| 1. |
- Hedin, Björn, 1970-, et al.
(författare)
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Indoor temperature awareness using an Ambient Information Display : a semi-longitudinal study of one household
- 2018
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Ingår i: ICT4S2018. 5th International Conference on Information and Communication Technology for Sustainability. - : EasyChair. ; , s. 112-124
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Konferensbidrag (refereegranskat)abstract
- This paper explores the use of an Ambient Information Display (AID) to visualize indoor temperature, in order to promote behavior change through reflection and discussion. A prototype system was built using Philips Hue, a personal wireless LED lighting system, to visualize indoor temperature with colors, and an unused smartphone as temperature sensor. A household with a family of five was used as test environment. The design process underwent two major design iterations focusing on the visualization and its impact on the family’s everyday perception of the indoor temperature, and the reflective processes this triggered. After three months of usage, late December to late March, the system was evaluated thoroughly. The awareness of the indoor temperature had been increased with the use of the system, where the AID had served as a trigger for discussions.
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| 2. |
- Hedin, Björn, 1970-, et al.
(författare)
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What Can You Do with 100 kWh? A Longitudinal Study of Using an Interactive Energy Comparison Tool to Increase Energy Awareness
- 2018
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Ingår i: Sustainability. - Basel : MDPI AG. - 2071-1050. ; 10:7
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Tidskriftsartikel (refereegranskat)abstract
- Reducing the use of energy is important for several reasons, such as saving money and reducing impact on the climate. However, the awareness among non-experts of how much energy is required by different activities and appliances is generally low, which can lead to wrong prioritizations. In this study, we have developed an interactive tool to increase “energy awareness”, and performed a longitudinal study to evaluate its effect. A group of 58 students first did a test to benchmark their current energy awareness, where their current knowledge of energy used for 14 different activities, such as driving vehicles and using home appliances, was measured. They then tried the interactive learning tool for 10 min. Next, they did the same test immediately after trying the tool, then again one week after trying the tool, and finally again six months after trying the tool. The results showed a significant learning effect in energy awareness with a “huge” effect size of 2.25 immediately after the intervention, a “very large” effect size of 1.70 after one week, and a “large” effect size of 0.93 after six months. The results further showed that the respondents consistently underestimated what 100 kWh could be used for, and especially so for appliances and activities requiring little energy. Before the intervention, on average they underestimated how much 100 kWh could be used for by 95.2%, and six months after the intervention the underestimation was 86.8%.
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| 3. |
- Björn, Hedin, 1970-
(författare)
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Exploring Opportunistic Use of Mobile Devices for Studying in Higher Education
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Students today often feel that they have too much to do and too little time. A common strategy to remedy this is to take advantage of opportunities to use “inter-time”, the time between other activities such as waiting or traveling. The aim of this thesis is to explore how studying using mobile devices in higher education can be designed for such opportunities. I choose to call this Opportunistic Mobile Studying (OMS).Using a design-based research approach this thesis discusses and proposes both scientific and practical contributions. A number of iterations of OMS have been designed, instantiated and tested in university courses and then evaluated using mixed methods.The first research question is how can OMS be designed to support students in adopting the behavior of studying at opportune moments. The results have been framed and interpreted using the Fogg Behavior Model, where behavior is the product of motivation, simplicity, and triggers. The results suggest that a key factor for motivation is procrastination, and therefore deadlines can be used to predict and suggest what students would likely be interested in studying during OMS moments. Simplicity is increased if OMS is adapted for studying in short fragmented moments, where important aspects are that content should be short, easy to access and easy to navigate. Trigger reminders were particularly appreciated and should be triggered based on time and place. Commuting is identified as a good context to build a routine of studying using OMS.The second research question is how can OMS activities and content be designed to support efficient studying in OMS situations. Study- activities identified as especially suitable for OMS situations are those that focus on preparation and repetition. These activities can enhance other learning activities and efficient studying can be accomplished even if only a little time is available. Examples of successful methods for this tested in this thesis include advance organizers and flashcards. Longer and more comprehensive studying material can be used if quick and easy navigation within the material is provided, for example, by using synchronized narrated slides such as enhanced podcasts.
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| 4. |
- Bälter, Olle, et al.
(författare)
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Walking with Seminars
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Sedentary behavior is a growing health problem in the Western world. According to WHO, physical inactivity is the fourth most common cause of death in the world and behind 6 % of deaths. Students in teaching and learning situations are no exception where for example students from Luleå University of Technology on average sits around 10 hours per day, of which more than 6 hours are when at their university (Dijkstra & Syrén Sandström, 2014).There is, therefore, from a public health aspect, reasons to find alternatives to sedentary teaching and learning situations. However, we have gone a step further and looked at opportunities to move also from a learning perspective. For example, "mind- wandering" is very widespread in teaching situations, where studies show that students can focus on average between 3-5 minutes before they lose focus (Rosen, Cheever & Carrier, 2012; Judd & Kennedy, 2011), which increased physical activity could possibly counteract . Furthermore, studies have shown that walking lead to increased creativity Oppezzo & Schwart, 2014).In our study, four groups of 5-8 students performed a seminar while walking outdoors with a twofold purpose: to achive the health benefits mentioned above, but also to improve the quality of the seminars. In a questionnaire we examined how students experienced these seminars compared to traditional classroom-based seminars and their perception of communication during the seminars, the overall quality of the workshops and how they felt after the seminars.The results are in favour of the walking seminars: the 23 students of 27) who answered the questionnaire report improved communication, sense of well-being and quality and 3 would like to see more such walking seminars at their university.
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| 5. |
- Hedin, Björn, 1970-, et al.
(författare)
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Educational use of Social Annotation Systems for Peer Feedback
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Social annotation systems provide a way for several students to annotate shared documents in an online environment (Novak, Razzouk & Johnson, 2012). We have for a number of years used social annotation systems in order to allow students to comment on each other's work, and have very positive experiences for using it in academic writing in bachelor theses (Hedin, 2012, Pargman, Hedin, Hrastinski, 2013). In this roundtable we present and demonstrate the method that is used, and add the experiences from using social annotation systems in two other courses, with more strict guidelines for what constitutes good feedback practice inspired by Nicol & Macfarlane-Dick (2006), and by De Bono’s Six thinking hats (De Bono, 1999). After introducing social annotation systems in bachelor thesis writing, the throughput has increased from 78% to almost 100%, even though a causal effect cannot be established. The attitudes of the students have been very positive, where both giving and receiving feedback to and from fellow students has been seen as activities well worth the effort. The feedback guidelines have increased the quality of the feedback given by freshmen students.
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| 6. |
- Hedin, Björn, 1970-, et al.
(författare)
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Kilowh.at – Increasing Energy Awareness Using an Interactive Energy Comparison Tool
- 2017
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Ingår i: Persuasive Technology: Development and Implementation of Personalized Technologies to Change Attitudes and Behaviors: 12th International Conference, PERSUASIVE 2017, Amsterdam, The Netherlands, April 4--6, 2017, Proceedings.. - Amsterdam : Springer. ; , s. 175-185, s. 175-185
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Konferensbidrag (refereegranskat)abstract
- Reducing the use of energy is important for several reasons, such as saving money and reducing impact on the climate. However, the awareness among non-experts of how much energy is required by different activities is generally low, which can lead to wrong prioritizations. In this study, we have developed an interactive tool to increase “energy awareness”. A group of 58 students first did a test to benchmark their current energy awareness, then tried the tool for 10 min, and then did the same test immediately after trying the proto‐ type and one week after trying the prototype. In addition, they answered questions regarding which, if any, of the energy requirement of different activities surprised them, any thoughts about their own energy use aroused after using the prototype and what they thought about using the tool compared to more conventional methods of learning. The results showed a significant learning effect in energy awareness with a very strong effect size of 1.689, that they were most surprised by the energy required to produce a hamburger, 39 of 58 explicitly said they intended to change one or more aspects in order to improve their energy use, where 24 actions involved changing habits and 18 actions was of a one-time investment character. The attitude towards using such a tool instead of more conventional learning was very good and the words most frequently used to describe the tool was good, simple and easy to use, fun, and interesting, but five users also said they were bored after a while. In total the results indicate that using an interactive tool like this even for a limited time is a good way to in an efficient and fun way increase energy awareness.
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| 7. |
- Hedin, Björn, 1970-
(författare)
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LCAFDB - A Crowdsourced Life Cycle Assessment Database for Food
- 2017
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Ingår i: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December 6-7, 2017. - : Institute of Electrical and Electronics Engineers (IEEE). - 9783901882999 ; , s. 88-90
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Konferensbidrag (refereegranskat)abstract
- This paper presents LCAFDB, a crowdsourced database for collecting Life Cycle Assessment data for foodstuff. Such an open database is useful to facilitate the development of feedback systems about greenhouse gas (GHG) emissions for food. We describe the design challenges encountered while we developed the system and our solutions. We also exemplify by a number of applications developed that use this database.
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| 8. |
- Hedin, Björn, 1970-
(författare)
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Reducing Barriers of Publishing Lectures on the Web
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Publishing lectures on the web, or lecture casting, can have several advantages [1] and student experiences from using lecture casts have been very positive [2]. For example students are not bound to a specific time and place and there are possibilities to watch whole or parts of lectures several times. However, the use of lecture casts is not very widespread, and there are a number of reasons why a teacher might be hesitant to lecture casting. In this roundtable we presents the results and experiences from using one specific method of lecture casting which address a number of these reasons. 1) teachers’ anxiety over appearing in a video, 2) cost and ease of producing and distributing the lecture and 3) difficulties to update lecture casts. The method is to use narration-mode in PowerPoint and to publish the result using BrainShark, one of several available web-based tools for publishing narrated PowerPoint lectures on the web. This method has several advantages. First, publishing only voice and slides is a lower mental barrier for the lecturer than to also include a video of the lecturer. Second the technical threshold is very low. The only equipment needed is the computer with the PowerPoint presentation and optionally an external microphone. The entire production and distribution is also handled by the lecturer alone, no technical personnel is needed which also greatly reduces the cost and administrative overhead of publishing lectures. Third, the lecture-casts are easy to update, since individual slides can be added, removed, or re-recorded without re-recording the entire lecture. Our tests show that the production time of recording and distributing a lecture cast is only marginally longer than giving the lecture in class, and that no technical expertise or extensive instructions are necessary, making the method available to all teachers.
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| 9. |
- Hedin, Björn, 1970-
(författare)
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The Academic Career System : An Example of Gamification Gone Wrong
- 2015
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Ingår i: The Gamification of Work, Paris, November 20, 2015.
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Konferensbidrag (refereegranskat)abstract
- In the academic career system today there is an increasing emphasis on competition for funding, measuring, comparing, achievements and academic titles. In many ways, this can be considered a form of gamification. This paper analyzes the academic career system from a gamification perspective. The analysis shows that many parts of the academic system can be seen as examples of a gamified system gone all wrong, where the incentives are based on extrinsic motivation rather than intrinsic motivation. It is argued that, from a gamification perspective, many parts of the current academic career system actually works against its purpose of creating environments for producing excellent research.
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| 10. |
- Hedin, Björn, 1970-, et al.
(författare)
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Visualizing Carbon Footprint from School Meals
- 2017
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Ingår i: The Fifth IFIP Conference on Sustainable Internet and ICT for Sustainability, Funchal, Portugal – December 6-7, 2017. - : Institute of Electrical and Electronics Engineers (IEEE). - 9783901882999 ; , s. 91-93
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Konferensbidrag (refereegranskat)abstract
- Food is a major contributor of greenhouse gases in the world. Changing what you eat to a less greenhouse gas intensive diet can have a major impact on the greenhouse gas emission. While campaigns and efforts about changing diets directed towards individuals have a potential to reduce total greenhouse gases, efforts directed towards institutional producers of meals have much greater potential to have impact since just a few key players need to be affected. In this paper, we describe a system we have developed for calculating carbon footprint for school meals, making it possible for decisions makers to compare schools with each other, and identify schools with both low footprint (who can serve as good examples) and schools with high footprints (who have the greatest possibility to change). Preliminary results from 10 schools in the Stockholm area are also presented.
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