| 1. |
- Lundmark, Sofia, PhD, et al.
(author)
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Didactical dilemmas with mobile phones in vocational educational classrooms
- 2021
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In: INTED2021 Proceedings. - : The International Academy of Technology, Education and Development. - 9788409276660 ; , s. 8476-
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Conference paper (peer-reviewed)abstract
- This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.
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| 2. |
- Steffner, Daniel, et al.
(author)
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Change blindness when viewing web pages
- 2012
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In: Work. - San Francisco : CRC Press. - 1051-9815 .- 1875-9270. ; 41:Suppl 1, s. 6098-6102, s. 23-32
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Conference paper (peer-reviewed)abstract
- Change blindness on web pages was studied for 20 participants. The purpose was to find how change blindness appears for web pages, and which changes are easier to detect. The task was to detect if a change had occurred and to show this by the means of the cursor. Rensink´s flicker paradigm was used, where four categories of changes were presented. It was easier to detect a change not consisting of a person than one with a person. It was easier to detect a change to the left than to the right. The complexity of the web pages did not appear to have an effect, while large changes were easier to detect than small. The results may indicate that focused attention is differently sensitive for different kinds of changes. They also show that change blindness is a general phenomenon that can be applied to the perception of web pages.
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| 3. |
- Hansson, Karin, et al.
(author)
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“We passed the trust on” : Strategies for security in #MeToo activism in Sweden
- 2020
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In: ECSCW 2019 - Proceedings of the 17th European Conference on Computer Supported Cooperative Work. - : European Society for Socially Embedded Technologies (EUSSET). - 2510-2591.
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Conference paper (peer-reviewed)abstract
- The #metoo movement can serve as a case for how networked online environments can provide settings for the mobilization of social movements, while also entail serious risks for those involved. In Sweden, over hundred thousand people were engaged in activities against sexual harassments and abuse, where social media were used to collect testimonies and to draft and discuss petitions that were later published in print news media. While HCI research on trust focus on how people trust technical systems, the authorities behind the system, or the user generated data, trust between peers in vulnerable communities is less researched. In this study, based on semi-structured interviews and a survey that involved 62 organizers of the Swedish #metoo movement, we therefore look into the question of how a secure and supportive environment was achieved among participants despite the scale of the activism. The result shows how trust was aggregated over networks of technical systems, institutions, people, shared values and practices. The organizers of the petitions used tools and channels at their disposal such as e.g. already established social media contexts that enabled the #metoo petitions to be formed easily and spread quickly. Establishing a supportive culture based on recognition and shared values was central for the movement. However, when the activism was scaled up, strategies were used to increase security by clarifying rules and roles, limiting access to information, restricting access to groups, and limiting the scope of communication.
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| 4. |
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| 5. |
- Folkesson, Lisa, et al.
(author)
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Economic vulnerability and adolescent health : Fragile family finances and health functioning among Swedish adolescents
- 2010
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In: International Journal of Behavioral Medicine. - : Springer. ; , s. S275-S275
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Conference paper (peer-reviewed)abstract
- Background: While adult health is known to vary by socioeconomic status (SES) and gender, less is known about the linkages between socioeconomic circumstances and various aspects of health in adolescents. Aim: This study set out to investigate how household financial insecurity relates to different aspects of health in adolescent girls and boys aged 10-18. Method: Data came from the Swedish Child LNU and Child-Ulf studies of 2000-2003 that include approximately 5400 children aged 10-18 who answered questions relating to health. Parents were also asked to report "cash-margin" a frequently used single-item measure asking whether parents can access 12,000 SEK in a week's time if they have to. Results: A majority, 85% of the parents were able to access 12,000 SEK in a week if necessary while 15% were unable to do so. Analyses performed separately for girls and boys showed significant main effects of cash margin on somatic health, negative functioning and positive functioning for both groups. There was no significant age x cash margin interactions. Cash margin was significantly related to stomach ache, insomnia, difficulties concentrating, irritability, short temperedness, sadness, tension/nervousness, belief in the future, endurance and happy mood in both girls and boys. Girls with no cash margin reported more headache while boys with no cash margin reported higher levels of self-assurance. No other significant relationships emerged. Discussion: While most previous studies use symptom and problem indices, this study covers multiple aspects of health functioning. To conclude, fragile family finances during adolescence as reflected in poor positive functioning and high levels of negative functioning suggest stressful living conditions that may influence academic achievement, life-choices and future health.
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| 6. |
- Lundholm, Cecilia, 1967-, et al.
(author)
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Participation, dialogue and learning: sustainable fisheries and the case of co-management
- 2013
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In: EARLI 2013: Book of Abstracts. ; 2013, s. 114-114, s. 114-114
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Conference paper (other academic/artistic)abstract
- More inclusive forms of governance are increasingly advocated that allow for stakeholder participation and joint capacity building. Platforms for dialogue and the exchange of knowledge are seen as one tool to integrate different knowledge systems such as science and local knowledge. In this study, we examine a Swedish Co-management Initiative of fisheries using an integrated version of Plummer and Fitzgibbon’s ‘Adaptive Co-Management’ (2004) and Senecah’s ‘Trinity of Voice’ (2004) frameworks in analysing the participation process, communication, and learning outcomes. The results show that participating actors were successful in developing trust and enhancing learning, starting with a conflict situation and diverging interests. Attention to ‘access’ and ‘standing’ as part of participation, and skilled facilitation, were key issues in achieving these results. The article provides insights with regard to the use of established frameworks, here applied to an empirical case, enhance our understanding of learning in conflicted contexts, and helps practitioners in designing and institutionalizing learning processes and platforms in other contexts.
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| 7. |
- Lundholm, Cecilia, 1967-, et al.
(author)
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Participation, learning and sustainable fisheries: the case of co-management at lake Vättern, Sweden
- 2013
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In: Communications for the Commons: Revisiting Participation and the Environment. ; , s. 22-33
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Conference paper (peer-reviewed)abstract
- In this paper we apply multiple perspectives in order to investigate a co- management initiative of fisheries in Sweden, using the frameworks of Adaptive Co-Management and the Trinity of Voice along with a cognitive and social perspective. The analysis and evaluation of participation in environmental governance, here fisheries, focuses on the context, pre-conditions and outcomes, as well as the participatory and communicative process of the initiative, identifying critical factors supporting and hindering the success of the exercise in relation to expected outcomes. We conclude that the project generated positive outcomes and discuss the supporting factors of this result. The discussion also focuses on the need to bring a cognitive and social perspective in to the analysis as it explains the pre-conditions - in terms of the differing ways that participants view and understand ecological problems and changes - and that these views are crucial aspects of the communicative process and need to be addressed and attended to.
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| 8. |
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| 9. |
- Wallin, Pontus, et al.
(author)
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Arbetssätt i undervisningen som främjar elevers demokratilärande
- 2022
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In: Special interest group.
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Conference paper (other academic/artistic)abstract
- Skolan i Sverige har ett tydligt framskrivet demokratiuppdrag. Enligt Skollagen ska utbildningen förmedla och förankra respekt för mänskliga rättigheter och grundläggande demokratiska värderingar. Men det finns olika sätt att tolka vad skolans demokratiuppdrag innebär och hur det ska återspeglas i undervisningen. En behovsinventering visar att lärare har behov av vetenskapligt underbyggda arbetssätt för att konkret utforma undervisningen kring demokratiuppdraget. Lärare beskriver bland annat utmaningar med att ta hänsyn till mångkultur, bemöta ickedemokratiska värderingar och att stärka elever att vara självständiga. I en pågående systematisk översikt sammanställer vi forskning om vilka arbetssätt i undervisningen som främjar elevers demokratilärande. En omfattande litteratursökning i flera vetenskapliga referensdatabaser resulterade i drygt 8000 träffar som efter en granskning av två oberoende sakkunniga forskare reducerats ned till ett mindre antal studier som bedömts vara av hög relevans och vetenskaplig kvalitet för ändamålet. Arbetet med att sammanställa resultaten pågår och översikten kommer att publiceras under hösten 2022. I denna text presenteras översiktens första två kapitel.
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| 10. |
- Bennerstedt, Ulrika, 1979-
(author)
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Collaborative assessment and game development : professionals’ orientation towards problems, potentials and organizational demands
- 2014
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In: 4th International Conference Applied Linguistics and Professional Practice.
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Conference paper (peer-reviewed)abstract
- This paper address assessment practice as part of professional activity and learning in the domain of game development. A growing body of research has been concerned with the professionalization of games production knowledge, frequently attributed to the coordinated work of numerous actors in technology dense settings. While previous accounts of games development list a multifaceted body of knowledge, there is a gap in the literature focusing on game developers’ professional knowing and learning in situ. With an analytical approach informed by ethnomethodology, this paper aim to make visible professional knowledge and learning when collaboratively evaluating games-in-development. It is focusing on game developers’ assessment work as a way to gain insight in the practical reasoning when orienting towards games and gaming as subject of assessment, and as a way of making professional knowledge bases explicit. The empirical material is drawn from three settings: 1) a vocational game education, 2) a national game award event, and 3) a professional game development company. Based on fieldwork augmented with video-recordings, the study investigates how games-in-development are collaborative assessed and specifically the ways professionals evaluate co-workers views and understandings with respect to what constitutes problems and potentials of games-in-development. Assessments are at stake in a number of internal and external work practices, such as gate reviews, playtests, and the activity of pitching not-yet-finished-nor-financed games to publishers. Games assessments are a common preoccupation at game companies and game education but also at so-called game awards. Games assessments share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices. Both are events where proposals are assessed by externally recruited professionals. However, the assessment activities and object of assessment largely differ. In architectural education, proposals are assessed by considering the qualities visible in the designed material (such as plans, paper posters and digital slideshows) in relation to articulated intentions. This can be contrasted with the object of criticism in games presentations: the object constitutes both digitally visual material and designed ‘playable/interactive’ activities. This means that the qualities of a game cannot only be judged by interpreting the idea communicated in plain words together with some visual layout, it also has to be discovered when engaging with the designed ‘experience’. Hence, professionals’ in the gaming domain are required to account for what hinders or make possible appealing experiences during assessments of digital games. By focusing on professionals’ collaborative assessments, the analysis unpacks some recurrent orientations towards games and gaming in professional settings. It is shown that the professionals are faced with a number of institutional and organizational demands with respect to time, technology, conventions, and innovations.
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