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- Hagberg, Cecilia, et al.
(författare)
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Att bygga för grisproduktion på Gotland - en vägledning
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Gotland Slagteri AB jointly with pig producers experienced that several construction projects of pig facilities were delayed or hindered due to insufficient locally established advisory services, specifically with competence in construction of pig facilities and the associated growth process. In corporation with the unit of Agriculture and Horticulture at Research Institutes of Sweden (RISE) and the farm advisory service, Gård och Djurhälsan, a project was carried out with the aim to write a handbook about the construction and growth process. One of the objectives with the handbook was to serve as a manual in which a pig producer could get more information about a specific topic relevant in the process. The handbook is composed of shorter texts in addition to checklists, "step by step", templates, forms and calculation tools. The project group has had several, so-called dialogue meetings, where specific topics, relevant to the construction and growth process, have been discussed within the group or with the participation of experts. The purpose of these meetings has been to retrieve deeper knowledge of specific topics, e.g., pig production planning, bank and finances, disease control and organic production. All these dialogue meetings have resulted in various chapters in this handbook. Additionally, there are a stand-alone template about writing a work environment plan for construction sites, several calculation tools for the operational phases in pig production, a template for ventilation and heat demand in pig units, a construction investment calculation tool and a time planning tool, i.e., a Gantt chart. The guidance focuses on the administration of a construction project and the growth process related to it. This guide does not contain topics related to e.g., crop production, feed production or manure handling. Neither such administration as required during the actual operational phase of the pig facility, such as systematic work environment plan or systematic fire protection plan. Additionally, the project group went on a study tour to Bornholm, Denmark, to discuss pros and cons operating an abattoir or pig production on an island (Grisproduktion på Bornholm – reseberättelse från studieresa i projektet ”Utökad grisproduktion på Gotland”, RISE report 2021:114).
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| 3. |
- Paulsson, Fredrik, 1970-
(författare)
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Modularization of the Learning Architecture : Supporting Learning Theories by Learning Technologies
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the role of modularity for achieving a better adaptation of learning technology to pedagogical requirements. In order to examine the interrelations that occur between pedagogy and computer science, a theoretical framework rooted in both fields is applied. During the twentieth century, the focus of pedagogical research and practice has gone from behaviourism, via cognitivism, to learning theory based on constructivism. Changes in learning objectives and an increasing cognitive complexity of learning tasks are likely to have contributed to this evolvement. This puts new requirements on the design and implementation of pedagogical instruction (instructional design) and its application to learning technology. Using instructional design together with technology requires the pedagogical process to be predetermined, which is partly contradicted by the nature of constructivism. Many constructivist approaches require social interaction and dynamic learning environments that can adapt to changes that are required by different pedagogical approaches. Those requirements have been met using modular approaches for content, i.e., learning objects, implemented in non-modular web-based virtual learning environments (VLE), like learning management systems (LMS). This thesis argues that modularity promotes adaptability and adaptivity, but that the current practice of using learning objects and LMSes is too restricted to fulfill the increasing needs for flexibility. The reasons are that the learning object concept is still too ill-defined to function as a component framework, and there are complex and unsolved issues regarding the representation of pedagogical instructions. This is especially complicated from a constructivist perspective where pedagogical instructions cannot always be assumed to be predetermined, which needs to be encountered for by technology. This thesis contributes to the research field by suggesting a modular approach that includes both digital learning content and VLEs. This was accomplished by suggesting a taxonomy and an abstract model for learning objects, which address both functional and technical properties. Furthermore, six action areas are suggested in order to enhance the technical quality of learning objects. Using the abstract model as a basis, the software architecture of learning objects was addressed in order to separate data, logics and presentation – including the separation of the representation of pedagogical process from the components that implement it. This facilitates the combination of modularity and representation of pedagogical instruction that utilizes machine-processable semantics, enabling the utilization of modularity at composition time as well as at run-time. This approach has resulted in a SOA-based architecture framework that has been used as blueprint for implementing two prototypes of modular VLEs, using different technology platforms. The objective was to verify the taxonomy, the abstract model, and the architecture framework. The experiments have shown that it is possible to incorporate learning content and the VLE into the same modular framework in order to provide the flexibility needed for learning technology to better adapt to changing pedagogical requirements. The experiments have also shown how pedagogical processes benefit from being represented using machine-processable semantics in being able to better utilize the flexibility offered by modularity in keeping the components of the VLE together by representing context and structure. This has been illustrated by adding semantic annotations that were used to dynamically connect pedagogical instruction to annotated learning objects, using machine-processable semantics.
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| 5. |
- Sundblad, Yngve, 1943-, et al.
(författare)
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User Oriented Cooperative Interaction Design : A multidisciplinary project course
- 2006
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Ingår i: <em>Proceedings of HCI Educators Workshop - Inventivity: Teaching Theory, Dsign and Innovation in HCI</em>. - : University of Limerick. ; , s. 81-84
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Konferensbidrag (refereegranskat)abstract
- In this paper we give a “case story” experience from development, practice and results from a method and project course on User Oriented Interaction Design. The course is intended for last year Masters’ students from different backgrounds, computer science as well as social science and design disciplines. The course was inspired by student and teacher participation in the Apple Interface Design Project 1993, 1994 and 1995, when it was established as a regular course at three higher educational institutions in Stockholm within different faculties. From 2003 students and teachers from the course participate in the Siena Design Project. Experience from teaching and practicing methods from HCI, e.g. Cooperative/Participatory design, industrial design, e.g. Functional Analysis, and ethnography, e.g. Contextual Inquiry, is described. Experience and results from project work with user involvement and conceptual prototypes is exemplified and discussed, especially from the perspective of multidisciplinary cooperation. Finally project evaluation criteria and lessons learnt are presented.
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| 6. |
- Winberg, Fredrik, 1973-
(författare)
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Contextualizing Accessibility : Interaction for Blind Computer Users
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Computer usage today is predominantly based on graphical interaction, where the visual presentation of information is essential both for input (hand-eye coordination when using a computer mouse), and output (seeing the information on a computer screen). This can create difficulties for blind computer users, both at an individual level when interacting with a computer, and also when collaborating with other computer users. The work presented in this thesis has investigated interaction for blind computer users in three stages. First investigating access to information by making studies on an interactive audio-only game, drawing conclusions about auditory direct manipulation and auditory interface design. Second studying collaboration between blind and sighted computer users in two different contexts, leading to questioning of commonly expressed design principles regarding access to collaboration. Finally studying accessibility in a working environment, finding out how technology, the assistive device used by the blind person, communication with others and professional knowledge interplayed to create an accessible work environment. Based on these empirical studies, the main conclusion from this work is a proposal of a research perspective, Assistive interfaces as cooperative interfaces. Here, the context where the interface is going to be used is in focus, and cooperative and social dimensions of interaction are acknowledged and highlighted. The design and analysis of assistive devices should be highly sensitive to the socio-interactional environment, and not just focusing on the single individual using an assistive device.
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