an understanding of the role workshops play in enhancing knowledgeability within the context of DSI. This article contributes by proposing a conceptual framework for the planning, execution, and evaluation of workshops that support knowledgeability in DSI. Specifically, the article introduces the "learnsperience" workshop framework, which consists of three key dimensions: structure, tentative design principles, and theoretical concepts. The research approach employed is engaged scholarship, which incorporates both participatory and observational activities.

This article presents and discusses both empirical and theoretical findings from a teaching case related to the instruction and learning of business process design within the field of Informatics. The teaching case focuses specifically on how business process design is taught and learned in cooperative settings. A literature review was conducted, drawing from major journals and conferences in areas related to teaching and business process design. One key finding from the review is that much of the existing research emphasizes simulating collaboration in learning business process design. However, the literature has yet to thoroughly explore how learning business process design occurs in genuinely cooperative environments. Thus, the research question guiding this study is: How can we understand the teaching and learning of business process design that takes place in cooperative settings? The aim of this article is to develop an understanding of the dynamics of teaching and learning business process design in such settings. The primary contribution of this research is a conceptual model, grounded both empirically and theoretically, that describes the teaching and learning processes involved in business process design. This model is proposed to enhance our understanding of how learning occurs in cooperative contexts. The theoretical framework employed in this article is built on two key foundations. The first is the relationship between conceptual knowledge and procedural knowledge, and the second involves applying learning theories related to boundary practices, specifically focusing on participation and reification. Teaching in such environments presents several challenges, one of which is that organizations initially committed to the cooperative arrangement may later become unavailable, as students report that these organizations do not always have the time to actively participate. Nevertheless, there are also significant benefits, as students often experience growth when they realize that their procedural knowledge in business process design can have a tangible impact on the organization. The research approach is iterative and interpretive, with the researchers' understanding of the empirical data evolving through a literature-driven analysis. This iterative process has allowed for a deeper and more nuanced comprehension of the challenges and opportunities presented by teaching and learning in cooperative settings.

Information Systems (IS) research has extensively studied change in relation to digitalization. However, less attention has been paid to both individual and organizational change from a learning perspective. There is a need for a deeper understanding of how changes are fostered and how and why learning in the circumstances of digital practices occurs. This interdisciplinary systematic review shows how workplace learning has been addressed within IS, bringing together workplace learning theories and the field of IS. The results show that research on the role of knowledge in IS tends to rely on established and conventional theories without explicitly articulating the learning aspects. We call for more IS research that explicitly addresses digital change as learning. This paper provides a research agenda via three research directions for IS researchers interested in work and learning, aiming for a theoretical discussion to advance our field. © 2022 IEEE Computer Society. All rights reserved.

ISBN: 978-099813314-0

Volume Editor: Bui T.X.

The research in this article has learning-by-doing during digital design as a foundation. The goal of digital design is to develop digital applications [1], such as apps on smartphones or web-applications. This article presents a teaching case, designed by the authors, in order to explore students' reflections on learning. The teaching case is called Bicycle Workshop (BW), where the general idea is that the students carry through a digital design project. At the end of the BW project, every student writes a reflection on what they have learned in BW. The research has been guided by the research question: How can students' reflections on learning in digital design support our understanding of learning-bydoing in higher education? The presented research complements earlier research on digital design and learning. The overall research approach in this article is inspired by interpretive and qualitative research. We have applied Myers framework for qualitative research where the underlying philosophy is interpretive. Presented in the article is a list of five findings relating to students reflections on learning. The research also contributes with an exemplification of how a synthesis of Blooms revised taxonomy, locus of control and self-efficacy have been applied in order to understand digital design and learning.

Searching for "The Internet of Things" may render thousands of hits in academic databases but a challenge still remains: to let students envision as well as work with the concept in a practical way. Designing "Things for the Internet" will not only require skills in engineering and electronics but also some understanding of digital service design and business models. This paper reports on work in progress between Belgium, Sweden and China. Students with different education backgrounds and levels hand over work (ideas) to others, to develop further. Currently, there are nine open-platform exercises to use as starting points for student work and discussions. Exercises are in English and free to download and use, as are some of the lectures related to them. So far, they are used in a digital service design class and in an introductory course in embedded systems. © 2017 IEEE.

Internet of Things (IoT) seems to be a popular term nowadays, for business, society and teaching alike. Teaching students about such concepts and more importantly, making them aware of the many competency components (often called KSA-knowledge, skills, abilities) required in the development of IoT systems, services and products has been a major aim in the teaching design presented in this paper. The snowball metaphor symbolizes added layers of input, comments and suggestions delivered by Belgian, Swedish and Chinese students respectively, to peers with different backgrounds (study level, subject major, etc.). Open-platform exercises using Arduino kits are used as starting points and reports. Conceptualizations and suggestions are carried through the snowball ’chain’, which ends nearly two years later. Knowledge components are delivered e.g. through lectures. Among skills developed are practice in receiving input from and delivering output to groups different also in culture, knowledge, etc. Abilities include a demonstrated (and graded) proficiency in combining the acquired set of components, as demonstrated in workshops, discussions and reports, and in a proposed feedback loop to Sweden from China (not yet implemented). © 2017 IEEE.

Research has shown that collaboration and co-creation among different groups of stakeholders add complexity and challenges to the innovation process. In this paper a study of co-creation in a multi-stakeholder innovation process is presented. The co-creation is explored and described from a boundary practice perspective. The empirical data presented in the study is based on a user-centric innovation project, Free2Ride, where researchers, developers and members of two equestrian clubs co-created a piece of ICT safety equipment consisting of a transmitter (on the horse) and a receiver (application on a smartphone) to be used by equestrian club members during their everyday riding activities. Three episodes were extracted from the empirical data and presented in the paper. From these episodes the researchers have identified four characteristics of the spanning of boundaries in co-creation from a boundary practice perspective. One of the contributions in the papers is a description of boundary practicespanning. The research approach adopted in the study is the action case approach.

A recurring problem when teaching Business Process Orientation (BPO) is the difficulty students have connecting conceptual knowledge and procedural knowledge. Literature suggests that one solution is to combine different forms of learning, such as hand-on exposure to enterprise resource planning (ERP) together with traditional teaching. This article presents a three step teaching case designed by the authors in order to explore students' learning outcome by using ERP systems together with BPO. The learning outcome of the students was analysed with a focus on connections between conceptual and procedural knowledge. Using Bloom's revised taxonomy we were able to identify connections between students' conceptual and procedural knowledge together with the cognitive processes of understanding, applying and analysing. The result indicates that applying procedural knowledge in an ERP facilitates the students' ability to understand, analyse and evaluate based on conceptual knowledge such as business process orientation.