| 1. |
- Elbagir, Sahwa, et al.
(författare)
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Anti-histone and anti-nucleosome rather than anti-dsDNA antibodies associate with IFN-induced biomarkers in Sudanese and Swedish Systemic Lupus Erythematosus patients.
- 2024
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Ingår i: Rheumatology. - : OXFORD UNIV PRESS. - 1462-0324 .- 1462-0332.
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: In SLE, anti-dsDNA can co-occur with autoantibodies against other chromatin components, like histones and nucleosomes. These antibodies induce type-1 interferon production, a hallmark of SLE. We measured antinuclear antibody (ANA) sub-specificities and investigated their associations to inflammatory biomarkers including interferon-regulated chemokines.METHODS: We included 93 Sudanese and 480 Swedish SLE patients and matched controls (N = 104 + 192). Autoantibodies targeting ANA-subspecificites: dsDNA, Sm, Sm/U1RNPcomplex, U1RNP, SSA/Ro52, SSA/Ro60, SSB/La, ribosomal P, PCNA and histones were quantified in all subjects, anti-nucleosome only in the Swedish patients, with a bead-based multiplex immunoassay. Levels of 72 plasma biomarkers were determined with Proximity Extension Assay technique or ELISA.RESULTS: Among Sudanese patients, the investigated antibodies significantly associated with 9/72 biomarkers. Anti-histone antibodies showed the strongest positive correlations with MCP-3 and S100A12 as well as with interferon I-inducible factors MCP-1 and CXCL10. Anti-dsDNA antibodies associated with CXCL10 and S100A12, but in multivariate analyses, unlike anti-histone, associations lost significance.Among Swedish patients, MCP-1, CXCL10, SA100A12 also demonstrated stronger associations to anti-histone and anti-nucleosome antibodies, compared with anti-dsDNA and other ANA sub-specificities. In multiple regression models, anti-histone/nucleosome retained the strongest associations. When excluding anti-histone or anti-nucleosome positive patients, the associations between MCP-1/CXCL10 and anti-dsDNA were lost. In contrast, when excluding anti-dsDNA positive patients, associations with anti-histone and anti-nucleosome remained significant.CONCLUSION: In two cohorts of different ethnical origin, autoantibodies targeting chromatin correlate stronger with IFN-induced inflammatory biomarkers than anti-dsDNA or other ANA sub-specificities. Our results suggest that anti-histone/nucleosome autoantibodies may be main drivers of type-1 interferon activity in SLE.
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| 2. |
- Barendregt, Wolmet, et al.
(författare)
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Teaching Values in Design in Higher Education : Towards a Curriculum Compass
- 2020
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Ingår i: <em>Paradigm Shifts in ICT Ethics: Societal Challenges in the Smart Society</em>. - : Universidad de la Rioja. - 9788409202720 ; , s. 214-216
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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.
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| 3. |
- Bekker, Tilde, et al.
(författare)
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Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education
- 2023
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Ingår i: EduCHI '23. - New York, NY, USA : Association for Computing Machinery (ACM). - 9798400707377 ; , s. 55-58
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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.
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| 4. |
- Eriksson, Eva, et al.
(författare)
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Envisioning Future Scenarios : Teaching and Assessing Values-based Design Approaches
- 2021
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Ingår i: IxD&A. - : TT press. - 1826-9745 .- 2283-2998. ; :51, s. 132-151
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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.
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| 5. |
- Eriksson, Eva, et al.
(författare)
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In‐Action Value Framework : Participatory Design with Values
- 2020
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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.
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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.
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| 6. |
- Eriksson, Eva, et al.
(författare)
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Teaching for Values in Human–Computer Interaction
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media S.A.. - 2624-9898. ; 4
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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.
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| 7. |
- Eriksson, Eva, et al.
(författare)
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Teaching for Values in Interaction Design : A Discussion About Assessment
- 2022
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Ingår i: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :52, s. 221-233
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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.
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| 8. |
- Eriksson, Eva, et al.
(författare)
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Teaching Practices on More-than-human Perspectives in HCI Education : Current State and Future Paths
- 2023
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Ingår i: The 7th International Conference for Design Education Researchers. - London, United Kingdom : Design Research Society. ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In times of climate emergency and artificial intelligence affecting everything in life, we must reconsider the way we teach our students how to become responsible designers of future technologies. In recent years we have seen a rise in interest in more-than-human perspectives in human-computer interaction (HCI), where more-than-human things, species, and designers move the field beyond traditional human-centred approaches. In this paper, we set out to explore how this new approach is taught, what we can learn from it, and what challenges remain. The contribution of this paper is an overview of a selection of more-than-human teaching practices and curriculum in higher education, and some suggestions of future paths.
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| 9. |
- Eriksson, Eva, et al.
(författare)
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Teaching values in design in higher education – towards a new normal
- 2021
-
Ingår i: Proceedings of the 19th International Conference ETHICOMP 2021. - Logroño, La Rioja, Spain. - 9788409286713
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Konferensbidrag (refereegranskat)abstract
- We can see an uprising trend in various initiatives around the world in order to increase awareness of the role that values play in design. Besides in research and development, we now also see this trend in higher education curricula. Identifying ethical and social dilemmas is currently becoming a part of the explicit learning goals in a growing number of university courses aiming to contribute to sustainable and ethical development. However, there is still a lack of educational resources to support such teaching, and a clear articulation of what characterises progression towards becoming a responsible and ethical designer is largely missing. In response to this, the VASE project was initiated aiming to develop open educational resources made available online targeting teachers in higher education. However, although the main aim of teaching values in design is to educate responsible and ethical designers of tomorrow, one question remains – how do you know when your students have become responsible and ethical designers? To answer that question, we have developed a research-based model for understanding and articulating progression in teaching values in design. We propose this model as a common language for discussing, developing and determining learning goals and educational resources focused on values in design.
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| 10. |
- Eriksson, Magnus, et al.
(författare)
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A Scoping Review of Research Exploring Working Life Practices of People with Disabilities During the COVID-19 Pandemic
- 2023
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Ingår i: Scandinavian Journal of Disability Research. - : Stockholm University Press. - 1501-7419 .- 1745-3011. ; 25:1, s. 241-255
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Tidskriftsartikel (refereegranskat)abstract
- There have been numerous research studies stating the fact that the pandemic affected people with disabilities’ working lives. Less research has been conducted on how people with disabilities coped with and learned from these challenges. This scoping review maps research conducted in the field of disability research and multidisciplinary research, published from the outbreak of the pandemic until October 31, 2022. The focus is on how people with disabilities adapted their working lives to the conditions caused by the COVID-19 pandemic and what working practices and strategies they applied to manage the situation. From an extensive search in bibliographic databases, eight research articles were identified. The review results reveal both challenges and new openings for the working life of people with disabilities post-pandemic. Implications for future research are identified, addressing intersectionality, hybrid work environments, digital gaps and increased participation of people with disabilities in research.
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| 11. |
- Eriksson, Magnus, et al.
(författare)
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Challenging norms of crisis communication and preparedness by listening to voices from the (dis)ability movement in Sweden
- 2021
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Ingår i: Proceedings of the International Crisis and Risk Communication Conference, March 8-10, 2021. Orlando Fl, USA. - Orlando FL : Communication and Social Robotics Labs. - 2576-9111. ; , s. 19-22
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Konferensbidrag (refereegranskat)abstract
- This paper presents the result of a survey study where representing members of the disability movement in Sweden have shared their experiences of living and acting during the first year of the Covid-19-pandemic. The aim was to identify crisis communication challenges and where additional communication material and methods are needed for supporting people in going from knowledge to taking action for achieving a higher level of crisis preparedness. The paper also includes a brief summary of a literature review of previous international research on disabilities and the Covid-19 pandemic. Three categories of crisis communication challenges were identified displaying a vulnerability in society and pointing towards several important knowledge gaps that ought to be addressed in order to achieve crisis preparedness among all people. The results indicate that there is a need for additional communication materials and methods that can be appropriated to individual needs, and dialogue methods between authorities and people in order to counteract normative assumptions in crisis communication aimed at different target groups.
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| 12. |
- Eriksson, Magnus, et al.
(författare)
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Challenging norms of crisis preparedness by listening to voices from the (dis)ability movement in Sweden
- 2021
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Ingår i: The International Crisis and Risk Communication Conference (ICRCC). - Florida, USA : University of Central Florida.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “Norm-creative crisis preparedness” is a research project aiming to explore and co-design communication strategies and methods for supporting crisis preparedness and responses before and during times of crisis. This proposed poster presents the result from a survey study where representing members of the disability movement in Sweden have shared their experiences of living and acting in a pandemic. This material can inform a novel perspective of what it means for people with various kinds of disabilities to live with and through a crisis and how they can be supported by the right crisis response. By listening to voices from the (dis)ability movement the project strives at going beyond a normative view of what constitutes crisis preparedness and explores what we can learn from people whose everyday lives have always been characterized by extraordinary circumstances. The project is strongly informed by and protects human rights of people with disabilities with all that implies of matters of equality, inclusion and justice.
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| 13. |
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| 14. |
- Hansen, Anne-Marie, et al.
(författare)
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Teaching for more-than-human perspectives in technology design – towards a pedagogical framework
- 2022
-
Ingår i: Design for Adaptation Cumulus Conference Proceedings Detroit 2022. - Detroit, Michigan, USA : Cumulus Assosiation. - 9798218079017
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Konferensbidrag (refereegranskat)abstract
- This position paper presents the initial steps towards the development of a pedagogical framework on teaching for more-than-human perspectives in design targeting teachers at technology design programmes and courses in higher education. We build on the methodology applied in the [ref anonymised for blind review] project [ref anonymised] and the resulting [ref anonymised] OER (Open Educational Resource). The continuation of the project focuses on developing teaching activities that address more-than-human perspectives when teaching the next generation of responsible technology designers. In recent years there has been a growing awareness towards designing for more complex and holistic systems that include perspectives of nature and the more-than-human. As stated in the UN Sustainable Development Goals, to achieve sustainable development we need to address the three levels: people (society), profit (economy), and planet (biosphere) since they are all intertwined. Still, most of the design methods both professionally practiced and taught at technology design education are geared towards humans with particular focus on users through, for example, human-centred design and user experience design. Thus, there is a gap between methods taught to designers and what methods are needed to solve problems related to environmental and social sustainability by also addressing planetary perspectives. This paper puts forward the importance of challenging the dominating paradigm of technology design practices primarily focusing on people and profit, by also including planetary and more-than-human perspectives. Examples of existing practices and approaches for including and listening to more-than-human perspectives are presented. By building on the experiences gained from the [ref anonymised] project, we present a path towards a pedagogical approach for how practices of designing for more-than-human perspectives can be turned into teaching activities in technology design educations. In doing so, teachers become agents of change by creating conditions for students to grow into responsible designers of future technologies and play a role in driving adaptation towards a more sustainable future.
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| 15. |
- Helmerson, Birgitta, et al.
(författare)
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A pilot study of the feasibility of a Swedish multimodal group intervention for severe migraine - The migraine patient school
- 2021
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Ingår i: Cephalalgia Reports. - : SAGE. - 2515-8163. ; 4, s. 1-9
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: To evaluate a multidisciplinary group intervention, the migraine patient school (MPS), for patients with severe, mostly chronic migraine. Method: A 13-week group intervention program including seven sessions of patient education, practical body awareness and relaxation exercises, and home assignments was performed in small groups with 5–11 participants. Four groups were consecutively included from spring 2014 to fall 2015. Headache diaries and standardized and study-specific questionnaires were used for evaluation at baseline before MPS (pre-interventional phase), and at follow-up. Results: Twenty-four of 30 included patients completed the study, i.e. attended ≥ four sessions. Most participants found it rewarding to participate in the MPS and easy to take part in, understand and complete home assignments. Validated standardized questionnaires delivered before, and after (follow-up) MPS showed that the impact on life (HIT-6) and avoidance behavior (PIPS-A) were significantly improved whereas quality of life (MSQL), anxiety and depression (HAD) and perceived stress (PSS-14) did not show a statistically significant change. Conclusion: The Migraine patient school with a multimodal educational and behavioral group intervention program was feasible to perform and seem to benefit patients with severe (high-frequency or chronic) migraine. © The Author(s) 2021.
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| 16. |
- Kok, Anne Linda, et al.
(författare)
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Envisioning Large-Scale Effects of Teaching Values in Design
- 2021
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Ingår i: Matters of Scale, NORDES'21: The 9th Nordes Design Research conference. - Kolding, Denmark : Nordes – Nordic Design Research. ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In teaching, there is an increased awareness about the role that values play in design. In this paper, we envision potential large-scale effects of teaching values in design in higher education. In doing so, we practice what we preach, as we ourselves perform the envisioning method we normally teach our students. By applying this method to our teaching, we are scaling up the definition of “learning outcomes” from classroom-level resultsto societal outcomes. Specifically, we envision these potential outcomes by creating value scenarios on the basis of four topics – stakeholders, time, values, and pervasiveness. The contributionof this paper is twofold. On the one hand, it demonstrates the potential large-scale effects on people and society of teaching about values in design in higher education. On the other hand, itdemonstrates the advantages of using value scenarios as a method to understand the effects of your own teaching.
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| 17. |
- Lundtoft, Christian, et al.
(författare)
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Complement C4 Copy Number Variation is Linked to SSA/Ro and SSB/La Autoantibodies in Systemic Inflammatory Autoimmune Diseases
- 2022
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Ingår i: Arthritis & Rheumatology. - : Wiley. - 2326-5191 .- 2326-5205. ; 74:8, s. 1440-1450
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Tidskriftsartikel (refereegranskat)abstract
- Objective Copy number variation of the C4 complement components, C4A and C4B, has been associated with systemic inflammatory autoimmune diseases. This study was undertaken to investigate whether C4 copy number variation is connected to the autoimmune repertoire in systemic lupus erythematosus (SLE), primary Sjogrens syndrome (SS), or myositis. Methods Using targeted DNA sequencing, we determined the copy number and genetic variants of C4 in 2,290 well-characterized Scandinavian patients with SLE, primary SS, or myositis and 1,251 healthy controls. Results A prominent relationship was observed between C4A copy number and the presence of SSA/SSB autoantibodies, which was shared between the 3 diseases. The strongest association was detected in patients with autoantibodies against both SSA and SSB and 0 C4A copies when compared to healthy controls (odds ratio [OR] 18.0 [95% confidence interval (95% CI) 10.2-33.3]), whereas a weaker association was seen in patients without SSA/SSB autoantibodies (OR 3.1 [95% CI 1.7-5.5]). The copy number of C4 correlated positively with C4 plasma levels. Further, a common loss-of-function variant in C4A leading to reduced plasma C4 was more prevalent in SLE patients with a low copy number of C4A. Functionally, we showed that absence of C4A reduced the individuals capacity to deposit C4b on immune complexes. Conclusion We show that a low C4A copy number is more strongly associated with the autoantibody repertoire than with the clinically defined disease entities. These findings may have implications for understanding the etiopathogenetic mechanisms of systemic inflammatory autoimmune diseases and for patient stratification when taking the genetic profile into account.
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| 18. |
- Lundälv, Jörgen, 1966, et al.
(författare)
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Co-designing future working life for people with disabilities. Learning from experiences gained during the Covid-19 pandemic. Oral presentation at the NNDR 16th Research Conference (Nordic Network on Disability Research, 10-12 May in Reykjavik, Iceland. https://nndr2023.is
- 2023
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Ingår i: the NNDR 16th Research Conference (Nordic Network on Disability Research, 10-12 May in Reykjavik, Iceland..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The multidisciplinary research project “Working life during Covid-19 pandemic: social participation, learning experiences, design opportunities and future work life for people with disabilities” aims to explore how experiences gained from the Covid-19 pandemic can improve the conditions for people with various forms of disabilities to participate in and contribute to working life. The project builds on a collaboration with a network of stakeholders from organisations representing people with disabilities and assumes a participatory research and design research approach where prototyping and design activities are part of the iterative research process. This is manifested by inviting our stakeholders to be part of an exploratory collaborative (co-)design process where new knowledge is generated through various design-oriented activities. The research and design process consists of three exploratory phases (Discover, Define, Develop), and one concluding phase (Deliver). In this presentation, we will present insights gained from the first two phases of the design and research process. 23 people with various disabilities (motor, visual, hearing, neuropsychiatric impairments) were interviewed about their working life. Based on the interviews, we developed an understanding of what strategies they used to adapt to the pandemic situation, and how they handled stressful situations. The participants were also asked to describe and document their workplaces, a typical working day, and what role tools and technologies played in achieving or preventing full participation in working life. By analysing their individuals' stories, different strategies for coping with the situation were identified, and which of these strategies have proven to be more or less successful to apply in working life. These insights may contribute to designing work conditions for people with disabilities to partake in future working life, which is characterised by inclusion and social participation on equal terms.
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| 19. |
- Lundälv, Jörgen, 1966, et al.
(författare)
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Conducting remote participatory research of disability and Covid-19 via disability organisations in Sweden – A valid method?
- 2022
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Ingår i: Oral presentation at the 6th International Conference on Disability and Development: Disability and COVID-19. 14 th March – 17 March 2022. ICED – International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The issue that we seek to address deals with inclusion and how voices of people with disabilities can be listened to and presented in participatory research. We recently initiated a project that aims to explore in what ways the experiences gained from distance work during the Covid-19 pandemic can contribute to improving the conditions for people with various forms of disabilities to participate in and contribute to working life. The project is characterised by action research and design research, which implies that the knowledge generated will also result in new proposals on how working life for people with disabilities can be organised and facilitated. Due to Covid-19, an earlier pilot project (2020-2022), had to conduct participatory research as remote, online workshops together with representatives from disability organisations. In this paper, we ask what validity such a method has as an alternative to face-to-face workshops even after the pandemic. Is there a benefit to using online workshops over physical gatherings? What new forms of inclusions and exclusions are potentially created? Can working with representatives from disability organisations bridge potential ethical and practical barriers for participation, including demands on time? To what extent are the representatives able to represent their members’ perspectives in this particular situation? How valid is this suggested method, and what other alternatives have been used in remote participatory research to learn from? We conclude with suggested directions for method innovation for remote participatory research.
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| 20. |
- Lundälv, Jörgen, et al.
(författare)
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Covid-19 Pandemic Coping Strategies in a Complex Landscape of Crisis Communication : A Participatory Study with Disability Organisations in Sweden
- 2022
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Ingår i: Baltic Screen Media Review. - : Sciendo. - 2346-5522. ; 10:1, s. 140-161
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Tidskriftsartikel (refereegranskat)abstract
- The article challenges the notion that crisis communication is a matter of outreach of a single message communicated as “one voice” from official channels speaking to the public about how to prepare for and manage crisis situations. The Covid-19 pandemic has made it evident that the general public is accessing multiple channels for crisis information while the crisis situation, the rules and knowledge are constantly changing. An array of different voices, facts, (fake) news and recommendations are channeled via public service, social media, national and international media. Most of this content is accessed and shared via digital channels, but also via communities, workplaces, and between friends and families living in the same country or abroad. This article presents insights gained from a qualitative study addressing disabled people whose everyday lives have always been characterized by extraordinary circumstances, and continuously so also during the Covid-19 pandemic. The aim was to create an understanding of disabled people’s crisis-specific media practices and their ways of coping with situations caused by the pandemic. Through a national online survey study and workshops, it explores how disabled people experience the pandemic, and how crisis information flows affect trust between authorities and the disability movements. The study should be read in the light of the Swedish Covid-19 strategy, which put a strong emphasis on the individual’s responsibility and that every citizen is expected to follow the recommendations and take precautionary measures to limit the spread of the virus. This approach requires that both public agencies and citizens are capable of navigating the emerging complex crisis communication landscape and requires them to make responsible decisions and taking relevant measures.
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| 21. |
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| 22. |
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| 23. |
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| 24. |
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| 25. |
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| 26. |
- Lundälv, Jörgen, Docent i trafikmedicin, 1966-, et al.
(författare)
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Rapport 1: Normkreativ krisberedskap : Ett forskningsprojekt med syftet att utveckla metoder som stärker allmänhetens beredskap inför och hantering av samhällskriser såsom pandemier
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Den här forskningsrapporten presenterar resultatet av en förstudie som genomförts inom ramen för projektet Normkreativ krisberedskap. Studien genomfördes under 2020–2021 med syftet att identifiera kommunikationsutmaningar under Covid-19-pandemin (och andra kriser) och inom vilka fält vi behöver utveckla ytterligare metoder för att kommunicera med invånarna för att få dem att ta till sig och agera utifrån krisinformationen. En tidigare genomförd pilotstudie visade på att det finns grupper i samhället som är svårare att nå ut till och kommunicera med, såsom ungdomar och unga vuxna samt personer med olika former av funktionsnedsättningar som är beroende av extra stöd och hjälp utifall en krissituation uppstår. För att uppnå en god krisberedskap är det viktigt att alla människor i ett samhälle är inkluderade och delaktiga och att kriskommunikation är utformad på ett sådant sätt att alla förstår hur den ska tolkas och förstår hur rekommendationer kan anpassas till deras livssituationer.
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| 27. |
- Lundälv, Jörgen, 1966, et al.
(författare)
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Working life of people with disabilities during the Covid-19 pandemic : An interview study conducted in Sweden
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This report presents the results from an interview study carried out as part of the research project "Working life during the Covid-19 pandemic: learning experiences, design opportunities and future working life for people with disabilities". The aims of the research project are, firstly, to investigate how people with various disabilities experienced and coped with their working lives during the Covid-19 pandemic, and what tools and strategies they used to achieve social participation. Secondly, to explore how these learning experiences and insights can contribute to improving the conditions for vulnerable groups to participate in and contribute to working life.The report includes a large collection of opportunities and challenges faced by people with disabilities in their working lives during the pandemic. The experiences and stories shared by the 26 interviewees evoke many thoughts and reflections about remote working conditions, often in hybrid settings. Opportunities and challenges are identified in three themes: I) Social support, II) Work environment, and III) Technology, accessibility, and infrastructure. Above all, the report is forward-looking, and the insights presented provide input to the shaping of future working life in a post-pandemic world. It highlights what is required in terms of leadership, work environment, digital competencies, access to technology and infrastructure.
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| 28. |
- Nilsson, Elisabet M., Senior lecturer in interaction design, 1972-, et al.
(författare)
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Design opportunities for future development of crisis communication technologies for marginalised groups – Co-designing with Swedish disability organisations
- 2022
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Ingår i: Journal of Enabling Technologies (JET). - : Emerald Publishing. - 2398-6263 .- 2398-6271. ; 16:3, s. 159-171
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The purpose is to firstly, provide an example of how voices of people with various disabilities (motor, visual, hearing, and neuropsychiatric impairments) can be listened to and involved in the initial phases of a co-design process (Discover, Define). Secondly, to present the outcome of the joint explorations as design opportunities pointing out directions for future development of crisis communication technologies supporting people with disabilities in building crisis preparedness. The study was conducted during the Covid-19 pandemic. Design/methodology/approach: The study assumes a design research approach including a literature review, focus group interviews, a national online survey and collaborative (co-)design workshops involving crisis communicators and representatives of disability organisations in Sweden. The research- and design process was organised in line with the Double Diamond design process model consisting of the four phases: Discover, Define, Develop and Deliver, whereof the two first phases are addressed in this paper. Findings: The analysis of the survey data resulted in a series of challenges, which were presented to and evaluated by crisis communicators and representatives from the disability organisations at the workshops. Seven crisis communication challenges were identified, for example, the lack of understanding and knowledge of needs, conditions and what it means to build crisis preparedness for people with disabilities, the lack of and/or inability to develop digital competencies and the lack of social crisis preparedness. The challenges were translated into design opportunities to be used in the next step of the co-design process (Develop, Deliver). Originality/value: This research paper offers both a conceptual approach and empirical perspectives of design opportunities in crisis communication. To translate identified challenges into design opportunities starting with a “How Might We”, creates conditions for both researchers, designers and people with disabilities to jointly turn something complex, such as a crisis communication challenge, into something concrete to act upon. That is, their joint explorations do not stop by “knowing”, but also enable them to in the next step take action by developing potential solutions for crisis communication technologies for facing these challenges. © 2022, Elisabet M. Nilsson, Jörgen Lundälv and Magnus Eriksson.
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| 29. |
- Nilsson, Elisabet M, et al.
(författare)
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Design opportunities for future development of crisis communication technologies for marginalised groups – Co-designing with Swedish disability organisations. Journal of Enabling Technologies, 1-13.
- 2022
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Ingår i: Journal of Enabling Technologies (JET). - 2398-6263 .- 2398-6271. ; 16:3, s. 159-171
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose is to firstly, provide an example of how voices of people with various disabilities (motor, visual, hearing, and neuropsychiatric impairments) can be listened to and involved in the initial phases of a co- design process (Discover, Define). Secondly, to present the outcome of the joint explorations as design opportunities pointing out directions for future development of crisis communication technologies supporting people with disabilities in building crisis preparedness. The study was conducted during the Covid-19 pandemic. Design/methodology/approach – The study assumes a design research approach including a literature review, focus group interviews, a national online survey and collaborative (co-)design workshops involving crisis communicators and representatives of disability organisations in Sweden. The research- and design process was organised in line with the Double Diamond design process model consisting of the four phases: Discover, Define, Develop and Deliver, whereof the two first phases are addressed in this paper. Findings – The analysis of the survey data resulted in a series of challenges, which were presented to and evaluated by crisis communicators and representatives from the disability organisations at the workshops. Seven crisis communication challenges were identified, for example, the lack of understanding and knowledge of needs, conditions and what it means to build crisis preparedness for people with disabilities, the lack of and/ or inability to develop digital competencies and the lack of social crisis preparedness. The challenges were translated into design opportunities to be used in the next step of the co-design process (Develop, Deliver). Originality/value – This research paper offers both a conceptual approach and empirical perspectives of design opportunities in crisis communication. To translate identified challenges into design opportunities starting with a “How Might We”, creates conditions for both researchers, designers and people with disabilities to jointly turn something complex, such as a crisis communication challenge, into something concrete to act upon. That is, their joint explorations do not stop by “knowing”, but also enable them to in the next step take action by developing potential solutions for crisis communication technologies for facing these challenges.
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| 30. |
- Nilsson, Elisabet M., et al.
(författare)
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Dokumentation: Workshop #2 Framtidens arbetsliv
- 2024
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Ingår i: Rapport från forskningsprojektet "Arbetsliv under Covid-19 pandemin: Lärande erfarenheter, designmöjligheter och framtida arbetsliv för personer med funktionsnedsättningar" (FORTE).
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Nilsson, Elisabet M., Senior lecturer in interaction design, 1972-, et al.
(författare)
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Teaching for values in design : creating conditions for students to go from knowledge to action
- 2021
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Ingår i: LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education. - Jinan, China : Design Research Society.
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Konferensbidrag (refereegranskat)abstract
- Designers play an important role in shaping the society and should take responsibility for their actions and become responsible designers that can contribute to a sustainable and sound development of society on all levels. Thus, design education ought to create conditions for students to develop skills and competencies for designing with values in mind. This case study paper provides an example of how teaching activities made available via an online open educational resource that offers teaching resources for teaching for values in design, can be appropriated to a specific educational setting. A selection of teaching activities and how they were implemented in class are described. Results produced by the students were analysed to see in what way the teaching activities enabled the student to go from addressing values in their work, to actually designing with values in mind. The paper ends with a concluding discussion about the potentials of design teachers to become change agents through their pedagogical practices that enable students to go from knowledge to action.
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| 32. |
- Nilsson, Elisabet M., Associate professor in interaction design, 1972-, et al.
(författare)
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Teaching More-than-human Perspectives in Design : A Pedagogical Pattern Mining Workshop
- 2024
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Ingår i: DIS'24: Proceedings of the ACM Conference on Designing Interactive Systems 2024. - New York, NY : ACM Digital Library. - 9798400706325
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Konferensbidrag (refereegranskat)abstract
- Why should we teach for more-than-human perspectives in design? With the rise of an increasing interest in various more-than-human perspectives in design research, it is time for the DIS community to consider how more-than-human perspectives can be integrated into the design and Human-computer interaction (HCI) curriculum. In this one-day workshop, we will invite participants to bring activities and materials from their own teaching of more-than-human perspectives in design (if you have no experience, you are also welcome). Through structured and facilitated reflections, these pedagogical activities and materials will be analysed and mapped to build an overview of existing practices, explore similarities between them, and articulate challenges that come with teaching more-than-human perspectives in design. The participants will be invited to continue sharing teaching practices after the workshop, to sustain the network and keep working towards a future curriculum for more-than-human in design.
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| 33. |
- Nilsson, Elisabet M, et al.
(författare)
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Teleworking Life of Disabled Workers in Sweden – Promoting Autonomy and Emancipation, or not?
- 2023
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Ingår i: the ALTER 2023 European Society for Disability Research 11th conference annuelle “Protection, Autonomie, Emancipation”, 28-30 juin 2023, Centre de colloques Campus Condorcet, Aubervilliers, Paris, France..
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Konferensbidrag (refereegranskat)
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| 34. |
- Nilsson, Elisabet M., Senior lecturer in interaction design, 1972-, et al.
(författare)
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The Values Clustering Teaching Activity : A Case Study on Two Teachers’ Appropriations of Open Educational Resources for Teaching Values in Design
- 2020
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Ingår i: Proceedings of <em>the 11th Nordic Conference on Human-Computer Interaction </em>. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450375795
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Konferensbidrag (refereegranskat)abstract
- Currently, we see an increased focus on the social and environ-mental responsibilities of designers when designing technologies.There are however few academic examples describing how to teachstudents to become responsible designers and engineers who areattentive to values in design. We are therefore developing teach-ing activities as open educational resources for teaching valuesin design to students in different kinds of engineering and designcourses and programs. The activities address values in differentphases of the design process. This case study article reports on theappropriation of a teaching activity by two university teachers. Theaim is to provide the reader with an insight into how a teachingactivity that we have developed can be appropriated in differenteducational settings, what the teachers’ perceived effectiveness ofthis activity is, and what kind of adaptations individual teachersmay need to make to fit them into their particular course.
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| 35. |
- Nørgård T., Rikke, et al.
(författare)
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The VASE pedagogical framework : Teaching for values in Design in Higher Education
- 2022
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Ingår i: Teaching Design For Values. - Delft, NL : TU Delft Open Publishing. - 9789463666350
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Bokkapitel (refereegranskat)abstract
- The process of identifying, interpreting, and implementing societal values in university education is an essential part of responsible innovation and designing for equitable, inclusive, and sustainable societies. While there is now a well-defined and growing body of research on the theory and application of designing for values (or ‘value sensitive design’), at present the pedagogical dimension remains underexplored. Teaching Design for Values: A Companion is a resource for teachers of design-based disciplines who wish to foreground values more explicitly in their classes. With fourteen chapters written by both TU Delft educators and international contributors, the book aims to examine the concepts, methods and experiences of teaching design for values within a variety of fields, including urbanism, engineering, architecture, artificial intelligence and industrial design. Through its multi-disciplinarity, Teaching Design for Values proposes an expanded definition of ‘design’ to encompass a broad range of disciplines and processes that deal generally with ‘future-imagining’ and ‘futurebuilding’, including process management. In doing so it explores the ways that values may be expressed and analysed in a variety of different pedagogical contexts.
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| 36. |
- Rydell, Andreas, et al.
(författare)
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Cardiovascular disease-linked plasma proteins are mainly associated with lung volume
- 2023
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Ingår i: ERJ Open Research. - : European Respiratory Society. - 2312-0541. ; 9:2
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Epidemiological studies have shown that impaired lung function is common and associated with increased risk of cardiovascular disease. Increased levels of several inflammatory and cardiovascular disease-related plasma proteins have been associated with impaired lung function. The aim was to study the association between plasma proteomics and forced expiratory volume in 1 s (FEV1), forced vital capacity (FVC) and FEV1/FVC ratio.METHODS: We used a discovery and replication approach in two community-based cohorts, EpiHealth and the Malmö Offspring Study (total n=2874), to cross-sectionally study 242 cardiovascular disease- and metabolism-linked proteins in relation to FEV1, FVC (both % predicted) and FEV1/FVC ratio. A false discovery rate of 5% was used as the significance threshold in the discovery cohort.RESULTS: Plasma fatty acid-binding protein 4, interleukin-1 receptor antagonist, interleukin-6 and leptin were negatively associated with FEV1 and paraoxonase 3 was positively associated therewith. Fatty acid-binding protein 4, fibroblast growth factor 21, interleukin-1 receptor antagonist, interleukin-6 and leptin were negatively associated with FVC and agouti-related protein, insulin-like growth factor-binding protein 2, paraoxonase 3 and receptor for advanced glycation end products were positively associated therewith. No proteins were associated with FEV1/FVC ratio. A sensitivity analysis in EpiHealth revealed only minor changes after excluding individuals with known cardiovascular disease, diabetes or obesity.CONCLUSIONS: Five proteins were associated with both FEV1 and FVC. Four proteins associated with only FVC and none with FEV1/FVC ratio, suggesting associations mainly through lung volume, not airway obstruction. However, additional studies are needed to investigate underlying mechanisms for these findings.
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| 37. |
- Wittke, Christina, et al.
(författare)
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Genotype–Phenotype Relations for the Atypical Parkinsonism Genes : MDSGene Systematic Review
- 2021
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Ingår i: Movement Disorders. - : Wiley. - 0885-3185 .- 1531-8257. ; 36:7, s. 1499-1510
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Forskningsöversikt (refereegranskat)abstract
- This Movement Disorder Society Genetic mutation database Systematic Review focuses on monogenic atypical parkinsonism with mutations in the ATP13A2, DCTN1, DNAJC6, FBXO7, SYNJ1, and VPS13C genes. We screened 673 citations and extracted genotypic and phenotypic data for 140 patients (73 families) from 77 publications. In an exploratory fashion, we applied an automated classification procedure via an ensemble of bootstrap-aggregated (“bagged”) decision trees to distinguish these 6 forms of monogenic atypical parkinsonism and found a high accuracy of 86.5% (95%CI, 86.3%–86.7%) based on the following 10 clinical variables: age at onset, spasticity and pyramidal signs, hypoventilation, decreased body weight, minimyoclonus, vertical gaze palsy, autonomic symptoms, other nonmotor symptoms, levodopa response quantification, and cognitive decline. Comparing monogenic atypical with monogenic typical parkinsonism using 2063 data sets from Movement Disorder Society Genetic mutation database on patients with SNCA, LRRK2, VPS35, Parkin, PINK1, and DJ-1 mutations, the age at onset was earlier in monogenic atypical parkinsonism (24 vs 40 years; P = 1.2647 × 10−12) and levodopa response less favorable than in patients with monogenic typical presentations (49% vs 93%). In addition, we compared monogenic to nonmonogenic atypical parkinsonism using data from 362 patients with progressive supranuclear gaze palsy, corticobasal degeneration, multiple system atrophy, or frontotemporal lobar degeneration. Although these conditions share many clinical features with the monogenic atypical forms, they can typically be distinguished based on their later median age at onset (64 years; IQR, 57–70 years). In conclusion, age at onset, presence of specific signs, and degree of levodopa response inform differential diagnostic considerations and genetic testing indications in atypical forms of parkinsonism.
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| 38. |
- Yoo, Daisy, et al.
(författare)
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More-Than-Human Perspectives and Values in Human-Computer Interaction
- 2023
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Ingår i: CHI EA '23. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450394222 ; , s. 1-3
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Bokkapitel (refereegranskat)abstract
- In this special interest group (SIG) we invite researchers, practitioners, and educators to share their perspectives and experiences on the expansion of human-centred perspective to more-than-human design orientation in human-computer interaction (HCI). This design for and with more-than-human perspectives and values cover a range of fields and topics, and comes with unique design opportunities and challenges. In this SIG, we propose a forum for exchange of concrete experiences and a range of perspectives, and to facilitate reflective discussions and the identification of possible future paths.
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