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  • 1.
    Eliasson, Johan
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Spikol, Daniel
    Linnaeus University.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design2011Ingår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, Vol. 3, nr 2, 1-15 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

  • 2.
    Eliasson, Johan
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlsson, Olov
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning2012Ingår i: WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Washington, DC, USA: IEEE Computer Society, 2012, 92-96 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    We evaluate to what extent students are interacting with mobile devices in one of four ways intended in the design of a mobile learning activity. Video data from one class of fifth grade students were analyzed using a model of four different types of interaction. The evaluation shows that the students interacted with the devices in the ways intended in design 64% of the time. The contribution is an approach for translating learning goals to interaction design goals in mobile learning research. We conclude that this approach can be of value in designing and evaluating interaction with mobile devices for an entire mobile learning activity.

  • 3.
    Eliasson, Johan
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Design Heuristics for Balancing Visual Focus on Devices in Formal Mobile Learning Activities2010Ingår i:  , 2010Konferensbidrag (Övrigt vetenskapligt)
  • 4.
    Hansson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Talantsev, Anton
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lindgren, Tony
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Open government ideologies in post-soviet countries2016Ingår i: International Journal of Electronic Governance, ISSN 1742-7509, E-ISSN 1742-7517, Vol. 8, nr 3, 244-264 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Most research in research areas like e-government, e-participation and open government assumes a democratic norm. The open government (OG) concept is commonly based on a general liberal and deliberative ideology emphasising transparency, access, participation and collaboration, but were also innovation and accountability are promoted. In this paper, we outline a terminology and suggest a method for how to investigate the concept more systematically in different policy documents, with a special emphasis on post-soviet countries. The result shows that the main focus in this regions OG policy documents is on freedom of information and accountability, and to a lesser extent on collaboration, while other aspects, such as diversity and innovation, are more rarely mentioned, if at all.

  • 5.
    Lindgren, Tony
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hansson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    An Open Government Index: from Democracy to Efficiency to Innovation2014Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Most research in research areas like E-government, E-participation and Open government assume a democratic norm. The concept of Open government, recently promoted by, e.g., The Obama administration and the European Commission is to a large extent based on a general liberal and deliberative ideology emphasizing transparency, participation and collaboration. The concept has also become of interest for states like China and Singapore. In this position paper we outline how to study the concept under different political discourses and suggest an Open government index that can be used to analyze the concept of open government under various settings.

  • 6.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A theoretical grounding of learning mathematics in authentic real-world contexts supported by mobile technology2012Ingår i: Proceedings of the IADIS International Conference Mobile Learning / [ed] Inmaculada Arnedillo Sánchez and Pedro Isaías, 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    The problems associated with de-contextualized learning are prominently accentuated in abstract and strongly formalized educational subjects such as mathematics. As means to overcome these problems, the research domain of mathematics education has repeatedly called for situated, embodied and multimodal ways of learning. Interestingly, with the emergence of mobile learning, and through the affordances of mobile technology, opportunities are offered to extend the education of mathematics to authentic contexts for these kinds of learning practices. In this paper we give an account of theories on situated learning/cognition, multimodality, and embodied learning, and present four empirical studies on mobile mathematical learning characterized according to these theories. The paper contributes with a theoretical grounding for mobile mathematical learning.

  • 7.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Eliciting the potentials of mathematical mobile learning trough scaffolding learning processes across contexts2012Ingår i: International Journal of Mobile Learning and Organisation, ISSN 1746-725X, Vol. 6, nr 3/4, 285-302 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Little is understood in terms of scaffolding learning processes in more dynamical contexts than the classroom environment. The scope of mobile learning research has so far been limited to the scaffolding functions of the mobile technology. Thus, in this paper, a larger grip was taken, focusing on all available means, such as teachers, mobile technology, pre- and post-activities as supportive structures. In doing that a sequence of learning activities were designed within the domain of mathematics education. We asked what scaffolding role the available resources can play in supporting the students learning processes, and further, how we are to orchestrate these resources across contexts in a pedagogical manner. The findings demonstrates how students' learning processes are to be scaffolded and how learning in an outdoor context can be meaningfully supported through the sequencing of activities and the utilisation of pre- and post-activities in indoor contexts.

  • 8.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobile Inquiry-based Learning – a hype?2014Ingår i: Conference proceedings: 4th international Designs for Learning conference 6-9th May 2014, Stockholm: Stockholm University, 2014Konferensbidrag (Refereegranskat)
  • 9.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Orchestrating scaffolded outdoor mobile learning activities2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Since the beginning of time, technological innovations have formed the basis for the development of society and supported the most fundamental societal features. The educational system is no exception. This we have witnessed on many occasions, as for example in form of the transformations of learning and teaching introduced by the printing press, the calculator and computers. With the advance of mobile technology, we have received another technology that inspires research fields to study the learning and teaching potentials that mobile technology may present. It is from here this thesis takes its general starting point, namely, in the determination to critically examine the role mobile technology can play in supporting outdoor learning activities. More specifically, the thesis attempts to, on the one hand, develop an understanding of the challenges and limitations associated with scaffolding students’ mobile learning in outdoor environments. On the other hand, based on such a developed understanding, the thesis investigates how mobile technology-supported outdoor activities should be orchestrated to scaffold students learning. Orchestration is, in this thesis, understood as the process of productively coordinating supportive interventions across multiple learning activities occurring at multiple social levels involving multiple contexts, and multiple tools and media.The framework of design-based research has guided the methodological approach. Three design studies formed the empirical basis of the study of the issues. The results of the thesis indicate the difficulties and challenges in supporting students in outdoor contexts and delineate an understanding of how mobile outdoor learning activities can be orchestrated with students scaffolding needs taken into account.The thesis contributes with a conceptualization of and a model for orchestration of mobile learning activities, a framework for design-based research in mobile learning, as well as a critical perspective on the introduction of mobile technology in education. 

  • 10.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    The flipped classroom: for active, effective and increased learning - especially for low achievers2016Ingår i: International journal of educational technology in higher education, ISSN 2365-9440, Vol. 13, 33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known about student's perceptions of learning through flipped classroom. This study examined students' perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students' (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning. Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.

  • 11.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Characterizing learning mediated by mobile technologies: a cultural-historical activity theoretical analysis2015Ingår i: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 8, nr 4, 357-366 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Mobile technologies have not yet triggered the knowledge revolution in schools anticipated, in particular, by the telecommunications industry. On the contrary, mobile technologies remain extensively used outside the frontiers of formal education. The reasons for this are many and varied. In this paper, we concentrate on those associated with the prevalent methodological weakness in the study of innovative educational interventions with mobile technologies. In this context, the paper investigates the following question: what is the potential of second-generation cultural-historical activity theory (CHAT) for characterizing learning activities mediated by mobile technologies? To this end, an empirical study was designed with the goal of examining five small groups of students (fifth grade, age 12) who were using mobile devices in authentic educational settings, within a natural science inquiry-based learning activity outdoors. Second-generation CHAT was operationalized as an analytical and dialectic methodological framework for understanding learning activities mediated by mobile devices. The study contributes a characterization of mobile learning and identification of constraints and transformations introduced by mobile technology into students’ tasks.

  • 12.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    When Teaching Practices Meet Tablets’ Affordances: Insights on the Materiality of Learning2016Ingår i: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings / [ed] Katrien Verbert, Mike Sharples, Tomaž Klobučar, Springer, 2016, 179-192 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research on tablets in schools is currently dominated by the effects these devices have on our children’s learning. Little has yet been said about how these devices contribute and participate in established school practices. This study delves into the questions of what do tablet-mediated teaching practices look like in Swedish schools and how are these practices valued by teachers? We collected data in four Swedish schools that were part of the one-to-one program financed by their municipalities. We apply qualitative and quantitative analysis methods on 22 deep interviews, 20 classrooms observations and 30 teachers’ responses to an online survey. The study identifies a set of tablet-mediated teaching practices that lead to a deeper understanding of how affordances of media tablets configure contemporary forms of learning.

  • 13.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Eliasson, Johan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Exploring the challenges of supporting collaborative mobile learning2011Ingår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, Vol. 3, nr 4, 70-85 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

  • 14.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Rossitto, Chiara
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Learning with or without mobile devices? A comparison of traditional school field trips and inquiry-based mobile learning activities2014Ingår i: Research and Practice in Technology Enhanced Learning, ISSN 1793-7078, Vol. 9, nr 2, 241-262 s.Artikel i tidskrift (Refereegranskat)
  • 15.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Zetali, Karwan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobile inquiry-based Learning2013Ingår i: Human-Computer Interaction. Applications and Services: 15th International Conference, HCI International 2013. Proceedings Part II / [ed] Masaaki Kurosu, Springer Berlin/Heidelberg, 2013, 464-473 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents a study on mobile learning that could be viewed as a manifestation of strong voices calling for learning in natural contexts. The study was based on a sequence of inquiry-based mobile learning activities within the domain of natural sciences and mathematics education. We questioned the effects of collaborative scaffolding, and the effects scaffolding provided by technology have on learning and performance. Based on a quantitative interaction analysis, findings suggest that low-achievement students benefit from inquiry-based mobile activities; that the use of mobile technologies bring multiple effects on students’ learning, both positive and negative, and that the roles of teachers remains as crucial as before the introduction of learning technologies.

  • 16.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Zetali, Karwan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Multiple effects of collaborative mobile inquiry-based learning2013Ingår i: To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos, & Community Events / [ed] Nikol Rummel, Manu Kapur, Mitchell Nathan, Sadhana Puntambekar, International Society of the Learning Sciences, 2013, 323-324 s.Konferensbidrag (Refereegranskat)
  • 17.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    The design of mobile learning activities informed by learning theories2010Ingår i: Norditel 2010 Book of abstracts, 2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    We need mobile learning innovations that are adaptable in educational settings. Considering this aim, the mobile learning field has had a history of technology-driven designs with less successful results. However, in order to overcome the shortcomings of the technology-driven attempts several studies have leaned towards codesign approaches that involve teachers and students in the design process. In this position paper, we argue that the co-design approach is insufficient on its own and we direct our focus towards learning theories to inform the design of mobile learning activities in educational settings.

  • 18.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Spikol, Daniel
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    A Learning Activity Design Framework for Supporting Mobile Learning2016Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 8, nr 1, 1-12 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

  • 19.
    Nouri, Jalal
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Åkerfeldt, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Fors, Uno
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments - The PISA Framework and Modes of Communication2017Ingår i: International Journal:  Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 12, nr 4, 163-174 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on an exploratory study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students' collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.

  • 20. Spikol, Daniel
    et al.
    Bergström, Peter
    Eliasson, Johan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Olofsson, Anders D.
    Lindberg, J. Ola
    Bridging the Distance from Research to Practice: Designing for Technology Enhanced Learning2012Ingår i: NGL 2012 Next Generation Learning Conference: Conference Proceedings, Dalarna University , 2012, 1-9 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    A grand challenge for educational research is to remove its weak link to practice. One of the strategies to confront these challenges can be through the use of Design-Based Research (DBR). A DBR approach includes working iterations of design, implementation and evaluation in real world learning contexts, making it especially suitable for research in Technology Enhanced Learning (TEL). This paper describes and contextualizes a workshop that points out the need to examine different design approaches and digital technology tools to explore TEL in educational practices. Since the goal of the workshop is to use multidiscipline perspectives of education and didactics (ED), computer science (CS), interaction design (ID), to show the complexity for supporting next generation learning, these perspectives will in the paper be described and put in relation to each other. What research questions within and in between the three perspectives should be included in a DBRapproach in order to inform and facilitate TELpractices. In the end, of the paper a multidisciplinary DBR-approach allowing a more holistic understanding of educational practices usin g TEL will be argued for.

  • 21.
    Thies, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap. Experio Lab, County Council of Värmland, Sweden.
    Nouri, Jalal
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Hindering Contradictions in Healthcare: An activity-theoretical analysis of a design-led investigation in primary care2015Ingår i: Proceedings of the Third European Conference on Design4Health 2015, Sheffield, 13 - 16 July 2015 / [ed] Kirsty Christer, Sheffield, UK: Sheffield Hallam University , 2015, 1-9 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Swedish healthcare system has been reformed in a significant way during the last decades resulting in several challenges. One of those challenges, addressed in this paper, concerns the relation between decreased resources and patient-centred care. Thus, this paper poses the question of why healthcare faces difficulties in transforming itself to become more patient- centred. To investigate the question, a case study previously unprecedented in Sweden was conducted at a primary care unit: The first author was employed by the county council as in-house service- designer in a nationally funded1 project with a placement at one specific primary care unit over 15 months. The project was initiated in 2014 and investigated the use of design methodology to explore the needs for future improvement in primary care. Collected data has been analyzed through Activity Theory, resulting in the identification of two major contradictions that emerge between the overarching activity of the organization and two inherent systems: the patient/citizen's activity system of getting help to gain better health and the doctor's activity system of providing care.

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