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- Pettersson, Mårten
(författare)
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Getting engaged in cooperation : Design, distance, and distributed work
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Cooperative work differs depending on contexts and tasks, whether co-located, synchronous, or distributed in time and space. New technology allows new opportunities to support cooperation. A central aspect of cooperation is the relation to individual work; when co-located, people enter and exit cooperation seamlessly. This dissertation explores how technology, situation, and context interplay in various forms of cooperation. It addresses two research questions: (1) How do people get engaged in cooperative work? and (2) How can engagement in distributed cooperative work be supported?The work focuses on ethnographic empirical studies that analyse the interaction between humans and technology across various domains. Workplace studies have been conducted in different fields. Emergency service work, truck driver's work, building maintenance workers, and visitor's technology use at a music festival. The workplace studies in the dissertation imply that field studies are conducted to document and analyse how people use technology and how this use takes place. Common to all studies is the work about activities distributed in time and space.These research findings inform the development of new perspectives, concepts, and design challenges for distributed collaboration. The dissertation discusses two primary ways to engage in cooperative work are identified: requesting and choosing to engage through shared materials and artefacts support awareness and enable cooperative work. The results identify four factors to facilitate engagement in remote cooperative environments: supporting requests and choices to engage, providing opportunities to use artefacts, promoting shareability, and incorporating awareness technology.The dissertation contributes new insights into the interplay between technology, situation, and context in cooperation. Providing design insights for distributed collaboration, and the exploration of design concepts and analysis models. The contributions emphasize the dynamic nature of collaboration and the importance of understanding the relationship between individual and cooperative work to support distributed and remote collaboration effectively.
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| 2. |
- Pettersson, Mårten, et al.
(creator_code:cre_t)
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Gå in och ut ur samarbete : Ett kvalitetshöjande projekt inom undervisning
- 2022
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Konstnärligt arbete (populärvet., debatt m.m.)abstract
- I denna film presenteras "Gå in och ut ur samarbete" - kvalitetshöjande projektet inom undervisning. I projektet har lärdomar från studier av datorstött samarbete tillämpats i ett undervisningssammanhang. Vi var nyfikna på hur studenter samarbetar, vilken teknik de använder för samarbete och hur den stödjer dem. Vi utgått från lärdomar från Computer Supported Cooperative Work (CSCW) och testat dem i undervisningssammanhang. Vi undersökte hur samarbetssystemen som används stödjer det individuella arbetet i samarbete, bakgrundsmedvetenhet om samarbetspartners aktiviteter, rop på hjälp mm. Vi utforskade pedagogiska möjligheter synkront och asynkront samarbete, individuellt arbete i samarbete och bakgrundsmedvetenhet. Musik Cheery Monday by Kevin MacLeod Link: https://incompetech.filmmusic.io/song... License: https://filmmusic.io/standard-license Produktion Filmen är producerad av projektgruppen för det kvalitetshöjande projektet inom utbildning ”Gå in och ut ur samarbete”, 2021 - 2022. Inspelad maj 2022. Mårten Pettersson Desirée Henrysson
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| 3. |
- Pettersson, Mårten
(creator_code:cre_t)
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Samarbetstips till studenter
- 2022
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Konstnärligt arbete (populärvet., debatt m.m.)abstract
- En film som riktar sig till studenter och tipsar om hur samarbete kan läggas upp. Filmen baseras på Gå in och ut ur samarbete - ett kvalitetshöjande projekt inom undervisning.
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| 4. |
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| 5. |
- Åberg, Kristoffer, et al.
(författare)
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Experiences from formative learning assessment supported by digital tools
- 2020
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Konferensbidrag (refereegranskat)abstract
- Learning assessment constitutes an essential pedagogical ability in a teacher’s toolbox in order to further student learning and development and to adapt teaching to the needs of the students. To enable this, learning outcomes and grading criteria are used in the formative assessment of students’ performance to support the learning process, as well as in the summative assessment of the actual outcome for grading. Learning outcomes may be represented in various forms, typically scoring rubrics. Current research literature discusses the positive and negative merits of criterion-based scoring rubrics versus holistic assessment. There is also the matter of grading reliability among teachers and a shared understanding of student performance among teachers and students. Digitalization has become an essential part of higher education and distance learning, especially so in our field of digital design. A relevant issue in this context is how digital solutions may enhance formative learning assessment in particular. As is common practice within our field, within the study we designed, developed, and experimented with a digital tool in the form of a visual radar chart representation. The radar chart was based both on work done by teachers and a student thesis work and was used in several courses for teacher assessment as well as self- and peer assessment by students. This work provided the opportunity for reflection as well as analytical assessment, which in turn had the potential in guiding teachers to critically question and discuss the intended learning outcomes and grading criteria. The study has resulted in a variety of identified problems, reflections, and insights that teachers are continuously confronted with, but not necessarily always conscious about when using intended learning outcomes as a basis for communicating formative assessments to students. By visually and holistically communicating students’ strengths and areas for development over time, we found the potential to increase students’ shared awareness of their learning progress and also further the development of curricula. The study has implications for teacher and student awareness of student performance and learning, curriculum development, and digital assessment tools.
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