SwePub
Sök i SwePub databas

  Utökad sökning

Träfflista för sökning "WFRF:(Eriksson M) ;lar1:(mau)"

Sökning: WFRF:(Eriksson M) > Malmö universitet

  • Resultat 1-10 av 28
Sortera/gruppera träfflistan
   
NumreringReferensOmslagsbildHitta
1.
  • Holzapfel, Damian M., et al. (författare)
  • Enhanced thermal stability of (Ti,Al)N coatings by oxygen incorporation
  • 2021
  • Ingår i: Acta Materialia. - : Elsevier. - 1359-6454 .- 1873-2453. ; 218
  • Tidskriftsartikel (refereegranskat)abstract
    • Thermal stability of protective coatings is one of the performance-defining properties for advanced cutting and forming applications as well as for energy conversion. To investigate the effect of oxygen incorporation on the high-temperature behavior of (Ti,Al)N, metastable cubic (Ti,Al)N and (Ti,Al)(OxN1-x) coatings are synthesized using reactive arc evaporation. X-ray diffraction of (Ti,Al)N and (Ti,Al)(OxN1-x) coatings reveals that spinodal decomposition is initiated at approximately 800 degrees C, while the subsequent formation of wurtzite solid solution is clearly delayed from 1000 degrees C to 1300 degrees C for (Ti,Al)(OxN1-x) compared to (Ti,Al)N. This thermal stability enhancement can be rationalized based on calculated vacancy formation energies in combination with spatially-resolved composition analysis and calorimetric data: Energy dispersive X-ray spectroscopy and atom probe tomography data indicate a lower O solubility in wurtzite solid solution compared to cubic (Ti,Al)(O,N). Hence, it is evident that for the growth of the wurtzite, AlN-rich phase in (Ti,Al)N, only mobility of Ti and Al is required, while for (Ti,Al)(O,N), in addition to mobile metal atoms, also non-metal mobility is required. Prerequisite for mobility on the non-metal sublattice is the formation of non-metal vacancies which require larger temperatures than for the metal sublattice due to significantly larger magnitudes of formation energies for the non-metal vacancies compared to the metal vacancies. This notion is consistent with calorimetry data which indicate that the combined energy necessary to form and grow the wurtzite phase is larger by a factor of approximately two in (Ti,Al)(O,N) than in (Ti,Al)N, causing the here reported thermal stability increase. (C) 2021 Acta Materialia Inc. Published by Elsevier Ltd. All rights reserved.
  •  
2.
  • Holzapfel, Damian M., et al. (författare)
  • Influence of ion irradiation-induced defects on phase formation and thermal stability of Ti0.27Al0.21N0.52 coatings
  • 2022
  • Ingår i: Acta Materialia. - : Elsevier. - 1359-6454 .- 1873-2453. ; 237
  • Tidskriftsartikel (refereegranskat)abstract
    • The influence of changes induced by ion irradiation on structure and thermal stability of metastable cubic (Ti,Al)N coatings deposited by cathodic arc evaporation is systematically investigated by correlating experiments and theory. Decreasing the nitrogen deposition pressure from 5.0 to 0.5 Pa results in an ion flux-enhancement by a factor of three and an increase of the average ion energy from 15 to 30 eV, causing the stress-free lattice parameter to expand from 4.170 to 4.206 Å, while the chemical composition of Ti0.27Al0.21N0.52 remains unchanged. The 0.9% lattice parameter increase is a consequence of formation of Frenkel pairs induced by ion bombardment, as revealed by density functional theory (DFT) simulations. The influence of the presence of Frenkel pairs on the thermal stability of metastable Ti0.27Al0.21N0.52 is investigated by scanning transmission electron microscopy, differential scanning calorimetry, atom probe tomography and in-situ synchrotron X-ray powder diffraction. It is demonstrated that the ion flux and ion energy induced formation of Frenkel pairs increases the thermal stability as the Al diffusion enabled crystallization of the wurtzite solid solution is retarded. This can be rationalized by DFT predictions since the presence of Frenkel pairs increases the activation energy for Al diffusion by up to 142%. Hence, the thermal stability enhancement is caused by a hitherto unreported mechanism - the Frenkel pair impeded Al mobility and thereby retarded formation of wurtzite solid solution.
  •  
3.
  • Barendregt, Wolmet, et al. (författare)
  • Teaching Values in Design in Higher Education : Towards a Curriculum Compass
  • 2020
  • Ingår i: <em>Paradigm Shifts in ICT Ethics: Societal Challenges in the Smart Society</em>. - : Universidad de la Rioja. - 9788409202720 ; , s. 214-216
  • Konferensbidrag (refereegranskat)abstract
    • Given that there are so many potential resources out there, we need to carefully select and present materials and activities in such a way that it can be easily accessed and used by teachers working across multiple disciplines (eg industrial design, computer science, educational technology), engaging with students on different levels (eg bachelor and master), and dealing with different sets of constraints (eg, time, location, person power, budget). Currently, we are working on the creation of a curriculum compass, a structural guidance that can help organize teaching activities together with relevant materials and tools, by employing educational design patterns as development framework (Goodyear, 2005; Mor & Winthers, 2008). For this structure, we have identified three main pillars for teaching about values in design: 1) Ethics and Human Values, 2) People and Stakeholders, and 3) Technology and Context. Building on these three pillars, we aim to further structure how a learner's understanding of values develops from a simple to more complex level. To do so, we are drawing from established taxonomies of learning, such as the SOLO taxonomy (Biggs & Collis, 1982) and the Bloom taxonomy (Bloom, 1956) to address different levels of competences. Finally, our overarching goal is to make sure that our students become caring and responsible designers of the future society in a holistic and grounded manner. To this end, our project not only focuses on developing conceptual knowledge about values and ethics and gaining practical skills to design in a value-sensitive way, but more importantly, on becoming a reflective and responsible designer.
  •  
4.
  • Bekker, Tilde, et al. (författare)
  • Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education
  • 2023
  • Ingår i: EduCHI '23. - New York, NY, USA : Association for Computing Machinery (ACM). - 9798400707377 ; , s. 55-58
  • Konferensbidrag (refereegranskat)abstract
    • In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.
  •  
5.
  • Ericsson, Ingegerd, 1951-, et al. (författare)
  • Att skolans idrottsundervisning inte nämns med ett ord är märkligt
  • 2021
  • Ingår i: Sydsvenskan. - 1652-814X. ; :20210726
  • Tidskriftsartikel (populärvet., debatt m.m.)abstract
    • Elever och föräldrar: Protestera när idrottsundervisning ersätts av rastaktivitet eller promenader. Promenader har visat sig vara den fysiska aktivitet som elever tycker allra minst om. Det skriver tio personer, forskare och andra som arbetar professionellt med barns och ungdomars hälsa.  
  •  
6.
  • Eriksson, Eva, et al. (författare)
  • Envisioning Future Scenarios : Teaching and Assessing Values-based Design Approaches
  • 2021
  • Ingår i: IxD&A. - : TT press. - 1826-9745 .- 2283-2998. ; :51, s. 132-151
  • Tidskriftsartikel (refereegranskat)abstract
    • This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.
  •  
7.
  • Eriksson, Eva, et al. (författare)
  • In‐Action Value Framework : Participatory Design with Values
  • 2020
  • Ingår i: Position paper at 16th Participatory Design Conference: Participation(s) Otherwise<em>, </em>Conference workshop: Computing Professionals for Social Responsibility: The Past, Present and Future Values of Participatory.. - Manizales, Colombia.
  • Konferensbidrag (refereegranskat)abstract
    • Similar to the In‐Action Ethics framework (Frauenberger et al, 2017), we hereby call for an In‐Action Value framework that we can draw on as educators, researchers and practitioners within participatory design. While the In‐Action Ethics framework links anticipatory ethics with the practice of HCI research, an In‐ Action Value framework would complement more formal approaches that professional organizations develop, e.g. standards and codes of conduct (ACM, 2018; IEEE, 2019a; IEEE, 2019b; ISO, 2019), with a responsible participatory design practice. An In‐Action Value framework could help to conceptualize skillful practice and cultivate a community of practice. Also, in order to support educators of the next generation of practitioners and researchers within participatory design to not only be sensitive to values, but also to dare handling uncomfortable value conflicts, this In‐Action Value framework could be structured around illustrative examples of progression in participatory design with values.
  •  
8.
  • Eriksson, Eva, et al. (författare)
  • Teaching for Values in Human–Computer Interaction
  • 2022
  • Ingår i: Frontiers in Computer Science. - : Frontiers Media S.A.. - 2624-9898. ; 4
  • Tidskriftsartikel (refereegranskat)abstract
    • There is an increasing awareness of the importance of considering values in the design of technology. There are several research approaches focused on this, such as e.g., value-sensitive design, value-centred human–computer interaction (HCI), and value-led participatory design, just to mention a few. However, less attention has been given to developing educational materials for the role that values play in HCI, why hands-on teaching activities are insufficient, and especially teaching activities that cover the full design process. In this article, we claim that teaching for ethics and values in HCI is not only important in some parts of the design and development process, but equally important all through. We will demonstrate this by a unique collection of 28 challenges identified throughout the design process, accompanied by inspirational suggestions for teaching activities to tackle these challenges. The article is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching and assessment activities and pedagogical framework, and from pilot testing. Preliminary results from pilots of parts of the teaching activities indicate that student participants experience achieving knowledge about how to understand and act ethically on human values in design, and teachers experience an increased capacity to teach for values in design in relevant and innovative ways. Hopefully, this overview of challenges and inspirational teaching activities focused on values in the design of technology can be one way to provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers by learning how to address and work with values in HCI.
  •  
9.
  • Eriksson, Eva, et al. (författare)
  • Teaching for Values in Interaction Design : A Discussion About Assessment
  • 2022
  • Ingår i: IxD&A. - : INTERACTION DESIGN & ARCHITECTURES. - 1826-9745 .- 2283-2998. ; :52, s. 221-233
  • Tidskriftsartikel (refereegranskat)abstract
    • We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment for learning, including active participation of students in the design of learning goals and assessment activities.
  •  
10.
  • Eriksson, Eva, et al. (författare)
  • Teaching Practices on More-than-human Perspectives in HCI Education – Current State and Future Paths
  • 2023
  • Ingår i: LearnxDesign 2023. - London, United Kingdom : Design Research Society.
  • Tidskriftsartikel (refereegranskat)abstract
    • In times of climate emergency and artificial intelligence affecting everything in life, we mustreconsider the way we teach our students how to become responsible designers of future technologies. Inrecent years we have seen a rise in interest in more-than-human perspectives in human-computerinteraction (HCI), where more-than-human things, species, and designers move the field beyond traditionalhuman-centred approaches. In this paper, we set out to explore how this new approach is taught, what wecan learn from it, and what challenges remain. The contribution of this paper is an overview of a selection ofmore-than-human teaching practices and curriculum in higher education, and some suggestions of futurepaths.
  •  
Skapa referenser, mejla, bekava och länka
  • Resultat 1-10 av 28
Typ av publikation
tidskriftsartikel (15)
konferensbidrag (9)
rapport (2)
bokkapitel (2)
Typ av innehåll
refereegranskat (21)
övrigt vetenskapligt/konstnärligt (5)
populärvet., debatt m.m. (2)
Författare/redaktör
Nilsson, Elisabet M. ... (17)
Eriksson, Eva (11)
Yoo, Daisy (8)
Eriksson, Magnus (6)
Bekker, Tilde (5)
Barendregt, Wolmet (4)
visa fler...
Toft Nørgård, Rikke (3)
Lundälv, Jörgen, 196 ... (2)
Primetzhofer, Daniel (2)
Schneider, Jochen M. (2)
Hans, Marcus (2)
Holzapfel, Damian M. (2)
Tegelberg, Åke (2)
Music, Denis (2)
Bogdanovski, Dimitri (2)
Eriksson, Lars (1)
Holec, David (1)
Ekberg, EwaCarin (1)
Nilner, Maria (1)
Karlsson, M (1)
Mraz, Stanislav (1)
Karimi Aghda, Soheil (1)
Nilsson, H (1)
List, Thomas (1)
Nohlert, Eva, 1955- (1)
Patterer, Lena (1)
Eriksson, S. (1)
Bornefalk Hermansson ... (1)
Light, Ann (1)
Axelsson, S. (1)
Ernberg, M (1)
Eriksson, Tommy, Pro ... (1)
Rohlin, Madeleine (1)
Wiberg, Mikael, 1974 ... (1)
Dalsgaard, Peter (1)
Dahlén, Gunnar, 1944 (1)
Eriksson, E (1)
Klinge, Björn (1)
Ekman, Agneta, 1961 (1)
Hallmer, Fredrik (1)
Svensson, R (1)
Petersson, G (1)
Giaccardi, Elisa (1)
Magnusson, T. (1)
Eriksson, Eva, 1976 (1)
Evertz, Simon (1)
Isacsson, Göran (1)
Koch, M. (1)
Ericsson, Ingegerd, ... (1)
Veldhuis, Annemiek (1)
visa färre...
Lärosäte
Umeå universitet (3)
Uppsala universitet (3)
RISE (3)
Göteborgs universitet (2)
Örebro universitet (1)
Språk
Engelska (26)
Svenska (2)
Forskningsämne (UKÄ/SCB)
Naturvetenskap (9)
Medicin och hälsovetenskap (8)
Samhällsvetenskap (6)
Teknik (4)
Humaniora (4)

År

Kungliga biblioteket hanterar dina personuppgifter i enlighet med EU:s dataskyddsförordning (2018), GDPR. Läs mer om hur det funkar här.
Så här hanterar KB dina uppgifter vid användning av denna tjänst.

 
pil uppåt Stäng

Kopiera och spara länken för att återkomma till aktuell vy