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- Johansson, Lars-Olof, 1961-, et al.
(author)
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Exploring brokering situations in an innovation boundary context
- 2011
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In: Selected Papers of the Information Systems Research Seminar in Scandinavia. - Trondheim : Tapir Akademisk Forlag. ; , s. 15-
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Book chapter (peer-reviewed)abstract
- This paper is based on studies of a living lab process, which is an open, user-centric, innovation approach, where several actors from industry, user groups and academia are involved. We aim to describe and analyze the dynamics in an innovation boundary context based on a living lab process. An action-oriented research approach was applied and the empirical results are from The Find Project (TFP), with the aim of customizing an ICT product based on the needs of a user group. The findings are analyzed from a community of practice perspective where the three different communities i) researchers from Halmstad Living Lab (HLL), ii) ICT developers (ICTD), and iii) next of kin’s to demented elderly persons (NOKD) represented the units of analysis. The analysis identified several boundary situations that played a vital role for the innovation process. The contribution of our research to innovation theory is a process model describing the dynamics in an innovation boundary context with regard to boundary objects-in-use as well as to brokering. The research highlights two different levels of brokering: i) product/service brokering; and ii) process brokering.
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| 2. |
- Karlsson, MariAnne, 1956, et al.
(author)
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Use-centred design of medical and health care technology: a pilot study of field tests as a development tool
- 2011
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In: International Journal of Biomedical Engineering and Technology. - : InderScience Publishers. - 1752-6426 .- 1752-6418. ; 5:1, s. 11-28
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Journal article (peer-reviewed)abstract
- The purpose of the project described in the paper was to develop a process through which users, staff as well as patients, can be involved in field evaluations of medical and health-care technology. Interviews with different stakeholders and the experiences from four case studies have led to the following conclusions: Users have the potential to act as active evaluators rather than passive subjects or participants only. However, user involvement in field evaluations must be supported by a formation of facilitators or ‘door openers’ to the health-care organization, moderators enhancing the dialogue between developers and users, and mentors for the users acting as evaluators.
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| 3. |
- Lundh Snis, Ulrika, 1970-, et al.
(author)
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Nordic Innovation Networks in Education : Dealing with Educational Challenges with Cross Boarder Collaboration and User Driven Design
- 2012
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In: Uddevalla Symposium 2012<em> </em>. - 9789197794343 ; , s. 553-571
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Conference paper (peer-reviewed)abstract
- This is an EU-funded project related to cross boarder collaboration for educational purposes supported by information and communication technologies between Danish, Norwegian and Swedish schools. The project started in 2011 and extends to 2014 so this empirically dominated paper reports on early findings related to cross-border collaboration challenges. The aim of the project is to develop innovative cross-border teaching models by the means of user-driven, practice-based co-design processes between practitioners and researchers. In the first year, 18 classes from 13 schools in Denmark, Norway and Sweden in the Öresund-Kattegatt-Skagerack region participated. Organized in so called Nordic class-match groups (consisting of students and teachers from one class in each country) new cross-border teaching models are co-created, tested and evaluated in an iterative process. Since teaching models are subject dependent, the project develop teaching models in several subject domains, i.e. math, language, science and social studies / history. Heretofore findings show, however, that organizational and technical issues have superseded and squeezed out subject-oriented discussions due to surprisingly many practical issues that needed to be handled first. We have identified three major thresholds to overcome. The first is related to technical difficulties in schools when diverse IT systems are to be synchronized. The second threshold concerns scheduling coordination difficulties in order to allow synchronous cross boarder collaboration. The third threshold concerns linguistic and communication difficulties rooted in participants communicating in their respective Nordic language. Being able to communicate within Nordic languages are explicit learning goals in all three schools systems, and therefore part of the project aim and consequently all participants are expected to use their native languages when communicating. The next phase of the project is therefore to find solutions to these technical, organizational and linguistic barriers, and already now we see some barrier breaking models taking shape in the active network of Nordic teachers, students, school leaders, IT support teams and researchers.
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