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  • 1. Alvarado Garcia, Adriana
    et al.
    Maestre, Juan F.
    Barcham, Manuhuia
    Iriarte, Marilyn
    Wong-Villacres, Marisol
    Lemus, Oscar A.
    Dudani, Palak
    Reynolds-Cuéllar, Pedro
    Wang,, Ruotong
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Decolonial Pathways: Our Manifesto for a Decolonizing Agenda in HCI Research and Design2021In: CHI EA '21: Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems / [ed] Yoshifumi Kitamura; Aaron Quigley; Katherine Isbister; Takeo Igarashi, ACM Digital Library , 2021, p. 1-9, article id 10Conference paper (Refereed)
    Abstract [en]

    As the push for intersection between decolonial and post-colonial perspectives and technology design and HCI continues to grow, the natural challenge of embracing different ways of approaching knowledge production without ’othering’ begins to emerge. In this paper, we offer what we call ’decolonial paths’, possible portals to navigate through this challenge. This collective exploration inspires five pathways for approaching decoloniality within HCI: understanding, reconsidering, changing, expanding, and reflecting. Non-prescriptive and non-definitive, these pathways offer HCI researchers a framework to investigate their own practice and the spaces of sociotechnical research and learning they inhabit.

  • 2.
    Blåsjö, Mona
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Hållsten, Stina
    Södertörns högskola, Sverige.
    Karlström, Petter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Att skriva för att lära i digitala miljöer2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 109-119Chapter in book (Other academic)
    Download full text (pdf)
    Att skriva för att lära
  • 3.
    Blåsjö, Mona
    et al.
    Stockholm University, Faculty of Humanities, Department of Scandinavian Languages.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Exploring the Design Space of Genre Pedagogy and Virtual Learning Environments2012In: Designs for Learning 2012: 3rd International Conference Exploring Learning Environments. Conference Proceedings, 2012, p. 75-77Conference paper (Refereed)
    Abstract [en]

    This paper explores the design space of genre pedagogy and virtual learning environments. This is done by examining the cornerstones of genre pedagogy and the main activities they give raise to, and how the activities are transformed when they are partly or completely moved from the classroom to virtual learning environments, and what implications for interaction design they give raise to.

  • 4.
    Cerratto Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Unpacking Emergent Teaching Practices with Digital Technology2019In: Emergent Practices and Material Conditions in Learning and Teaching with Technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, no 1, p. 33-51Chapter in book (Refereed)
    Abstract [en]

    What changes when digital technology is used in the classroom, and how do we identify these changes? These questions motivated the present study, which sought to contribute to the discourse on the digitalization of schools from the perspective of teachers’ everyday practice. The analysis was grounded in the scrutiny of 11 semi-structured interviews and field notes stemming from ethnographic observations carried out in classrooms, breaks, and teachers’ workshops. The data were analyzed in terms of materials, competences, meanings, and experiential qualities (i.e., referring to how certain properties of a digital design are experienced in use). The experiential qualities that emerged from the analysis of the data show an interrelation between the elements of practice; in particular, they reflect a visible, problem-solving and adaptive teaching practice that develops with the use of digital technologies in the classroom. Such a practice is characterized as effective, evidence-based, and liberated from time and space communication. The implications of these findings are discussed in relation to, the emergence of the teachers’ practice of experimenting with the digital materials, and the emergence of a managerial communication practice in the elementary school. The chapter contributes to the discussion of the tensions between incremental and radical changes in teaching with digital technologies and offers an elaboration of the relevance of a lens on practice in studies about technology and education.

  • 5.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Emergent practices and material conditions in teaching and learning with technologies2019Collection (editor) (Refereed)
    Abstract [en]

    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.

  • 6.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Introduction into Emergent Practices and Material Conditions in Learning and Teaching with Technologies2019In: Emergent Practices and Material Conditions in Learning and Teaching with Technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, no 1, p. 3-20Chapter in book (Refereed)
    Abstract [en]

    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.

  • 7.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Next Steps: Toward a Relational Mode of Thinking for Educational Technology2019In: Emergent practices and material conditions in teaching and learning with technologies / [ed] Teresa Cerratto Pargman, Isa Jahnke, Springer, 2019, p. 257-259Chapter in book (Refereed)
    Abstract [en]

    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.

  • 8.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Joshi, Somya
    Wehn, Uta
    Experimenting with Novel Forms of Computing: The case of the Swedish Citizen Observatory for Water Quality Conservation2019In: Proceedings of the Fifth Workshop on Computing within Limits, Association for Computing Machinery (ACM), 2019, article id 8Conference paper (Refereed)
    Abstract [en]

    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.

  • 9.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mapping the Ethics of Learning Analytics in Higher Education: A Systematic Literature Review of Empirical Research2021In: Journal of Learning Analytics, E-ISSN 1929-7750, Vol. 8, no 2, p. 123-139Article, review/survey (Refereed)
    Abstract [en]

    Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014–2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps.

    Download full text (pdf)
    fulltext
  • 10.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Viberg, Olga
    Kitto, Kirsty
    Knight, Simon
    Ferguson, Rebecca
    Responsible learning analytics: Creating just, ethical, and caring LA systems2021In: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21), Society for Learning Analytics Research (SoLAR) , 2021, p. 331-335Conference paper (Other academic)
    Abstract [en]

    Ethical considerations and the values embedded in the design, development, deployment, and use of Learning Analytics (LA) systems have received considerable attention in recent years. Ethical frameworks, design guidelines, principles, checklists, and a code of practice have contributed a conceptual basis for focused discussions on ethics in LA. However, relatively little is known about how these different conceptual understandings of ethics work in practice and what specific tensions practitioners (e.g., administrators, developers, researchers, teachers, learners) experience when designing, deploying, or using LA with care.This half-day interactive workshop aims to provide participants with a space for information, dialogue, and collaboration around Responsible LA. The workshop will begin with a brief overview of Responsible LA. After that, the participants will present their cases drawing attention to the ethical considerations covered and not covered in LA practices. Following this, participants in groups will discuss the cases illustrating ethical tensions and create semantic categories to document such edge cases. The collected edge cases will be shared in a wiki or database. The workshop outcomes will help inform LA practitioners on ethical tensions thatneed to be discussed with care while highlighting places where more research work is required. 

    Download full text (pdf)
    fulltext
  • 11.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Milrad, Marcelo
    Taking an instrumental genesis lens: New insights into collaborative mobile learning2018In: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 49, no 2, p. 219-234Article in journal (Refereed)
    Abstract [en]

    In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.

  • 12.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Pour une conception des technologies centrée sur l'activité du sujet: le cas de l'écriture de groupe avec collecticiel2006In: Modèles du sujet pour la conception: dialectiques activités développement / [ed] Pierre Rabardel, Pierre Pastré, Toulouse: Octarès , 2006, p. 157-188Chapter in book (Other academic)
  • 13.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Practice as a Concept in Educational Technology2020In: Encyclopedia of Educational Innovation / [ed] Michael A. Peters, Richard Heraud, Springer Nature , 2020, p. 1-5Chapter in book (Other academic)
    Abstract [en]

    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.

  • 14.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution2023In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 40, no 1, p. 40-48Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this commentary is to comment on Fischer's et al. (2022)

    Design/methodology/approach - This commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.

    Findings - In this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.

    Research limitations/implications - Following Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.

    Originality/value - The author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.

  • 15.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Review of Lesley Gourlay and Martin Oliver (2018). Student Engagement in the Digital University: Sociomaterial Assemblages2020In: Postdigital science and education, E-ISSN 2524-4868Article, book review (Other academic)
    Abstract [en]

    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?

  • 16.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    The use of synchronous text-based environments for teacher professional development2001In: Chat-Kommunikation: Sprache, Interaktion, Sozialität & Identität in synchroner computervermittelter kommunikation: Perspektiven auf ein interdisziplinäres Forschungsfeld / [ed] Michael Beisswenger, Stuttgart: Ibidem-Verlag, 2001Chapter in book (Other academic)
  • 17.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Davidsson, Mattias
    Make IT Happen: Slutrapport 2020-02-302020Report (Other academic)
    Abstract [sv]

    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.

  • 18.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Davidsson, Mattias
    Tedre, Matti
    Milrad, Marcelo
    Teaching Computational Thinking in K-9: Tensions at the Intersection of Technology and Pedagogical Knowledge2020In: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020: Proceedings / [ed] M. Gresalfi, I.S. Horn, International Society of the Learning Sciences , 2020, Vol. 4, p. 2409-2410Conference paper (Refereed)
    Abstract [en]

    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?

  • 19.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jahnke, Isa
    Damsa, Crina
    Nussbaum, Miguel
    Säljö, Roger
    Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching2017In: Making a Difference: Prioritizing Equity and Access in CSCL: 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 / [ed] Brian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim, International Society of the Learning Sciences, 2017, p. 905-908Conference paper (Refereed)
    Abstract [en]

    The way in which digital technologies take part and contribute to configuring teaching and collaborative learning practices has become a timely research matter in our field. Current studies in the CSCL field, and particularly on the use of tablets in education, draw attention to how everyday educational practices are entangled with contemporary technologies and, how these technologies shape in turn such practices, in schools and higher education. This half-day workshop aims specifically at accounting for emergent practices in tablet-mediated collaborative learning and teaching, with a particularly focus on the material conditions that constitute such practices. The workshop invites researchers, designers and practitioners to contribute and engage with in-depth analyses of the use of tablets in everyday teaching and learning, in schools and higher education contexts. Furthermore, the workshop intends to trigger and facilitate participants to generate/propose conceptual and methodological analytical tools for examining the material conditions of tablet-mediated collaborative learning and teaching practices. The outcomes of the workshop will consist of (1) a repertoire of (identified) emergent practices bounded to the use of tablets in schools and higher education, reported by the participants, (2) a set of conceptual and analytical tools for the study of material conditions of CSCL practices and (3) a network bringing together researchers, practitioners and designers to set up a research agenda and initiate a consortium including the organisation of a special issue in an International journal.

  • 20.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Joshi, Somya
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Reconfiguring civic participation: open source software in the political space2016Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Discourses on participation, democracy and politics are today profoundly questioned and challenged. Internet and the entrance of open source software into the governmental sphere have much contributed toward the shift in understandings of citizen participation, their rights and representation. In the field of participatory design such an inquiry is reflected in a shift of focus regarding the study of the use of technologies within government. From being concerned by issues on transparency and equity researchers are nowadays more prone to explore issues regarding the transformative power or/and performativity of open source software in contexts such as government. This paper describes the case of the political “Net Party” which in 2013 introduced the platform “Democracy OS” into the legislature of the Ciudad de Buenos Aires in Argentina. The question that motivates the study is: Do open source tools redefine the political space and reconfigure citizen civic participation? And if so, how? The paper contributes five analytical axes for scrutinizing the entrance of open source tools into the political space.

  • 21.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Joshi, Somya
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Understanding Limits from a Social-Ecological perspective2015In: First Monday, E-ISSN 1396-0466, Vol. 20, no 8Article in journal (Refereed)
    Abstract [en]

    The latest developments in the field of HCI have given rise to an increasing interest in issues pertaining to global warming, resource depletion and environmental degradation. Concern about such issues has contributed to give shape to the design space of sustainable HCI (SHCI); a space whose boundaries are at times blurred. On the one hand, some, design “sustainable” information technology based on visions of the world that do not really question limits to continuous economic growth and, on the other hand, others embrace the design of information technology from stances that acknowledges limits (i.e., economic, ecological, energetic). This paper introduces the perspective of social ecology into SHCI. This perspective provides us with a core set of principles that makes us situate computing at the intersection of physical (natural) and moral (human) qualities of our human environment systems. As such it confronts us with choices to be made in the challenging years to come and invites us to argue about the very purpose of information technology in a world of limitations.

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  • 22.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Järvela, Sanna M.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Milrad, Marcelo
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designing Nordic Technology-enhanced Learning2012In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 15, no 4, p. 227-230Article in journal (Other academic)
    Abstract [en]

    The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.

  • 23.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Celikten, Emre
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sneiders, Eriks
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Dalianis, Hercules
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    User Centered Development of Automatic E-mail Answering for the Public Sector2012In: Human-Computer Interaction, Tourism and Cultural Heritage / [ed] Francisco Cipolla-Ficarra, Kim Veltman, Huang Chih-Fang, Miguel Cipolla-Ficarra, Andreas Kratky, Springer Berlin/Heidelberg, 2012, Vol. 7546, p. 154-156Conference paper (Refereed)
    Abstract [en]

    In Sweden, the use of e-mail by the public sector has become a key communication service between citizens and governmental authorities. Although the integration of e-mail in the public sector has certainly brought citizens and handling officers closer, it has also introduced a particular vision on governmental authorities such as for instance the idea that public service and information should be available to citizens any time, anywhere. Such a belief among citizens puts certainly high demands on the quality and efficiency of the e-service governmental authorities are capable to provide. In fact, the growing number of citizens’ electronic requests must be accurately answered in a limited time. In the research project IMAIL (Intelligent e-mail answering service for eGovernment) [1], we have focused on the work carried out at the Swedish Social Insurance Agency (SSIA) that exemplifies a governmental authority dealing with 500,000 emails per year on top of face-to face meetings, phone calls and chat communication. With the objective of creating an e-mail client capable to ease and ensure the quality of SSIAs’ handling officers public service, we have developed a prototype that: (1) automatically answer a large part of simple questions in the incoming e-mail flow, (2) improve the quality of the semi- automatic answers (i.e. answer templates), and finally, (3) reduce the workload for the handling officers. The development of the prototype is grounded in an empirical study conducted at the SSIA. The study comprises the analysis and clustering of 10,000 citizens e-mails and the working activity of 15 handling officers that were collected through questionnaires, interviews and workshops [2].

  • 24.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Daniel, Spikol
    Milrad, Marcelo
    Otero, Nuno
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Exploring Teachers’ perspectives on the use of Mobile devices for Math and Language Learning2014In: Conference proceedings: 4th international Designs for Learning conference 6-9th May 2014, Stockholm: Stockholm University, 2014Conference paper (Refereed)
  • 25.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Karlström, Petter
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Materiality of Online Students’ Peer-Review Activities in Higher Education2015In: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015: Conference Proceedings. Volume 1 / [ed] Oskar Lindwall, Päivi Häkkinen, Timothy Koschmann, Pierre Tchounikine, Sten Ludvigsen, International Society of the Learning Sciences, 2015, p. 308-315Conference paper (Refereed)
    Abstract [en]

    In spite of the widespread use of technology in higher education, discourses on learning technologies commonly account for their features as disembodied from their use. There has so far been few theoretical approaches which have delved into "the technology question" in CSCL. We present an empirical study that investigates how students’ peer-review activities are entangled with sociomaterial aspects of mediated collaborative learning. The students' peer-review activities were analyzed according to the Collective Instrument-mediated Activity Situation (CIAS) model, and findings show that the materiality of two different tools had considerable influenced how students engaged with the texts and how they interacted with each other.

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  • 26.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Milrad, Marcelo
    Otero, Nuno
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Spikol, Daniel
    Purposeful Learning Across Collaborative Educational Spaces2014In: 11 th International conference of the learning sciences: proceedings / [ed] Joseph L. Polman et al, New York: International Society of the Learning Sciences , 2014, p. 1597-1598Conference paper (Refereed)
  • 27.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Näslund, Anders
    Feldt, Tommy
    The use of social annotations tools in higher education2014In: Conference proseedings: 4th international Designs for Learning conference 6-9th May 2014, Stockholm: Stockholm University , 2014Conference paper (Refereed)
  • 28.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lindberg, Ylva
    Högre utbildning i pandemins kölvatten2021In: Nio-fem : tidskrift om arbetsliv & profession, ISSN 2001-9688, no 1, p. 28-31Article in journal (Other academic)
  • 29.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lindberg, Ylva
    Jönköping University, Småland, Sweden.
    Buch, Anders
    Via University College, Aarhus, Denmark.
    Automation Is Coming! Exploring Future(s)-Oriented Methods in Education2023In: Postdigital Science and Education, E-ISSN 2524-4868, Vol. 5, no 1, p. 171-194Article in journal (Refereed)
    Abstract [en]

    Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do researchers explore sociotechnical practices that are in the making? Guided by these questions, we investigate the increasing adoption of ADM in teachers’ assessment practices. This constitutes a case in point for reflecting on the research methods applied to address the future of assessment in education. In this context, we distinguish between representational methods oriented to recounting past experiences and future(s) methods oriented to making futures. Studying the literature on speculative methods in digital education, we illustrate four categories of future(s)-oriented methods and reflect on their characteristics through a backcasting workshop conducted with teachers. We conclude by discussing the need to reconsider the methodological choices made for studying emerging technologies in critical assessment practices and generate new knowledge on methods able to contribute to alternative imaginaries of automation in education. 

  • 30.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Be Careful What You Wish For! Learning Analytics and the Emergence of Data-Driven Practices in Higher Education2021In: Digital Human Sciences: New Objects—New Approaches / [ed] Sonya Petersson, Stockholm: Stockholm University Press , 2021, p. 203-226Chapter in book (Refereed)
    Abstract [en]

    The purpose of this chapter is to introduce learning analytics LA), exemplify how LA has currently been implemented in higher education, and discuss critically the ethical issues and concerns that arise when LA is introduced into HE.

  • 31.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Viberg, Olga
    Knight, Simon
    New Vistas on Responsible Learning Analytics2023In: Journal of Learning Analytics, E-ISSN 1929-7750, Vol. 10, no 1, p. 133-148Article in journal (Refereed)
    Abstract [en]

    The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case — algorithmic decision-making — as a point of departure.

  • 32.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Milrad, Marcelo
    Beyond Innovation in Mobile Learning: towards Sustainability in Schools2016In: Mobile learning: the next generation / [ed] John Traxler, Agnes Kukulska-Hulme, New York: Routledge, 2016, p. 154-178Chapter in book (Other academic)
  • 33.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    One Tablet, Multiple Epistemic Instruments in the Everyday Classroom2017In: Data Driven Approaches in Digital Education: Proceedings / [ed] Élise Lavoué, Hendrik Drachsler, Katrien Verbert, Julien Broisin, Mar Pérez-Sanagustín, Springer, 2017, p. 379-384Conference paper (Refereed)
    Abstract [en]

    Grounded in the analyses of 23 semi-structured interviews and 31 field notes from classroom observations, this study scrutinizes the relationships that teachers and learners entertain with/through the tablet in their process of technology appropriation in the classroom. The results reveal that, on the one hand, the learners elaborate a variety of instruments from their interactions with the tablet and, on the other hand, that the teachers’ appropriation plays a central role in configuring a creative, critical and participatory pedagogy in the contemporary classroom.

  • 34.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Tablets in the CSCL Classroom: A Lens on Teachers’ Instrumental Geneses2017In: Making a Difference: Prioritizing Equity and Access in CSCL: 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 / [ed] Brian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim, International Society of the Learning Sciences, 2017, p. 837-838Conference paper (Refereed)
    Abstract [en]

    Most educational research on tablets in schools seeks to find out whether children learn more efficiently with or without such devices. This study differs from such research as it instead investigates how tablets take part in the everyday CSCL classroom? Grounded in the instrumental genesis theory, this study focuses on the multifarious relationships between teacher-tablets-learner(s) to inform the processes of tablet appropriation in the classroom. Analysis of the instrumental processes observed reveals that learners on the one hand develop usage schemes that challenge those developed by the teachers. Teachers on the other hand are forced to review their competence, rethinking power-relationships vis-à-vis learners and have to reflect/design a creative, critical and participatory pedagogical practice that is aligned with learners’ utilization schemes and the instruments they bring to our contemporary classrooms.

  • 35.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Pargman, Daniel
    Nardi, Bonnie
    The Internet at the eco-village: Performing Sustainability in the twenty-first century2016In: First Monday, E-ISSN 1396-0466, Vol. 21, no 5Article in journal (Refereed)
    Abstract [en]

    Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defining what alternative ways of living might look like in the twenty-first century. Drawing on a social-ecological perspective, the analysis illustrates, on the one hand, that the Internet, along with the digital devices we use to access it, capitalizes and mobilizes values, knowledge and social relationships that in turn enhance resilience in the eco-village. On the other hand, the analysis shows that an explicit focus on ecological values is not sufficient for a community of individuals to significantly transform Internet use to conform to ecological ideals. This work contributes to a deeper understanding of the imbrication of social technologies with practices that are oriented to perform sustainable and resilient ways of living.

  • 36.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Rossitto, Chiara
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Barkhuus, Louise
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Understanding audience participation in an interactive theater performance2014In: Proceedings of the 8th Nordic Conference on Human-Computer Interaction: Fun, Fast, Foundational, Association for Computing Machinery (ACM), 2014, p. 608-617Conference paper (Refereed)
    Abstract [en]

    This article presents an empirical study investigating audience participation in an interactive theater performance. During the performance, audience members were enticed to act upon and contribute to the performance by sharing their opinions, emotions, values and other thoughts, by means of text messages that were integrated into the performance itself. The study aimed at understanding the main characteristics of audience participation in the interactive performance, as well as the role of communication technology as a medium enabling social participation. The results draw attention to the immediate and reflective facets of audience participation, both unfolding at two different but interrelated levels of interactions: an individual and collective one.

  • 37.
    Damşa, Crina
    et al.
    University of Oslo, Norway.
    Richter, Christoph
    Christian-Albrechts-Universität zu Kiel, Germany.
    Allert, Heidrun
    Christian-Albrechts-Universität zu Kiel, Germany.
    Cerratto Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Markauskaite, Lina
    University of Sydney, Australia.
    Arthars, Natasha
    University of Sydney, Australia.
    Spence, Natalie
    University of Sydney, Australia.
    Andreadakis, Zacharias
    University of Oslo, Norway.
    Slotta, Jim
    University of Toronto, Canada.
    Learning in Unbounded Landscapes ̶ Conceptualizations and Design From an Ecological Perspective2020In: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1, 2020, p. 366-373Conference paper (Refereed)
    Abstract [en]

    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.

  • 38.
    Eliasson, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Spikol, Daniel
    Linnaeus University.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design2011In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 3, no 2, p. 1-15Article in journal (Refereed)
    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.

  • 39.
    Eliasson, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Karlsson, Olov
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning2012In: 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, p. 92-96Conference paper (Refereed)
    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.

  • 40.
    Eliasson, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Knutsson, Ola
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Using smartphones and QR codes for supporting students in exploring tree species2013In: Scaling up Learning for Sustained Impact: 8th European Conference, on Technology Enhanced Learning, EC-TEL 2013, Paphos, Cyprus, September 17-21, 2013. Proceedings / [ed] Davinia Hernández-Leo, Tobias Ley, Ralf Klamma, Andreas Harrer, Springer Berlin/Heidelberg, 2013, p. 436-441Conference paper (Refereed)
    Abstract [en]

    Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

  • 41.
    Eliasson, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Nouri, Jalal
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design Heuristics for Balancing Visual Focus on Devices in Formal Mobile Learning Activities2010In:  , 2010Conference paper (Other academic)
  • 42.
    Eliasson, Johan
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Spikol, Daniel
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Get the bees away from the hive: Balancing visual focus on devices in mobile learning2010In: IADIS International Conference Mobile Learning 2010, Porto, Portugal, 2010Conference paper (Refereed)
  • 43.
    Farazouli, Alexandra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bolander Laksov, Klara
    Stockholm University, Faculty of Social Sciences, Department of Education.
    McGrath, Cormac
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers' assessment practices2023In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297XArticle in journal (Refereed)
    Abstract [en]

    AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers' assessment practices, exploring teachers' perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanities and social sciences participated in Turing Test-inspired experiments, where they blindly assessed student and ChatGPT-written responses to home examination questions. Additionally, we conducted semi-structured interviews in focus groups with the same teachers examining their reflections about the quality of the texts they assessed. Regarding chatbot-generated texts, we found a passing rate range across the cohort (37.5 - 85.7%) and a chatbot-written suspicion range (14-23%). Regarding the student-written texts, we identified patterns of downgrading, suggesting that teachers were more critical when grading student-written texts. Drawing on post-phenomenology and mediation theory, we discuss AI chatbots as a potentially disruptive technology in higher education practices.

  • 44.
    Figueras Julián, Clàudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verhagen, Harko Henricus
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ceratto Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Trustworthy AI for the People?2021In: AIES '21: Proceedings of the 2021 AAAI/ACM Conference on AI, Ethics, and Society, Association for Computing Machinery (ACM), 2021, p. 269-270Conference paper (Other academic)
    Abstract [en]

    While AI systems become more pervasive, their social impact is increasingly hard to measure. To help mitigate possible risks and guide practitioners into a more responsible design, diverse organizations have released AI ethics frameworks. However, it remains unclear how ethical issues are dealt with in the everyday practices of AI developers. To this end, we have carried an exploratory empirical study interviewing AI developers working for Swedish public organizations to understand how ethics are enacted in practice. Our analysis found that several AI ethics issues are not consistently tackled, and AI systems are not fully recognized as part of a broader sociotechnical system.

  • 45.
    Figueras Julián, Clàudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verhagen, Harko Henricus
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Exploring tensions in Responsible AI in practice. An Interview Study on AI practices in and for Swedish Public Organizations2022In: Scandinavian Journal of Information Systems, ISSN 0905-0167, E-ISSN 1901-0990, Vol. 34, no 2, p. 199-232, article id 6Article in journal (Refereed)
    Abstract [en]

    The increasing use of Artificial Intelligence (AI) systems has sparked discussions regarding developing ethically responsible technology. Consequently, various organizations have released high-level AI ethics frameworks to assist in AI design. However, we still know too little about how AI ethics principles are perceived and work in practice, especially in public organizations. This study examines how AI practitioners perceive ethical issues in their work concerning AI design and how they interpret and put them into practice. We conducted an empirical study consisting of semi-structured qualitative interviews with AI practitioners working in or for public organizations. Taking the lens provided by the “In-Action Ethics” framework and previous studies on ethical tensions, we analyzed practitioners’ interpretations of AI ethics principles and their application in practice. We found tensions between practitioners’ interpretation of ethical principles in their work and ‘ethos tensions.’ In this vein, we argue that understanding the different tensions that can occur in practice and how they are tackled is key to studying ethics in practice. Understanding how AI practitioners perceive and apply ethical principles is necessary for practical ethics to contribute toward an empirically grounded, Responsible AI.

  • 46.
    Figueras Julián, Clàudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verhagen, Harko Henricus
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Transparent Human-AI Design Interaction: Towards a Research Agenda2020Other (Other academic)
  • 47. Guerra González, Jenny Teresita
    et al.
    Suárez Estrada, Marcela
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Construyendo soberanía digital en América Latina: un análisis de las iniciativas de cuatro colectivos sociales: [Building digital sovereignty in Latin America: an analysis of the initiatives of four social groups] [Construindo a soberania digital na América Latina: uma análise das iniciativas de quatro grupos sociais]2022In: Revista Latinoamericana de Comunicación CHASQUI, ISSN 1390-1079, no 149, p. 227-242Article in journal (Refereed)
    Abstract [en]

    This paper engages with the meanings and practices of digital sovereignty that four social collectives are building and enacting in Latin America. Through a qualitative methodological approach based on semi-structured interviews with founding members of the selected collectives, we sought to know how they conceive and carry out activities of digital sovereignty on a daily basis. Among the research findings, the identification of five articulating axes in the work of these organizations stands out, namely: 1) conception / proposal of particular digital sovereignty; 2.) ways to achieve/achieve digital sovereignty; 3.) criticism and resignification in the ways of making digital sovereignty; 4.) agents involved and 5.) relationship with other groups and/ or organizations interested in digital sovereignty.

  • 48.
    Hamm, Andrea
    et al.
    Weizenbaum Institute for the Networked Society, Germany.
    Shibuya, Yuya
    The University of Tokyo, Japan.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bendor, Roy
    Delft University of Technology, Netherlands.
    Brodersen Hansen, Nicolai
    Aalborg University, Denmark.
    Raetzsch, Christoph
    Aarhus University, Denmark.
    Shoji, Masahiko
    Musashi University, Japan.
    Bieber, Christoph
    Center for Advanced Internet Studies, Germany.
    Hendawy, Mennatullah
    Ain Shams University, Egypt; Center for Advanced Internet Studies, Germany.
    Klerks, Gwen
    Eindhoven University of Technology, Netherlands; University of Technology Sydney, Australia.
    Schouten, Ben
    Eindhoven University of Technology, Netherlands.
    Failed yet successful: Learning from discontinued civic tech initiatives2023In: CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems / [ed] Albrecht Schmidt, Kaisa Väänänen, Tesh Goyal, Per Ola Kristensson, Anicia Peters, Association for Computing Machinery (ACM) , 2023, p. 1-5Conference paper (Refereed)
    Abstract [en]

    The design of civic tech is often confronted with impediments, barriers, and a lack of resources. These and other causes may lead to the discontinuation and even abandonment of initiatives. Since seemingly failed projects are much more difficult to publish as articles, this workshop will provide academics and practitioners with a rare opportunity to exchange experiences and insights on discontinued civic tech initiatives. The goal of the workshop is to develop a better understanding of why some civic tech initiatives fail and ask whether discontinued initiatives may still somehow contribute to social change and the growth of digital civics. A variety of sub-questions around discontinued civic tech will be addressed in the workshop, including matters of participation, citizen science, public management, power structures and biases, and communication.

  • 49. Hamm, Andrea
    et al.
    Shibuya, Yuya
    Ullrich, Stefan
    Cerratto Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    What Makes Civic Tech Initiatives To Last Over Time? Dissecting Two Global Cases2021In: Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, ACM Digital Library , 2021, article id 87Conference paper (Refereed)
    Abstract [en]

    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.

  • 50.
    Hansson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    Bardzell, Shaowen
    Georgia Institute of Technology, United States.
    Bhandari, Aparajita
    Cornell University, United States.
    Boulicault, Marion
    University of Edinburgh, United Kingdom.
    Thomas Doyle, Dylan
    University of Colorado Boulder, United States.
    Erete, Sheena
    University of Maryland College Park, United States.
    Cerratto-Pargman, Teresa
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lazem, Shaimaa
    City for Scientific Research and Technology, Egypt.
    Muller, Michael
    IBM Research, United States.
    Normark, Maria
    Uppsala University, Sweden.
    Petterson, Adrian
    University of Toronto, Canada.
    Poikolainen Rosén, Anton
    Aalto University, Finland.
    Taylor, Alex S.
    City, United Kingdom.
    Thomas, Jakita O.
    Auburn University, United States.
    Watson, Julia
    University of Toronto, Canada.
    A Toolbox of Feminist Wonder: Theories and methods that can make a difference2023In: CSCW '23 Companion: Companion Publication of the 2023 Conference on Computer Supported Cooperative Work and Social Computing / [ed] Casey Fiesler, Loren Terveen, Morgan Ames, Susan Fussell, Eric Gilbert, Vera Liao, Xiaojuan Ma, Xinru Page, Mark Rouncefield, Vivek Singh, Pamela Wisniewski, Association for Computing Machinery (ACM) , 2023, p. 476-480Conference paper (Refereed)
    Abstract [en]

    theoretical and methodological approaches that have provided us with useful tools to see things differently and make space for change. Since its inception over a decade ago, feminist HCI has progressed from the margins to mainstream HCI, with numerous references in the literature. Feminist HCI has also evolved to incorporate other critical HCI practices such as Queer HCI, participatory design, and speculative design. While feminist approaches have grown in popularity and become mainstream, it is getting more difficult to distinguish the feminist emancipatory core from other attempts of developing and improving society in various ways. In this workshop, we therefore want to revisit our feminist roots, where theory is a liberatory and creative practice, motivated by affect, curiosity, and wonder. From this standpoint, we consider which of our feminist tools can make a significant difference today, in a highly datafied world. The goal of this workshop is to; 1) create an inventory of feminist theories and concepts that have had an impact on our work as designers, educators, researchers, and activists; 2) develop a feminist toolbox for the CSCW community to strengthen our feminist literacy.

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