In everyday life, many people use the web as a resource for knowledge. In this paper we are investigating the preconditions for a web resource called learning domain. The characteristics of the web resource learning domain can contribute to a reduction of well-known problems with structuring the content in a communicative way and also to contribute to an increased trust of the presented information. In the paper the characteristics of learning domains are described and some examples of web sites with characteristics contiguous to that of a learning domain are discussed. Our conclusions are that web resources with learning domain characteristics can contribute as a knowledge support. The challenge related to learning domains is not a technological one but instead how to arrange the information in such a way that it makes sense for the users.

Syftet med denna uppsats har varit att undersöka villkoren för fritidspedagoger att arbeta med informations- och kommunikationsteknik (nedan förkortat IKT) på fritidshemmet med hjälp av en kvalitativ metod (intervjuer). Det teoretiska perspektiv som studien utgått ifrån är fenomenologi, och därav blev resultatet av min uppsats tre livsvärldar inom IKT som informanterna i studien konstruerade. Dessa tre livsvärldar blev motivation, förutsättningar och kunskap. De informanter som konstruerat dessa livsvärldar är 4 fritidspedagoger och 3 personer som har IKT-ansvar som en del av sina arbetsdagar. Resultatet visade att de tre kategorierna gick in i varandra, men tyngdpunkten låg ändå i kategorin motivation. Fritidspedagogers arbete med IKT är beroende av hur pass motiverade och drivna de är som pedagoger kring just fenomenet IKT. Att vissa förutsättningar saknas, som till exempel planeringstid eller kunskaper kring området, påverkar också i hur stor utsträckning pedagoger använder IKT. Slutsatsen blir därför att användandet av IKT på fritidshem beror dels på hur motiverade fritidspedagogerna är kring att söka kunskap och arbeta med IKT, dels på hur starkt motiverad ledningen på skolorna är med att arbeta med IKT. Det vill säga hur pass motiverade de olika yrkeskategorierna inom skolan är för att ge bra förutsättningar till fritidspedagoger för att kunna arbeta med IKT.

Live virtual constructive (LVC) flight simulations mix pilots flying actual aircraft, pilots flying in simulators, and computer- generated forces, in joint scenarios. Training resources invested in LVC scenarios must give a high return, and therefore pilots in both live aircraft and simulators need to experience training value for the extensive resources invested in both, an aspect not emphasized in current LVC research. Thus, there is a need for a function, in this article described as LVC Allocator, which assures that complex LVC training scenarios include aspects of training value for all participants, and, thus, purposefully align scenario design with training value. A series of workshops were carried out with 16 fast-jet pilots articulating the training challenges that LVC could contribute to solving, and allocating LVC entities in a training scenario design exercise. The training values for LVC included large scenarios, weapon delivery, flight safety, adversary performance, and weather dependence. These values guided the reasoning of how to allocate different entities to L, V, or C entities. Allocations were focused on adversaries as V, keeping entity types together, weather dependence, low-alti- tude and supersonic flying requirements, and to let L entities handle and lead complex tasks to keep the human in the loop.

While research on retrocomputing has stressed the cultural importance of learning from practices such as retrogaming and preservation, this article emphasizes the material practices developed within retrocomputing communities, namely the electronic engineering of various hardware, which seeks to make older technologies operative in a present media ecology. Focusing on hardware designs for the Commodore 64, this articles analyzes their (joint and emergent) media specificities, raising the issue of what is, in fact, being "re-presenced." Wolfgang Ernst's diagrammatic media archaeography serves as a guiding method to produce materially grounded insights into the temporal transformation of digital culture and how chronologically disconnected functionalities tied to specific machinery can, when systematically joined, bridge, erase, or transform the relation between new and old media. 

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.

This study investigates jury-based assessment work as part of professional activity in an emerging profession, the gaming industry. Drawing on prior studies of professional learning (Mäkitalo, 2012), jury deliberations (Garfinkel, 1976), and assessment practices in related settings, assessment is approached as a way of making professional knowledge and learning visible. With an analytical focus informed by ethnomethodology, the paper builds on the idea that detailed studies of local orders of collaborative assessment in creative organizations could contribute to the understanding of assessment in professional learning.

Although previous research on games development point to a multifaceted body of knowledge and considered its development in terms of professionalization (cf. Bennerstedt, 2013), there is a lack of empirical studies of professional game developers practices, particularly addressing the key object of criticism - the games. Games assessments are not only a common preoccupation at game companies and in game education, but also at so-called game awards where novices send in playable demos. Games evaluations share similarities with assessment practices in other professional and educational settings, such as design reviews in architectural practices (Lymer, 2010). However, the assessment activities and object of assessment largely differ, as the qualities of playable games have to be discovered interactively and therefore include a range of learning trajectories and troubles.

Based on fieldwork augmented with video-recordings at a game café, the paper explores a small group of invited professionals’ assessment when reviewing a large number of game demos for a national game award event. By focusing on collaborative work conducted in private deliberations, it is shown that the professionals are faced with a number of challenges when ranking and grading the demos. They discover problems and qualities with the games by taking departure in fixed categories, established standards and emergent criteria, but make collaborative decisions that are governed by the jury members’ varied access to the assessed demos. The variations with respect to access are tightly related to the time schedule of the reviewing, but also the design of the interactive material. They accomplished their work by drawing on jury members’ as well as organizers’ access to, and knowledge of, demos in terms of playability, progression, emergence, visual appearance, technical solutions, etc. Critical for overcoming knowledge gaps are the ways the jury manages access by engaging in hybrid activities, i.e. moving between assessments and instructions/demonstrations of demos.

Pedagogical implications of the analysis are discussed, and it is suggested that the jury-based assessment of digital material shed new light on how professionals deal with ad hoc learning and instruction.

References

Bennerstedt, U. (2013). Knowledge at play: Studies of games as members’ matters. Göteborg: Acta Universitatis Gothoburgensis.

Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

Lymer, G. (2010). The work of critique in architectural education. Göteborg, Sweden: Acta Universitatis Gothoburgensis.

Mäkitalo, Å. (2012). Professional learning and the materiality of social practice. Journal of Education and Work, 25(1), 59-78.

As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

With the digitalisation of education increasing, the relationship between student engagement in Technology-enhanced Learning (TEL) and digital skills has remained largely unexplored. There is a strong consensus that engagement is necessary for students to succeed in school. We hypothesised that students reporting high and low levels of general engagement display differences in terms of their engagement in TEL, and that students’ digital skills correlate with their engagement in and disengagement in TEL, which in turn is related to their learning outcomes. We used statistical tests to explore the relationship between the students’ (N = 410) general engagement and engagement in TEL, and investigated how digital skills were related to engagement and disengagement in TEL. We found significant correlations between students’ digital skills and engagement in TEL, showing that the possession of high levels of digital skill is related to engagement in TEL. Interestingly, digital skills were not related to disengagement. This suggests that students reporting both high and low levels of digital skills disengage to some extent when learning with technologies. We also identified variables reflecting both engagement and disengagement in TEL that predict student performance as measured via final grades, implying that in order to understand and support students who learn with technologies, a broader understanding of the factors influencing engagement and disengagement is key.

Learning Analytics (LA) approaches in Blended Learning (BL) research is becoming an established field. In the light of previous critiqued toward LA for not being grounded in theory, the General Data Protection and a renewed focus on individuals’ integrity, this review aims to explore the use of theories, the methodological and analytic approaches in educational settings, along with surveying ethical and legal considerations. The review also maps and explores the outcomes and discusses the pitfalls and potentials currently seen in the field. Journal articles and conference papers were identified through systematic search across relevant databases. 70 papers met the inclusion criteria: they applied LA within a BL setting, were peer-reviewed, full-papers, and if they were in English. The results reveal that the use of theoretical and methodological approaches was disperse, we identified approaches of BL not included in categories of BL in existing BL literature and suggest these may be referred to as hybrid blended learning, that ethical considerations and legal requirements have often been overlooked. We highlight critical issues that contribute to raise awareness and inform alignment for future research to ameliorate diffuse applications within the field of LA.

Every year, approximately 13 000 people suffer from cardiac arrest in Sweden, and many times firefighters are first to arrive on the scene. It is of the utmost importance that cardiopulmonary resuscitation is performed correctly so that the victim can have a chance of survival. The study aims to investigate, together with the company VitalSigns Innovation AB and their sensor-based tool CPR Guide, whether sensor-based aids that provide real-time feedback can improve the performance of chest compressions during cardiopulmonary resuscitation performed by firefighters. The CPR Guide is a device that is placed on the victim’s chest during compressions and thus guides the user to keep the correct pace, depth and hand placement. The question underlying the study is the following: In what way can the use of the sensor-based tool CPR Guide affect the quality of cardiopulmonary resuscitation performed by firefighters? The study takes a quantitative research approach where data was collected through an experiment where 28 operational firefighters at Täby Brandstation and Västra Sörmland’s Räddningstjänst. There firefighters were required to perform chest compressions for two minutes, both once without and once with the sensor-based CPR Guide on a mannequin. After the experiment, the participants had to answer a questionnaire designed after the System Usability Scale. The factors overall performance, pace, depth and hand placement was analyzed using descriptive statistics and a paired t-test. The results showed that the average overall score improved significantly with the CPR Guide, where the average mean value improved from 76.32% to 90.18% and the one-tailed p-value was 0.013. Furthermore, a significant improvement in correctly paced compressions was demonstrated with the CPR Guide, where the average mean value improved from 68.29% to 94.43% and the one-tailed p-value was <0.001. The mean percentage of compressions with correct depth improved from 35.21% to 48.49%, with a one-tailed p-value of 0.055 and thus this change was not statistically significant. Finally, the average proportion with correct hand placement improved from 85.79% to 96.32% , with a one-tailed p-value of 0.072 and thus this change was neither statistically significant. The System Usability Scale-form gave an average value 87.5, which means that the users considered the CPR Guide to have excellent usability. The study showed that real-time feedback improved the overall performance and compression pace, but no significant effect in compression depth and hand placement was demonstrated. Furthermore, the System Usability Scale-form indicated that participants felt that the CPR Guide had a very high level of usability. Previous research regarding the real-time feedback in the performance of CPR was partially confirmed, with the current study unable to confirm that compression depth improves with real-time feedback, but compression pace can. The essay contributes to increased understanding of the importance of continued research for sensor-based support when performing cardiopulmonary resuscitation. The use of the sensor-based aid CPR Guide affects the quality of cardiopulmonary resuscitation by significantly improving the overall result and the number of compressions with the correct pace. By making sensor-based tools available to firefighters as well as to the public, it can potentially contribute to a feeling of increased competence and self-confidence and thus also hopefully contribute to more people daring to perform cardiopulmonary resuscitation in emergency situations where medical personnel are not on site.

Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

I dagens samhälle behöver vi arbeta aktivt med att lära barn och unga hur vi kan kommunicera med bilder, filmer mm. Vi behöver arbeta med att ge barn och unga förutsättningar för att tolka och förstå den värld de möter varje dag bland annat via digitala medier. Bildämnets roll i skolan är bland annat att arbeta med detta. När bildundervisning bedrivs med hjälp av digitala tekniker som t.ex. en dator ges möjlighet att arbeta med nya områdena. Den stora tillgången till bilder från nätet ger en annan möjlighet att använda och kombinera bilder och texter som man själv inte åstadkommit från grunden och därmed skapa något eget. Med datorn kan man också kombinera multimodala uttrycksformer så som bild, text och ljud. Detta skapar nya möjligheter att i undervisning arbeta med vad visuella uttryck gör och hur de skapar mening, förutom att också lära sig tekniker för detta.

Dessa nya vägar till visuella uttryck skapar också nya förutsättningar för lärarens arbete. Det finns ett behov av att få kunskap kring hur vi som lärare kan arbeta med multimodala uttryck, arbetsformer och uppgifter med eleverna. Mitt forskningsfokus ligger därför främst på bildpedagogens roll i arbete med digitala tekniker. Det jag undersöker är hur bildläraren lägger upp sin undervisning, kommunicerar och interagerar med eleverna i olika situationer när eleverna arbetar vid datorn. Vilka utmaningar och frågor ställs läraren inför? Hur arbetar läraren för att förmå eleverna att använda tekniken och de möjligheter som den ger för att arbeta med bildämnets innehåll? Genom att belysa olika delar i bildlärarens arbete under lektioner där eleverna arbetar vid en dator, hoppas jag kunna få kunskap om och ge en ökad förståelse för den komplexa kunskap bildläraren behöver i sin utövning.

In Swedish compulsory school the subject Art contains all sorts of visual culture and therefore also work with digital techniques. It offers the opportunity to find new ways to work with pupils and to use new techniques to develop education in visual culture. The Digital media gives other possibilities for pupils to use pictures from the Internet and convert them to something of their own, and gives the opportunity to create artifacts pupils cannot create with traditional methods. Do the medium also invite new ways to work in schools?

In my research I study the teachers’ roles when the pupils are using a computer to create their art work, presentations, films etc. Work with computers raises new questions for teachers and pupils to deal with. I study what kind of problems/questions they have to tackle in lessons, and what strategies they use. I also hope to find out in what way teacher design lessons, to make pupils understand the impact of images and to develop the pupils´ own creativity and understanding of the visual culture we live in today. To find this out, I study in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. My approach is ethnological, and the method consists of interviews and observations using a small video camera placed on the teacher and also by taking notes in the classroom.

Using publicly uploaded videos of the Waymo and Tesla FSD self-driving cars, this paper documents how self-driving vehicles still struggle with some basics of road interaction. To drive safely self-driving cars need to interact in traffic with other road users. Yet traffic is a complex, long established social domain. We focus on one core element of road interaction: when road users yield for each other. Yielding – such as by slowing down for others in traffic – involves communication between different road users to decide who will ‘go’ and who will ‘yield’. Videos of the Waymo and Tesla FSD self-driving cars show how these systems fail to both yield for others, as well as failing to go when yielded to. In discussion, we explore how these ‘problems’ illustrate both the complexity of designing for road interaction, but also how the space of physical machine/human social interactions more broadly can be designed for.

The advent of autonomous cars creates a range of new questions about road safety, as well as a new collaborative domain for CSCW to analyse. This paper uses video data collected from five countries - India, Spain, France, Chile, and the USA - to study how road users interact with each other. We use interactional video analysis to document how co-ordination is achieved in traffic not just through the use of formal rules, but through situated communicative action. Human movement is a rich implicit communication channel and this communication is essential for safe manoeuvring on the road, such as in the co-ordination between pedestrians and drivers. We discuss five basic movements elements: gaps, speed, position, indicating and stopping. Together these elements can be combined to make and accept offers, show urgency, make requests and display preferences. We build on these results to explore lessons for how we can design the implicit motion of self-driving cars so that these motions are understandable - in traffic - by other road users. In discussion, we explore the lessons from this for designing the movement of robotic systems more broadly.

The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.

In this paper, I examine design documents from three different ICT design and development projects. I argue that they present intersecting visions of sustainability entailing the wide-spread use of ICT, describe the properties of users compatible with such ICT, and provide ways of judging the users. In the design documents, the inhabitants are made individually responsible for living sustainably, and surveillance is positioned as integral to this future with the help of ICT. Underlying the visions, I identify a translation process that captures the traces of the inhabitants' lives, classifies them according to different criteria of sustainable living, and returns them to the tapestry of everyday life to convince the users to behave differently. In the discourses of these documents, surveillance translates the traces, and the translations exert new pressures on existing power relations.

Information and communication technologies are not value-neutral. I examine two domains, public health surveillance and sustainability, in five papers covering: (i) the design and development of a software package for computer-assisted outbreak detection; (ii) a workflow for using simulation models to provide policy advice and a list of challenges for its practice; (iii) an analysis of design documents from three smart home projects presenting intersecting visions of sustainability; (iv) an analysis of EU-financed projects dealing with sustainability and ICT; (v) an analysis of the consequences of design choices when creating surveillance technologies. My contributions include three empirical studies of surveillance discourses where I identify the forms of action that are privileged and the values that are embedded into them. In these discourses, the presence of ICT entails increased surveillance, privileging technological expertise, and prioritising centralised forms of knowledge.

This book explores the complexities of interacting with digital technologies in the everyday flow of practices in schools, museums, and the home. In particular, the authors pay attention to the material conditions of such practices via the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in an urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality apps in outdoor learning. The book is grounded in case studies presented by scholars at the workshop, “Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning: Nordic, European and International Views” and the workshop “Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching” both of which have been held at the Computer-Supported Collaborative Learning conference (CSCL). This volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Taken together, this volume unpacks a variety of everyday situations by engaging with what is really happening with digital technologies rather than what is expected to happen with them in educational settings. The take-away message is a call for research on learning, teaching, and digital technologies that enables engagement with the materiality of educational practices and, in particular, their constitutive relationships that configure the contemporary educational practices of the digital age.

This volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.

The work presented in this edited volume brings together inspirational and high-quality chapters that call for more conversations in our field. Together with critique and care, we hope the work initiated here will continue disentangling, assembling, and giving form to new arguments able to structure a more nuanced and deeper dialogue on teaching and learning with digital technology.

In the Anthropocene, we are looking at an impending future that is characterized by resource scarcity. In this paper we ask how socio-technical arrangements can facilitate a transition from the course we are on today to one of adaptation and conservation. Taking the case of citizen observatories (COs) for water quality conservation as an illustrative lens, this paper analyses the potential of COs to form Publics for management and stewardship of natural resources from a Computing within Limits perspective. Based on interviews, participant observations and co-design workshops with a wide range of stakeholders, we draw attention to 1) the complexities of water quality management in Sweden, 2) the differing views of policymakers and citizens about citizen participation in water governance and 3) designers' efforts in co-developing a sustainable socio-technical system for bringing about change in water quality management. Our work contributes to research on Computing within Limits by identifying opportunities and challenges that arise when designers seek to form Publics and through them transform institutional arrangements.

Educational technology is a vibrant field of research that brings together disciplines from the humanities, social science, and computer science. Its aim is to develop the theory and practice of design, development, implementation, use, and evaluation of technologies for teaching and learning. The field is currently characterized by a lack of consensus regarding research methods, theoretical approaches, and design orientations, but its development can be described in terms of four consecutive stages with concordant shifts in research foci (Winn 2002). The field has gone from being focused on the (1) content and (2) format that characterized instructional design and message design at the end of the 1960s towards a focus on (3) interaction and (4) learning environments that has dominated the research and design of technologies in education from the late 1970s onwards (Winn 2002). Throughout this progression, two specific modes of inquiry can be distinguished, namely, a mode of inquiry focused on interaction with technologies that has been prevalent since the inception of the field, and later also a mode of inquiry that is focused on practice. The latter mode of inquiry is at present slowly finding its way onto the educational technology field as a consequence of the everyday use of digital technologies in the educational sector.

This article aims to examine the concept of practice in the field of educational technology. To this end, the article first describes how the concept of practice has been discussed in the social sciences (e.g., “practice theory”). In particular, six main scholarly traditions of practice are presented along with a set of common attributes that tie together the different approaches of practice. The concept of educational practice is then introduced together with the different types of arrangements that provide a vocabulary to unpack the study of practice in education. Based on these developments, a mode of inquiry that is focused on practice is distinguished from the more prevalent mode of inquiry that is focused on interaction with educational technology. Implications of applying a practice lens to the study of learning and teaching with digital technologies are finally delineated at the end of the article.

Lesley Gourlay and Martin Oliver’s Student Engagement in the Digital University: Sociomaterial Assemblages (2018) is a welcome and critical contribution to the study of how students actually engage with the digital university in everyday practice. Inspired by scholars in New Literacy Studies (NLS), Science and Technology Studies (STS), and by Actor-Network Theory (ANT), Gourlay and Oliver argue for a sociomaterial understanding of students’ digital engagement by adopting assemblages (Latour 2005; Fenwick et al. 2015; Bennett 2010) as a conceptual lens. The authors make their case through the study of ‘students’ day-to-day practices of studying’ (62) in the digital university and develop their argument in 12 compelling chapters that read as a liberating narrative from the non-stop messianic ‘tech-talk’ in education (Selwyn 2016: ix). In this context, Gourlay and Oliver (2018) unpack complex issues like: How do current discourses and ideologies position students, teachers, scholarship, and the university in relation to the digital in higher education? How does research in education approach students’ agency in the digital university? What kind of revolution follows the use of digital technology in universities―if any? What can (or cannot) we as researchers perceive when applying models and frameworks on empirical student data?

Denna rapport är en utvärdering av utvecklingsprojektet “Make IT happen” som löpte från januari 2018 till december 2019 och som syftade till att ge grundskolans lärare, verksamma i 8 kommuner i region Kronoberg, möjlighet att höja sin digitala kompetens inom programmering och datalogiskt tänkande. Utvärderingen baseras på kvantitativ och kvalitativ analys av enkäter (före och efter projektet), lärares skriftliga reflektioner (under projektet) samt lärares lektionsplaneringar vid slutet av projektet. Total har vi analyserat material från 218 lärare. Analysen av enkäterna visar att “Make IT happen” har varit uppskattat av deltagarna som menar att projektet har hjälpt dem att komma igång med programmering och datalogiskt tänkande i klassrummet. Av utvärderingen framgår det att en betydande andel av de som fyllde i utvärderingarna (33%) anser sig ha behov av kunskaper, lektionstips, tid och idéer - eller av direkta resurser som datorer, pengar eller personal. En något lägre andel av lärarna ansåg inte att de hade några direkta behov för att kunna genomföra undervisning inom programmering efter utbildningen. Analysen av lektionsplaneringar som lämnats in vid sista utbildningstillfälle visar att deltagarna oftast har replikerat uppgifter som de har fått under träffarna; endast några enstaka lärare har försökt skapa helt nya uppgifter. Detta tyder på att de flesta behöver känna sig tryggare med programmering innan de kan transformera sin egen undervisningspraxis. I förhållande till projektets mål kan vi konstatera att “Make IT happen” har bidragit till att öka antalet lärare som utnyttjar möjligheterna med programmering i undervisningen. Mer specifikt har projektet bidragit till att ge deltagarna baskunskaper inom programmering och datalogiskt tänkande samt ett meningsfullt didaktiskt material för lärare som undervisar i matematik och teknik. Projektet har i mångt och mycket bidragit till att fördjupa förståelsen för- och användningen av programmering i klassrummet.

This work draws attention to the question of how in-service teachers learn to teach computational thinking and programming across subjects in K-9 education. Drawing on qualitative analyses of 298 reflective notes provided by 120 in-service teachers attending a professional development program, we pay attention to the following emergent themes: i) developing an understanding of the subject of computational thinking in K-9, ii) connecting programming with the teachers’ own subject matters, iii) understanding the purpose of teaching computational thinking. These themes point at the importance of scaffolding in-service teachers to learn to program with educational materials, tools and programming environments but also with a sound and inspirational pedagogy that addresses the fundamental questions of: what, how and why programming and computational thinking should be part of the compulsory school curriculum?

With the era of automated driving approaching, designing an effective auditory takeover request (TOR) is critical to ensure automated driving safety. The present study investigated the effects of speech-based (speech and spearcon) and non-speech-based (earcon and auditory icon) TORs on takeover performance and subjective preferences. The potential impact of the non-driving-related task (NDRT) modality on auditory TORs was considered. Thirty-two participants were recruited in the present study and assigned to two groups, with one group performing the visual N-back task and another performing the auditory N-back task during automated driving. They were required to complete four simulated driving blocks corresponding to four auditory TOR types. The earcon TOR was found to be the most suitable for alerting drivers to return to the control loop because of its advantageous takeover time, lane change time, and minimum time to collision. Although participants preferred the speech TOR, it led to relatively poor takeover performance. In addition, the auditory NDRT was found to have a detrimental impact on auditory TORs. When drivers were engaged in the auditory NDRT, the takeover time and lane change time advantages of earcon TORs no longer existed. These findings highlight the importance of considering the influence of auditory NDRTs when designing an auditory takeover interface. The present study also has some practical implications for researchers and designers when designing an auditory takeover system in automated vehicles.

Since generative AI made a big impact with OpenAI's launch of ChatGPT in November 2022, it has had major implications for all educational systems. One of its areas of application that has received a lot of attention is how a user with generative AI can create an essay on any topic in seconds. This has raised several questions about the ethics of assessing submissions. Another important aspect, and the focus of this study, is the challenges Swedish schools face in responding to the coming societal change that AI entails. This qualitative study is based on interviews with employees at five Swedish upper secondary schools, specifically those with a greater overall responsibility for ICT. The study details the number of challenges that have come up on schools’ agendas in a very short time, although at the same time it provides examples of several opportunities with generative AI. Through a thematic analysis, it appears that the upper secondary school works very proactively and has been early in implementing AI in teaching to a large extent, which includes both learning about and learning through AI. The view of generative AI as a tool for cheating that was common a year ago is now outdated and the attitude towards AI is presented in positive terms overall, not least of which is how different AI-based tools can improve learning in several ways. At the same time, the many possibilities come with challenges in how they have been incorporated into educational activities, in such a short time. Several questions have been raised about the lack of central guidelines on AI, changed assessment requirements, the need for AI continuing education for teachers, as well as the role of the school when skills in AI ("AI-literacy") can be a matter of democratic rights. At the end, generative AI is discussed in a larger educational context, which includes the government's digitization strategy from 2017 and the directives that have been given more recently to reduce the amount of ICT pedagogy in Swedish schools.

Conducting research and writing a thesis about it is regarded as a distinctive pedagogy (learning through inquiry) within higher education which brings new challenges to all parties involved. To complete a thesis, students should select a problem, make a systematic plan, implement the plan and, finally, write a report of the process and findings. Students do have a supervisor to guide and support them, but it is the student who plays the key role in the whole research process. The present study is a qualitative, explorative case study to understand the challenges related to research projects within undergraduate management degree programmes in a Sri Lankan national University. Data have been collected using interviews and focus group discussions in six-degree programmes, with around 40 participants in total. The study focuses on identifying problematic areas and creating a general picture of why students’ research projects are not progressing favourably. Six main challenges were identified: student motivation, student-supervisor relationships, skills and knowledge, students’ workload, the structure of the research project course, and resources and ICT tools. These problematic areas are complex and multidimensional. Therefore, further studies are required to truly understand the complex interrelatedness of these areas.

The article explores technology-human relations in a time of artificial intelligence (AI) and in the context of long-standing problems in social theory about agency, nonhumans, and autonomy. Most theorizations of AI are grounded in dualistic thinking and traditional views of technology, oversimplifying real-world settings. This article works to unfold modes of existence at play in AI/human relations. Materials from ethnographic fieldwork are used to highlight the significance of autonomy in AI/human relations. The analysis suggests that the idea of autonomy is a double-edged sword, showing that humans not only coordinate their perception of autonomy but also switch between registers by sometimes ascribing certain autonomous features to the AI system and in other situations denying the system such features. As a result, AI/human relations prove to be not so much determined by any ostensive delegation of tasks as by the way in which AI and humans engage with each other in practice. The article suggests a theory of relationality that redirects focus away from questions of agency towards questions of what it means to be in relations.

The symposium seeks to advance an understanding of learning from an ecological perspective. The abundance of digital technologies and rapid changes in knowledge domains generate new epistemic and learning practices, drawing on heterogeneous sets of resources, actors, and forms of knowledge. Consequently, learners must navigate complex and unstructured landscapes to gather resources and structure activities. Little is known about these processes and how they can be studied and enhanced. This symposium argues for the necessity of a paradigmatic shift towards an ‘ecological understanding’ of learning, which takes into account the enactment of the learning ‘act’, the knowledge forms, contexts, relationships, digital technologies and infrastructures that shape learning practices in unbound landscapes. The four contributions in this symposium use empirical illustrations to build an argument leading towards a new learning research and design agenda. These contributions are complementary as they pinpoint practices students, teachers and institutions engage with in this unbounded landscape.

This open access book provides an introduction to multimodality and the role of multimodal texts in today’s education. Presenting a comprehensive framework for analysing and working with multimodal texts in disciplinary education, it serves as a tool for researchers and teachers alike. The second part of the book focuses on sample analyses of a variety of educational texts for different age groups and from different disciplines, including games and online resources. The authors also comment on the specific challenges of each text, and how teachers can discuss such texts with their students to enhance both their understanding of the content and their multimodal literacy. The book is intended for researchers in fields like education and multimodal studies, and for teacher educators, regardless of school subject or age group. With the combined perspectives on text analysis and implications for education, the book addresses the needs of teachers who want to work with multimodal aspects of texts in education in informed ways, but lack the right tools for such work.

A methodological review was performed on work-life boundary-related studies published from the year 2010 to 2018. This review systematically selected 59 journal articles on the work boundary phenomenon. The selection criteria for this review closely followed three previous systematic methodological reviews performed on work-life research. Where possible, comparisons were made to integrate the findings of the current study with these previous systematic reviews. Articles were reviewed based on methodological choices such as research design, sampling strategy, data collection, data analysis, reliability, and validity measures. Findings of the review revealed that researchers had utilised a variety of methodological stances to conduct their studies. The majority of the studies in the field followed a quantitative approach, and most studies relating to work boundary management were field studies with a cross-sectional design. Qualitative studies in the area were primarily based on grounded theory. Significant methodological gaps were identified that could be bridged by future studies. Further, notable suggestions were proposed relating to reliability and validity measures taken by the researchers.

Limitless connectivity enabled by Information Communication Technologies (ICTs) has aided organisations to keep their employees linked to work even after hours. Drawing from work boundary theory and sociomaterial theory, this study explores what leads to technology-assisted supplemental work (TASW) expectations and how these expectations are managed in organisations. In the analysis of qualitative data collected from 20 senior-level managers from two organisations in Sri Lanka, we found that organisational norms developed through top management influence led to TASW expectations among lower-level managers. These expectations are then imposed by managers, and nonresponses are controlled by means of confrontations and punishments. These punitive regimes could especially create discriminative effects on married female employees if they cannot meet the after-hour expectations due to gender roles associated with the home domain. However, having formal policy guidelines on TASW could reduce the negative consequences on employees. This study contributes to the literature by including the managerial perspective on TASW expectations.

Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning.

As a result of rapid changes in a digitalized society, an initiative is now taken by the Swedish Knowledge Foundation, with focus on ICT in Teacher training. Together with two other projects, the LIKA project was launched at the beginning of year 2006. The LIKA project is a six year collaboration project between four teacher education schools. After finished education teacher students shall be able to apply ICT in everyday professional teaching activities. LIKA has adapted the CDIO method, developed by engineering educational programmes. In order to assure a durable change in both organizational and curricular structures the sponsor has initiated a self assessment program and a parallel evaluation conducted by external researchers.

In this paper we will reflect on how diffusion of information- and communication technology, can be real in Swedish teacher education. We will describe how the Bologna process affects the work with systematic implementation of ICT and how the CDIO Initiative is used as a framework for the development of the LIKA matrix. The LIKA project was launched at the beginning of 2006 and is a six year collaboration project, between four teacher education colleges. The project is financed by the Swedish Knowledge Foundation and the participating institutions. LIKA stands for the processes of Learning, Information, Communication and Administration, which requires digital competences in order to carry out everyday professional teaching and learning activities.

This study explores the relationship between social media use and perceived stress among young adults in Stockholm. The background of the research shows that young adults, who are the most active users of social media, simultaneously experience higher levels of stress. The study aims to analyze how time spent on social media and different motivations for use correlate with stress.

The research questions addressed include how the correlation between social media use and stress among young adults appears, how different use motivations affect stress levels, and how the time spent on social media correlates with stress. To answer these questions, the study used a quantitative methodology with a survey distributed to students at Stockholm University. The data was analyzed using the statistical program IBM SPSS and Spearman's correlation test to examine the correlation between social media and stress.

The results from the analysis of 119 responses showed a weak but statistically significant positive correlation between social media stress and overall stress. However, no significant correlation was found between social media use or the time spent on these platforms and stress. Motivations for use, such as social interaction, information seeking, passing time, entertainment, relaxation, and practical use, mostly showed weak correlations with stress, with only three being statistically significant. It was also found that women reported higher stress levels than men.

The discussion of the results highlights the complex relationship between social media and stress. Usage for passing time and practical purposes showed a significant positive correlation with stress, while usage for entertainment showed a negative correlation with social media stress. This potentially indicates that social media can both alleviate and increase stress depending on the motivation for use. The methodology section also discussed how the timing of data collection and the design of the survey might have influenced the results. Further research is recommended to explore these relationships more thoroughly.

The conclusion of the study is that social media has a complex relationship with stress among young adults, with both positive and negative correlations depending on the motivation for use.

HCI research on mobility and transport has been dominated by a focus on the automobile. Yet urgent environmental concerns, along with new transport technologies, have created an opportunity for new ways of thinking about how we get from A to B. App-based services, innovations in electric motors, along with changing urban transport patterns, are transforming public transit. Technology is creating new collective transit services, as well as new ways for individuals to move, such as through rental, free-floating e-scooters, so called 'micro-mobility'. This workshop seeks to discuss and establish HCI perspectives on these new mobilities - engaging with and even inventing new modes of transport, fostering collaboration between scholars with varied topical interests around mobility. We seek to bring together a group of industry and academic collaborators, bringing new competences to HCI around the exciting opportunities of redesigning our contemporary mobilities.

The aim of this study was to find answers to how self-regulated learning (SRL) and cooperation learning orientation correlate with study success. At DSV, a department of Stockholm University, a web based support system for students’ thesis writing referred to as SciPro was implemented. The system also allowed for statistics of thesis process. Through the SciPro system we were able to retrieve students and supervisors; data were retrieved from 45 supervisors and 47 students with regard to their respective responsibilities in the thesis writing process. Vermunt’s instrument, Inventory of Learning Styles (ILS), was employed to measure students’ SRL. Overall, the relation between SRL and completed thesis was not as strong as expected.

Civic tech initiatives dedicated to environmental issues have become a worldwide phenomenon and made invaluable contributions to data, community building, and publics. However, many of them stop after a relatively short time. Therefore, we studied two long-lasting civic tech initiatives of global scale, to understand what makes them sustain over time. To this end, we conducted two mixed-method case studies, combining social network analysis and qualitative content analysis of Twitter data with insights from expert interviews. Drawing on our findings, we identified a set of key factors that help the studied civic tech initiatives to grow and last. Contributing to Digital Civics in HCI, we argue that the civic tech initiatives’ scaling and sustaining are configured through the entanglement of (1) civic data both captured and owned by the citizens for the citizens, (2) the use of open and accessible technology, and (3) the initiatives’ public narrative, giving them a voice on the environmental issue.

Common problems identified by students during their interaction with supervisors are too little instructions as well as infrequent and insufficient supervisor feedback. The SciPro system has been developed to tackle these problems. This paper describes, analyze and discuss the interaction between students and supervisors using the SciPro system. Through two use cases involving two supervisors and 38 bachelor and master students, the authors show that the structure implemented in SciPro supports and allows for different pedagogical approaches and supervision styles. Ten different types of interactions in the thesis process are identified. In order to explain why some students do not complete within the timeframe, the authors identify six categories of problems: 1) language skills, 2) inability to apply research methods, 3) ability for self-study, 4) lack of creativity, 5) limited knowledge about how to write academic work, and 6) lack of motivation. The collaborative stage of group-supervision may be one possible way to deal with the different type of support for the process of managing student theses.

The arrival of large groups of refugees is one of the great challenges in Europe today. In Sweden around 100 000 new immigrants is expected to arrive from Syria only during 2017 and there are large groups from various countries already staying in Sweden that are not properly integrated. There are no quick and smart solution to solve the inclusion of the large number of new citizens and the idea should rather be a holistic approach combining several initiatives. Lack of language skills is one of the underlying reasons for new arrivals exclusion from the labour market and social networks. Online informal language learning and digital mentorship with two way communication between New Arrivals and established Swedes might be a way to facilitate the inclusion and integration process. The aim of the study was to examine to which extent a digital communication tool could act as a resource in order to make the integration process more effective for newly arrived immigrants and refugees. Research was carried out as a qualitative cross‐sectional study with data gathered by semistructured interviews. Five educators who are actively working with newly arrived immigrants and refugees were interviewed with use of the Skype tool. A thematic analysis was conducted to find patterns and to create themes and categories that could answer the main research question: How might a digital communication tool be designed to facilitate the integration and inclusion of new arrived refugees in Sweden? The answers could be structured according to two overall themes: “Usable” and “Flexible”. The theme “Usable” consisted of three sub‐themes Ease of Access, Improved language skills and Integrity Facilitation, while the theme “Flexible” was divided into two subcategories Adaptable and Educational content. The findings confirm that a digital communication tool would support integration of new arrivals by facilitating personal dialogues with established Swedes. The recommendation is to create an online platform that supports language learning and enables multi‐way digital mentorship in a social network with benefits for the established Swedes as well.