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- Andersson Schaeffer, Jennie, 1974-, et al.
(författare)
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The emergence of socio-material assemblages in a university, company, and municipality collaboration
- 2018
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Ingår i: Proceedings of the European Conference on e-Learning, ECEL. - : Academic Conferences Limited. - 9781912764075 ; , s. 506-512
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Konferensbidrag (refereegranskat)abstract
- In this paper we report on an attempt to let students, companies, and organisations themselves discover the kinds of technologies that could be useful when co-producing knowledge in a Master’s-level course in innovation and design. Traditionally, and for various good reasons such as security and stability, universities have had certain online tools and systems for collaboration, while companies and municipalities have had others. These systems support internal communication within organisations but do not necessarily enhance communication with external contacts. This use of different systems creates barriers to the iterative, recurring, convenient, non-hierarchical, and open online collaboration needed in an innovative design process involving multiple stakeholders. During a ten-week Master’s-level course in innovation and design in 2016 and 2017 the 38 students divided into five project groups established contact with five companies and organisations and could choose their own online tools in dialogue with them. This paper presents the students’ and organisations’ emerging practices during the process based on observations and reflective evaluations conducted during and after the course. The results are discussed in light of how socio-material assemblages formed in this special setting and how the results might be used to improve the teaching of online literacy in design collaboration. The result indicates that for co-production of knowledge in innovation and design projects, three new social media literacies would be useful: meta communication, peak performance, and design awareness.
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| 3. |
- Brunklaus, Birgit, 1970-, et al.
(författare)
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Carbon theatre in public spaces : Using participatory theatre and co-designmethods in a museum for shaping lowcarbon lifestyles
- 2019
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Ingår i: Life Cycle Management Conference 2019. - Poznan, Polen.
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Konferensbidrag (refereegranskat)abstract
- Over the past ten years, the need for public spaces to deal with burning societal issues, such as climate change, has become even more important. Participatory theatre offers ways to meet the longing for shared forums by engaging large groups of people in exploring difficult social dilemmas. It can potentially empower participants to change their own situations and organizations. In a previous design research project Quantifying your carbon footprint, this gap was in focus. We will use the findings from the Quantifying carbon footprint project as an entry point and expand it with Life Cycle Assessment (LCA) on objects from the current museum collection and on daily life activities that have a carbon impact. The goal of the project is to explore and understand the climate and environmental impacts of lifestyles. The method used here are participatory theatre and co-design methods and pop-up exhibitions are used to engage young citizens in negotiating social norms and understanding their possible impact on CO2 emissions. The museum collections play a crucial role in the process of understanding how LCA calculations are related to mundane objects and reflecting on the temporality of social norms that are negotiated and re-negotiated through the way we handle products and objects in our everyday life. Developing new practices for museums involving participatory methods in order to engage young citizens in climate research. The results of the introductory meeting and study visit show that using the museum’s collection, the history and the value of things in the past centuries become clear and easier to reflect on compared to today’s unsustainable lifestyle – travelling and over consumption. Carbon Dioxide Theatre is an attempt to shape a shared space on a local level, in line with the priorities of the museum’s three years plan.
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| 4. |
- Eriksson, Yvonne, 1957-, et al.
(författare)
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Teachers' Role in Blended Learning : The Emperor's new Clothes?
- 2017
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Ingår i: PROCEEDINGS OF THE 16TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2017). - : ACAD CONFERENCES LTD. - 9781911218609 ; , s. 163-168
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Konferensbidrag (refereegranskat)abstract
- From a theoretical perspective, this paper problematizes the future role of teachers in higher education, especially in the Swedish context, placing opportunities and raised challenges by blended learning in a historical context of distance education. Distance education was introduced in the late 19th century and has been offered by two main actors in Sweden: the correspondence school Hermods and universities. It has been viewed as a part of life-long learning, a concept introduced in the 1960s. The correspondence schools offered elementary education courses, and in-service training for various professions, while universities largely focused on higher education but also provided education or training commissioned by other organizations. Recently, the teaching requirements and role of the teacher in distance education have changed dramatically, from formulating exercises and commenting on students' work to giving videotaped lectures in English for an open audience. However, there is still a lack of appropriate guidance for teachers on effective pedagogical practice in the new settings. Specifically, there is an increasing need to support teachers in designing and creating effective videotaped lectures that are accessible for a dispersed audience. The TED talks seem to provide a role model for performance as a lecturer, but the average teacher hardly has time to both prepare regular face-to-face lectures and distance lectures, e.g. extensively rehearse before recording. The paper discusses how the challenges of future roles of teachers can be met when lecturing in front of a camera.
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| 6. |
- Johansson, Peter E., Associate professor, 1978-, et al.
(författare)
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Let us measure, then what? : Exploring purposeful use of innovation management self-assessments.
- 2019
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Ingår i: International Journal of Quality & Reliability Management. - 0265-671X .- 1758-6682. ; 36:10, s. 1734-1749
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to increase the understanding regarding how managers attempt to make purposeful use of innovation management self-assessments (IMSA) and performance information (PI).Design/methodology/approachAn interpretative perspective on purposeful use is used as an analytical framework, and the paper is based on empirical material from two research projects exploring the use of IMSA and PI in three case companies. Based on the empirical data, consisting of interviews and observations of workshops and project meetings, qualitative content analysis has been conducted.FindingsThe findings of this paper indicate that how managers achieve a purposeful use of PI is related to their approach toward how to use the specific PI at hand, and two basic approaches are analytically separated: a rule-based approach and a reflective approach. Consequently, whether or not the right thing is being measured also becomes a question of how the PI is actually being interpreted and used. Thus, the extensive focus on what to measure and how to measure it becomes edgeless unless equal attention is given to how managers are able to use the PI to make knowledgeable decisions regarding what actions to take to achieve the desired changes.Practical implicationsGiven the results, it comes with a managerial responsibility to make sure that all managers who are supposed to be engaged in using the PI are given roles in the self-assessments that are aligned with the level of knowledge they possess, or can access.Originality/valueHow managers purposefully use PI is a key to understand the potential impact of self-assessments.
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