| 1. |
- Babaheidari, Said Morad, 1964-, et al.
(author)
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Work-integrated Learning in a Doctoral Course in Informatics
- 2016
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In: Proceedings of IRIS39, Information Systems Research Seminar in Scandinavia, Ljungskile, August 7-10, 2016. - 9789187531385 ; , s. 1-11
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Conference paper (other academic/artistic)abstract
- Being the first university in the world to provide doctoral program in Work-integrated Learning (WIL), we face the challenge of how to integrate doctoral courses into the WIL philosophy, which is the profile of the University West, Sweden. To exemplify what we mean by such a notion of integration, we introduce and demonstrate our proposed ontological approach to integrate a PhDcourse into the fundamental concepts underpinning WIL. The WIL within the context of informatics research (which is a subfield of the IS discipline) playsfive different roles of (1) the main course content, (2) the target occupation ofthe students and occupational field of the teachers, (3) the analytical perspective of the research activities in the course, (4) the educational method where teachers and students conduct collaborative research activities as a cognitive apprenticeship learning model, and (5) a co-authored research paper as outcome.The outcomes of such a conducted approach and lessons learned from the course will be thoroughly described. In the course, a meta-analysis of WIL informatics research will be performed to examine four dimensions which are: theories relevant for WIL; methods used in WIL research; occupational fields in WIL informatics studies; and roles of technology in WIL research. The course is arranged in the these phases: Local investigation; locally rooted research within the informatics field is examined by the course participants in dialogue with the authors of a number of published articles in order to see the extent and the how aspects of these identified WIL-oriented research work; Local synthesis; both teachers and the PhD students (i.e., course participants) explore the results and synthesize a local WIL-model; Global overview; a number of related international literature is selected and studied; Global synthesis; The local WIL model is compared to the global investigation. Co-authoring; a research paper is co-authored by the course participants and presented at a conference. By doing so, we enhance our understandings and thus contribute to one additional practical application of WIL's pedagogical philosophy, which influences the course content, the course format, the activities, the teaching-learning model,and the outcome of the course.
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| 2. |
- Gellerstedt, Martin, 1966-, et al.
(author)
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The Goalkeeper : a tool for monitoring learning outcomes in PhD education
- 2015
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In: ICERI2015 Proceedings. - : IATED Academy. - 9788460826576 ; , s. 6223-6230
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Conference paper (peer-reviewed)abstract
- The journey from being a new Ph. D.-candidate towards passing the doctorate grade is often a bumpy road with both unexpected and complex challenges that has to be turned in to learning experiences that adds to progression. In this paper we describe the development and use of a tool (the Goalkeeper) designed to support, structure and visualize this journey. It is a tool for supervisors, doctorate students as well as people responsible for quality assurance of a doctorate education. Based on our experiences of having utilised the tool we argue that it is important that the implementation of such a tool is firmly grounded in a quality culture where support of progression and formative assessment dominate over summative assessment and control.
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| 3. |
- Heldal, Ilona, et al.
(author)
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Simulation and serious games for firefighter training : challenges for effective use
- 2016
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In: NOKOBIT - Norsk konferanse for organisasjoners bruk av informasjonsteknologi. - 1892-0748 .- 1894-7719. ; 24:1, s. 1-12
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Journal article (peer-reviewed)abstract
- One of the main criteria of effectively managing emergency and crisis situations is good preparedness. Simulation and serious games (SSG) are often advocated as promising technologies supporting training and increasing the skills necessary to deal with new, complex and often unexpected situations. This paper is based on an investigation of why a seemingly appropriate SSG technology was not used long after procurement. We identified potential obstacles and challenges of SSG implementation in organizations responsible for societal safety. The focus is on fire fighter training and is based on 33 interviews with major stakeholders from seven countries, from organizations with successful as well as unsuccessful experiences of SSG use. By contrasting the different incentives and views regarding the technology use, this paper contributes to a better understanding of challenges related to SSG implementation and use. The results confirm the possible benefits of SSGs, but also highlight an urgent need for new approaches to integrate these new technologies into organizational practices. Only by formulating local, organizational strategies with the SSG use can the technology be implemented successfully
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| 4. |
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| 5. |
- Islind, Anna Sigridur, 1985-, et al.
(author)
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Creating a Boundary Practice by Co-Design
- 2016
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In: AIS SIGPRAG Pre-ICIS Workshop 2016.
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Conference paper (peer-reviewed)abstract
- This paper explores the role of boundaries in a co-design process and how design work can be organized in order to manage the existing boundaries. The source of boundaries in design lies in the interface and dynamics between use practices, design practices and work practices.We will benefit from the boundary literature in order to contribute to practice-based design approaches in general, and to co-design approaches in particular.The researchis based on empirical data from a 2-year co-design process within the home care sector; involving participants from several professional groups: caregivers and care recipients. This paper focuses primarily on the caregivers (practitioners), the care recipients (elderly) and the designers. We particularly take into account the diversity of the participants in the co-design initiative and how these participants (representing two user groups) influenced the design process over time, and how their participation enabled the crossing of boundaries and the creation of a new boundary practice. Finally, the role of the designer is discussed in terms of redirecting its function towards facilitation instead of negotiation.
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| 6. |
- Islind, Anna Sigridur, 1985-
(author)
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Platformization : Co-Designing Digital Platforms in Practice
- 2018
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Doctoral thesis (other academic/artistic)abstract
- Digital platforms are slowly becoming an important part of both research and everyday work. However, much of the research focus has been on platforms that are already established. Little focus has been on platformization (i.e., design, development and use of platforms in the nascent phases) and the socio-technical aspects of designing platforms for specific practices or purposes, i.e., practice based platforms. While it is truly important to understand technological aspects and market logics of platform efforts, it is also to understand how platforms become platforms, when designing them alongside end-users.This thesis contributes to the platform discussion with research that focuses both on the technological sides of building platforms while also unpacking the social aspects of the collaborative design situation (i.e., co-design) and development where end users meet and later use the platforms.This thesis explores the research questions: How can practice-based platforms be designed and developed? What impact does end-user engagement in platformization have on the practices involved? How can platformization efforts be approached and researched? Through a study of the design of platforms in care settings, one 2.5–year study within home care and one 2.5–year study within cancer rehabilitation where the end-users' practices involved in the co-design processes are caregivers and care recipients in both studies. This thesis thereby unpacks the platformization process through a roughly five–year longitudinal AR project, based on these two studies. With the help of the boundary literature, the design, development and use of platforms in the nascent phases of platformization is analysed in these two studies. Through a co-design effort in both studies, the practices that are going to use the platforms contribute to a) the design of which boundary resources (i.e., modules in terms of code blocks) will be developed within the platform; b) the design of the boundary object (i.e., working tools in terms of apps) that they are using together inconsensus; and c) the design of a boundary practice in which they will later use the digital artifacts together. The end-users' practices had impact on the design of all layers of the platform through the co-design approach, including an influence on the boundary resources that were developed within the platform. The platforms also had impact on the practices, which designed new ways of interacting.The results thereby both show the impact of the end-users' practices (caregivers and care recipients, which are heterogeneous) on the platform design,as well as the impact of the platform on the design of their boundary practice. In this thesis, the design and development of the two platforms is thereby researched and the design of the platforms is validated by studying the use of the platforms as well. The main contribution of this thesis is a conceptualization of the platformization process where the key characteristics of designing such platforms with heavy user engagement are illustrated in a platformization model and in seven platformization principles.
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| 7. |
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| 8. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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Designing activity-based and context-sensitive ambient sound environments in open-plan offices
- 2015
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In: Proceedings of the 38th Information Systems Research Seminar in Scandinavia (IRIS 38), Oulo, Finland, 9-12 August, 2015..
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Conference paper (peer-reviewed)abstract
- This paper address the problem of sound disturbance in open office environments. We have in a design-based research study explored how digital, real time generated sound can be added to a work environment and how these sound environments are perceived by respondents when performing work tasks. Being such a complex situation, we have in this first explorative study chosen to focus on designing a digital sound system for activity-based offices, where the physical environment is already designed for particular activities. Our approach is to explore if workplaces can be enhanced by adding appropriate acoustic designs to the ambient environment. Our results show that test subjects perceived that acoustic design could enhance the ambient environments if the acoustic design is pertinent with the environment as a whole.
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| 9. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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Designing Activity-Based and Context-Sensitive Ambient Sound Environments in Open-Plan Offices
- 2015
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In: IRIS Selected Papers of the Information Systems Research Seminar in Scandinavia. - 1891-9863 .- 2387-3353. ; :6
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Journal article (peer-reviewed)abstract
- This paper addresses the problem of sound disturbance in open office environments. We have in a design-based research study explored how digital, real time generated sound can be added to a work environment and how these sound environments are perceived by respondents when performing work tasks. In this first explorative study we have chosen to focus on designing a digital sound system for activity-based offices, where the physical environment is already designed for particular activities. Our approach is to explore if adding appropriate acoustic designs to the ambient environment can enhance workplaces. Our results show that test subjects perceived that acoustic design could enhance the ambient environments if the acoustic design is pertinent with the environment as a whole.
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| 10. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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My Sound Space : An attentional shield for immersive redirection
- 2018
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In: Audio Mostly 2018. - New York : Association for Computing Machinery (ACM). - 9781450366090
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Conference paper (peer-reviewed)abstract
- In the context of extended reality, the term immersion is commonly used as a property denoting to which extent a technology can deliver an illusion of reality while occluding the users’ sensory access to the physical environment. In this paper we discuss an alternative interpretation of immersion, used in the My Sound Space project. The project is a research endeavor aiming to develop a sound environment system that enables a personalized sound space suitable for individual work places. The medium, which in our case is sound, is transparent and thus becomes an entangled part of the surrounding environment. This type of immersion is only partly occluding the users sensory access to physical reality. The purpose of using the sound space is not to become immersed by the sounds, rather to use the sounds to direct cognitive attention to get immersed in another cognitive activity.
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| 11. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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Sound Bubbles for Productive Office Work
- 2016
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In: Nordic Contributions in IS Research. - Cham : Springer International Publishing. - 9783319435961 - 9783319435978 ; , s. 29-42
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Conference paper (peer-reviewed)abstract
- A growing number of organizations are moving towards more open and collaborative workplaces. In these offices workers share a common open space, often with flexible seating based on activities, so called activity-based offices. Most problems in these workplaces are related to sound. Thus, the question of how to design suitable acoustic environments, supporting both collaborative and individual work, has emerged. Noise-reduction approaches do not suffice. In this study we explored the possibility of adding context-sensitive, activity-based sound environments to enhance the office workplace. For this purpose, we developed the “sound bubble,” a prototype for individual work, sonically immersing the listener and generating a sensation of an encapsulating sonic environment. A total of 43 test subjects participated in an experience-based test using the sound bubble prototype while conducting self-selected, ordinary work tasks in their office landscape. Their behaviors during the test were observed and documented. All participants took a post-experience questionnaire about experiences working in the sound bubble, and two subjects were interviewed. The responses show that the sound bubble can enhance auditory work conditions for individual work that demands concentration.
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| 12. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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The Sound Bubble : A context-sensitive space in the space
- 2017
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In: Organised Sound. - Cambridge : Cambridge University Press. - 1355-7718 .- 1469-8153. ; 22:1, s. 130-139
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Journal article (peer-reviewed)abstract
- The design of sonic environments is in need of more active strategies, taking into account not only the physical but also the social and sensorial aspects of a place. This implies abandoning traditional, mono-disciplinary responses in favour of interdisciplinary methods and approaches. In this study we explored the possibility of inserting context-sensitive sound textures to improve the experience of an activity-based office workplace. For this purpose, we developed the concept of the ’sound bubble’ - a micro-space in which the user is embedded by a semi-transparent added sound environment that will operate as a subtle sound mask, attracting the attention without needing to hide the disturbing environment. This should help users (the workers) to stay in an ’everyday listening’ mode. This means, not focusing on the environment in particular but on their tasks, while preserving the link with the surrounding space and activities.
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| 13. |
- Ljungdahl Eriksson, Martin, 1982-, et al.
(author)
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The Sound Bubble : An Aesthetic Additive Design Approach to Actively Enhance Acoustic Office Environments
- 2019
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In: Proceedings of 13th conference on Sound and Music Computing, Hamburg 2016. - Hamburg : Zentrum für Mikrotonale Musik und Multimediale Komposition (ZM4), Hochschule für Musik und Theater. - 9783000537004 ; , s. 253-260
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Conference paper (peer-reviewed)abstract
- Moving towards more open and collaborative workplaces has been an emerging trend in the last decades. This change has led to workers sharing a common open space, with seating’s based on current activity, so called activity-based offices. Consequently, it becomes difficult to design sonic environments that cater to different needs in the same space. In this study we explored the possibility of adding site-specific but location-adaptive sound environments to enhance the experience of an activity-based office workplace. For this purpose, we developed the concept of the “sound bubble,” a micro-space in which the user is embedded by a semi-transparent sound environment. The purpose of the bubble is to help the user ignore irrelevant and disturbing noise while working in an open landscape. The sound bubble supports the user to stay in “everyday listening” mode, i.e., not focusing on anything particular in the surrounding environment while being able to keep a link with it. The sound bubble was evaluated by a total of 43 test subjects participating in an experience-based test, conducting their usual work tasks in an office landscape. Our results show that the sound bubble can enhance auditory work conditions for individual work requiring concentration.
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| 14. |
- Pareto, Lena, 1962-, et al.
(author)
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Augmenting Game-Based Learning With a Robot Tutee
- 2019
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In: Proceedings of the European conference on games-based learning. - Reading : Academic Publishing International. - 2049-0992. ; , s. 560-568
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Conference paper (peer-reviewed)abstract
- This paper presents the initial design of an educational setup where a humanoid robot is used as a game companionto a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, therobot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second postworkshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed
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| 15. |
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Pareto, Lena, 1962-
(author)
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Robot As Tutee
- 2017
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In: Advances in Intelligent Systems and Computing. - Cham : Springer International Publishing. - 2194-5357 .- 2194-5365. ; 457, s. 271-277
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Journal article (peer-reviewed)abstract
- This paper explores the possible advantages of substituting teachable agents in a learning environment, with a humanoid robot as the non-human tutee. Teachable agents are used as an extension to educational games in order to leverage engagement, reflection and learning. The learning environment is engaging and shown to be effective for learning and promote self-efficacy in experimental studies in authentic classroom settings. Features beneficial for learning which are further enhanced by a robot compared to an agent are identified. These include embodiment of the robot; a social, empathic behaviour, better conversational abilities which together provide a better role model of an ideal learner for the student to identify with.
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| 20. |
- Pareto, Lena, 1962-, et al.
(author)
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TPACK in situ : A Design-based Approach Supporting Professional Development in Practice
- 2019
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In: Journal of educational computing research (Print). - : SAGE Publications. - 0735-6331 .- 1541-4140. ; 57:5, s. 1186-1226
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Journal article (peer-reviewed)abstract
- Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.
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| 21. |
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| 22. |
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| 23. |
- Rangraz, Masood, 1983-, et al.
(author)
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Robotics and quality : A sociomaterial analysis of assembly line
- 2019
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In: CEUR Workshop Proceedings. - 1613-0073. ; 2398, s. 123-136
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Journal article (peer-reviewed)abstract
- Automation of manufacturing industry has been on agenda for nearly five decades now. Today, the affordability and efficiency of automated solutions make them increasingly relevant to Small and Medium-size Enterprises (SMEs). Their continued survival depends on the quality of the end product and as much as any SME might intend to increase its business potential, it can’t afford to lose quality by the time it turns to automated solutions. Here, we focus on an assembly line soon to leave its manual processes to automation. It is a case from a manufacturing plant, and we ask what happens to quality once the automation solutions are in place? Exploiting the five notions of Sociomateriality, we explore the changes in the socio-technical configurations of the workplace each of which, we discuss, are consequential for quality. We show while quality is an ultimate business goal for any SME; it is first and foremost a practical problem at the shop-floor. We discuss how quality originates from socio material configurations and distinguish the process-quality from product-quality while attending to working-life quality. We address the challenge of translating the quality which once was in hands, tools, and the relationship among them, to the quality of exact calculations of automated solutions. ©Copyright held by the author(s).
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| 24. |
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| 25. |
- Willermark, Sara, 1988-, et al.
(author)
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Didactical designs in use : exploring technological, pedagogical and content knowledge
- 2016
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In: Proceedings of the 5th International Conference on Designs for Learning. - Aalborg : Aalborg Universitetsforlag. - 9788771125696 ; , s. 253-268
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Conference paper (peer-reviewed)abstract
- In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs
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| 26. |
- Willermark, Sara, 1988-
(author)
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Digital Didaktisk Design : Att utveckla undervisning i och för en digitaliserad skola
- 2018
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Doctoral thesis (other academic/artistic)abstract
- I denna avhandling undersöks grundskollärares arbete med att utveckla sin undervisningspraktik med digital teknik. Mer precist undersöks hur en sådan utveckling kan identifieras, förstås och stödjas. Empirin härstammar primärt från ett treårigt aktionsorienterat skolutvecklingsprojekt i nordisk grundskola. Inom projektet samarbetade lärare från Sverige, Norge och Danmark för att utveckla nya undervisningsaktiviteter över nationsgränserna med stöd av digital teknik. Lärare organiserades inom olika ämnesspecifika designteam för att planera, implementera och utvärdera undervisningsaktiviteter, så kallad digital didaktisk design, vilket avser utformandet av en undervisningssekvens, som adresserar ett specifikt ämne inom ett visst ämnesområde. Det empiriska underlaget utgörs av dokumentation över den digitala didaktiska designen, deltagande observationer, intervjuer och innehållsanalyser samt en enkätundersökning. Två teoretiska ramverk används, TPACK (akronym för Technological Pedagogical And Content Knowledge) och verksamhetsteori. Resultaten påvisar en utveckling av lärares undervisningspraktik. Med stöd av digital teknik skapar lärare digital didaktisk design över nationsgränser, som ger upphov till nya aktiviteter, situationer och möten. Det krävdes dock både omfattande arbetsinsatser och ett praktiskt experimenterande under lång tid, för att lärarna skulle kunna utveckla digital didaktisk design som upplevdes meningsfull i den nya kontexten. Motsättningar och organisatoriska gränser mellan de samverkande lärarna identifierades som avgörande för utvecklingen, genom att ge upphov till förhandlingar, kompromisser och reflektion. Avhandlingen bidrar med ett verktyg för att identifiera och stödja lärares arbetemed att utveckla sin undervisningspraktik med digital teknik. Vidare föreslås en strategi för att identifiera och analysera lärares utveckling över tid. Avhandlingen bidrar också med kunskap om hur olika typer av spänningar och gränser vid samarbete kan stimulera till lärande för en digitaliserad undervisningspraktik, liksom rekommendationer för hur utbildningsinsatser för lärare kan utformas i syfte att stödja lärares utveckling av undervisningspraktiken.
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| 27. |
- Willermark, Sara, 1988-, et al.
(author)
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Progression in Practice : Development of TPACK in didactical designs
- 2015
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In: Proceedings of Society for Information Technology & Teacher Education International Conference 2015. - Chesapeake, VA. - 9781939797131 ; , s. 79-86
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Conference paper (peer-reviewed)abstract
- We report results from a three-year School Development Project in which digital technology supports cross-border collaboration and innovative models for teaching in virtual classrooms are designed. The study involved 22 teachers and 600 students in elementary school. The development and implementation of didactical designs were examined by using the TPACK model as an analytic lens. An in-depth analysis of 14 didactical designs, i.e., pre-planned sequences of lessons with specified learning objectives, in mathematics were conducted. We show how the TPACK model can be used to identify progression in practice, when didactical designs are studied in detail. We have been able to track progression in the didactical designs, where the TPACK components are becoming more integrated and balanced over time. We have seen examples of organizational development, in which teacher teams together with researchers built a productive community of practice around developing TPACK-based competence.
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