| 31. |
- Berríos-Negrón, Luis, Associate Professor, 1971-, et al.
(författare)
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Methods of Indirection : a trialogue between Patrizia Bach, Howard Eiland, and Luis Berríos-Negrón about Walter Benjamin and translating The Arcades Project
- 2020
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Ingår i: Journal for Artistic Research. - Amsterdam : Society for Artistic Research. - 2235-0225. ; :22
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Tidskriftsartikel (refereegranskat)abstract
- Walter Benjamin deemed his Arcades Project [Das Passagen-Werk (Mit Bindestrich und Werk mit Capital W)] “the theatre of all my struggles and all my ideas.” As a vast accumulation of materials, it had become for him a literary laboratory for testing social, critical, and spatial ideas. The co-authors here present an exposition where they look to reactivate that ‘theatre’ to search, test, and draw from each other alternative recursions for their respective practices. Their respective discourses are intersected through a voluntary 'trialogue' that plays between three different roles aiming to diverge from the traditional form of a Q&A. The exchanges gravitate around ‘greenhouse’ as the historiographic display structure to the Arcades, as well as to Global Warming. But, the format also triggers ‘indirections’ urging unforeseen aspects that may further research and revisions of the Arcades. For the authors, such indirections actualise and translate, yet again, other dormant aspects of each others perceptions about Benjamin. Ultimately, joined by the attitude to share and reactivate that ‘theatre-laboratory’ with you—the reader and exposition visitor—the actors look for cues that encourage further procedures of experimentation and reflexion.
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| 32. |
- Björkvall, Anders, et al.
(författare)
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Connecting analogue and digital literacy practices? : On uses and semiotic potentials of digital pencils in Swedish middle school and high school
- 2023
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Ingår i: The 11th International Conference on Multimodality: Desiging Futures. - London : University College London. ; , s. 30-30
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Konferensbidrag (refereegranskat)abstract
- A dichotomization of the resources used for contemporary teaching, learning, and meaningmaking may result in a simplified division of such processes as either ‘digital’ or ‘analogue’. Our presentation addresses this dichotomy, and our understanding of semiotic technologies more broadly, by analyzing the potential of the digital pencil for connecting ‘analogue’ meaning-making to ‘digital’ meaning-making in the subject of Swedish in middle school and high school. Based on data from two pilot studies, each carried out for two months, our analysis focuses on how digital pencils can be used as tools for multimodal text creation in ways that draw on how this is typically done in analogue genres. This way, the analysis will provide knowledge of the semiotic potentials, affordances and actual uses of digital pencils in school, something which is lacking in previous research, with the exception of a few recent studies (e.g. Riche et al., 2017). Two main results stand out. First, digital pencils can actually be effectively used to draw on analogue literacy practices in the classroom. Second, digital pencils have other affordances (Lindstrand, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of multimodal tasks that analogue pencils cannot. Thus, the analysis concludes that not only can digital pencils be used to resemiotize analogue practices, but they also afford new ways of creating texts.
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| 33. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Designing with and for digital pencils : On the potentials of writing and shapiong by hand in digitalized middle schools and high schools
- 2024
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Ingår i: Designs for Learning 2024: Conceptualizing design. - Stockholm : Stockholms universitet, IPD. ; , s. 11-12
-
Konferensbidrag (refereegranskat)abstract
- This presentation reports on results from two studies of uses and potentials of digital pencils in grade 4 and 8 in Sweden. Digital pencils were provided to the students and their teachers and the teachers integrated the pencils in a number of projects. The didactic design of teaching and learning were performed by teachers and their students, without direct involvement by us as researchers.The broader background to these studies is a dichotomization of the resources used for contemporary teaching, learning, and meaning making that is present in many schools today, but also in the public debate. In this discourse, a simplified division of learning tools prevail: they are either “digital” or “analogue”. Our presentation addresses this dichotomy, and understandings of semiotic technologies more broadly, by analyzing the potentials of the digital pencil for connecting “analogue” meaning making to “digital” meaning making in middle school and high school. We look at how writing and shaping by hand – still to be considered fundamental skills and competences in society today and with a history that goes back thousands of years – can be performed in digitalized Swedish classrooms.Based on data from the two studies carried out in 2022 through 2024, our analysis provides knowledge of the semiotic potentials and actual uses of digital pencils in school, something which is lacking in previous research, with the exception of a few recent studies (Riche et al, 2017). The overall methodological framework is multimodal ethnography (Björkvall, 2012). This methodology combines tools and techniques from ethnography with those from semiotics and designs for learning.Two main results stand out. First, the digital pencils can actually be effectively used to draw on analogue practices in the classroom. We will provide examples. Second, the digital pencils have other affordances (Lindstrand, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of tasks that analogue pencils cannot. Thus, the analysis concludes that not only can the digital pencils be used to resemiotize analogue practices; they also afford new ways of writing and shaping by hand. These latter need to be further integrated in the didactic practices of Swedish classrooms.
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| 34. |
- Bjørnstad, Nina, et al.
(författare)
-
Anticipative Co-Creation Method
- 2022
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Ingår i: DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022. - 9781912254163
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Konferensbidrag (refereegranskat)abstract
- We experience an urgent climate crisis that shakes our whole existence and calls for change. The field of industrial design education has expanded over the past decades towards a new language of speculative design projects, aiming to influence industry and address unsustainable manufacturing. How designers typically use their capacities for change, is shown in the discursive qualities of proposed solutions. Within the current educational context, not given a commercial brief, new methods arise. This international design master's course aims to find better future product concepts that nudge sustainable ways of living. How they initiate and prototype these product ideas, is through design fiction and co-creation, conceptualizing and proposing solutions to essential problems and needs. By the use of prototypes, designers can bring essential future solutions into the present. This paper outlines how the new ‘Anticipative Co-creation Method’ emerged. As the foresighted concepts intend to address the negative trends in overconsumption and unsustainable lifestyle, the designs for the far future function as inspirational future versions of the relevant suggestions for today. Through interpersonal anticipatory engagement, concepts grow out of the design fiction. In a dialog with each other students verbalize scenarios and through co-creation concepts become ‘real’ as different videos were created. We have observed that the students build empathy for each other through co-creative activities within the method of anticipation. If we want a thriving future, we need to act now. The design profession has never been more essential in building and critically assessing design futures literacies.
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| 35. |
- Bodén, Linnea, 1981-, et al.
(författare)
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Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
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Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
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| 36. |
- Broms, Loove, 1977-
(creator_code:cre_t)
-
Beyond Efficiency
- 2020
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Konstnärligt arbete (refereegranskat)abstract
- Part of exhibition Human Nature at the Museum of Ethnography, Stockholm 26 September 2020 - 6 November 2022
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| 37. |
- Broms, Loove, et al.
(författare)
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Coffee Maker Patterns and the Design of Energy Feedback Artefacts
- 2010
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Ingår i: DIS '10 Proceedings of the 8th ACM Conference on Designing Interactive Systems. - New York, NY, USA : ACM. - 9781450301039 ; , s. 93-102
-
Konferensbidrag (refereegranskat)abstract
- Smart electricity meters and home displays are being installed in people’s homes with the assumption that households will make the necessary efforts to reduce their electricity consumption. However, present solutions do not sufficiently account for the social implications of design. There is a potential for greater savings if we can better understand how such designs affect behaviour. In this paper, we describe our design of an energy awareness artefact – the Energy AWARE Clock – and discuss it in relation to behavioural processes in the home. A user study is carried out to study the deployment of the prototype in real domestic contexts for three months. Results indicate that the Energy AWARE Clock played a significant role in drawing households’ attention to their electricity use. It became a natural part of the household and conceptions of electricity became naturalized into informants’ everyday language.
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| 38. |
- Broms, Loove, 1977-, et al.
(författare)
-
Days in the life of the Energy Aware Clock
- 2011
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Ingår i: Swedish Design Research Journal. - 2000-964X. ; :1, s. 30-37
-
Tidskriftsartikel (refereegranskat)abstract
- There is a potential for greater electricity savings if we can better understand how design affects behaviour. This paper describes om design of an energy awareness artefact - the Energy AWARE Clock- and discusses it in relation to behavioural processes in the home. The Energy AWARE Clock showed to play a significant role in drawing households' attention to their electricity use. It became a natural part of the household and conceptions of electricity became natmalized into informants' everyday language.
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| 39. |
- Broms, Loove, 1977-, et al.
(författare)
-
Persuasive Engagement : Exploiting Lifestyle as a Driving Force to Promote Energy-aware Use Patterns and Behaviours
- 2009
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Ingår i: Undisciplined! Proceedings of the Design Research Society Conference 2008.
-
Konferensbidrag (refereegranskat)abstract
- Electricity consumption has been rising significantly in the western world the last decades and this has affected the environment negatively. Efficient use and more energy conservative usage patterns could be ways to approach this problem. However, electricity has for a long time actively been hidden away and it is rarely thought of unless it ceases to exist. From the perspective of critical design, we have been working to find methods to visualise electricity and electricity consumption in everyday life to promote environmentally positive behavioural change. In this paper, we are looking at how aspects of lifestyles can be used in design as central driving forces that could lead to changed behaviour. Attempts to promote behavioural changes related to energy consumption might be successfully carried out when people are offered desirable alternatives that are engaging and that do not impose a perceived extra burden in their everyday life. This argument is exemplified through two design concepts, the AWARE Laundry Lamp and the Energy Plant, which are examples on how to increase people’s energy awareness and offer them means for reducing their energy consumption in the home. Both prototypes are inspired by current trends in lifestyle as well as actual observed user behaviour.
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| 40. |
- Broms, Loove, 1977-, et al.
(författare)
-
Sensing energy : Forming stories through speculative design artefacts
- 2017
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Ingår i: Energy Research & Social Science. - : ELSEVIER SCIENCE BV. - 2214-6296 .- 2214-6326. ; 31, s. 194-204
-
Tidskriftsartikel (refereegranskat)abstract
- The artificial world is part of an on-going negotiation of meaning, manifesting in social practice. From a sustainability perspective it is thus important to critically examine what norms are imprinted into the artificial, as well as to imagine, materialize and suggest artefacts that could afford more sustainable stories and practices to form. The project Sensing Energy is an attempt to explore how design could contribute to a re-imagination of everyday life and society, as well as what imaginaries (artefacts and related stories) could come out of such an endeavour. A critical and speculative design programme comprising the three leitmotifs Natureculture, Microsizing modernity, and Focal things and practices, provided a frame and foundation for a series of design experiments. The resulting artefacts were presented at two different workshops in which participants were asked to form stories that integrated one or more of the design experiments into their everyday life. Based on the material from the workshops we can conclude that the design experiments worked well as parts of or catalysts for new stories of the everyday.
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