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Lundmark, S., Jonsson, M. & Kontio, J. (2024). Att designa sin framtid: Resurser för egenmakt i konstnärliga fritidsaktiviteter. In: Sofia Lundmark; Janne Kontio (Ed.), Fritidsdidaktiska dilemman: (pp. 275-300). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att designa sin framtid: Resurser för egenmakt i konstnärliga fritidsaktiviteter
2024 (Swedish)In: Fritidsdidaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2024, p. 275-300Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2024
Keywords
deltagande, inkludering, kreativa uttryck, konstnärliga fritidsaktiviteter
National Category
Human Computer Interaction Design Pedagogy Didactics
Identifiers
urn:nbn:se:sh:diva-53696 (URN)9789127466135 (ISBN)
Available from: 2024-03-18 Created: 2024-03-18 Last updated: 2024-03-19Bibliographically approved
Tholander, J. & Jonsson, M. (2023). Design Ideation with AI - Sketching, Thinking and Talking with Generative Machine Learning Models. In: Daragh Byrne; Nikolas Martelaro; Andy Boucher; David Chatting; Sarah Fdili Alaoui; Sarah Fox; Iohanna Nicenboim; Cayley MacArthur (Ed.), Proceedings of the 2023 ACM Designing Interactive Systems Conference: . Paper presented at DIS '23: Designing Interactive Systems Conference, Pittsburgh, USA, July 10-14, 2023. (pp. 1930-1940). Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Design Ideation with AI - Sketching, Thinking and Talking with Generative Machine Learning Models
2023 (English)In: Proceedings of the 2023 ACM Designing Interactive Systems Conference / [ed] Daragh Byrne; Nikolas Martelaro; Andy Boucher; David Chatting; Sarah Fdili Alaoui; Sarah Fox; Iohanna Nicenboim; Cayley MacArthur, Association for Computing Machinery (ACM), 2023, p. 1930-1940Conference paper, Published paper (Refereed)
Abstract [en]

Generative machine learning models provide opportunities to support design work in various parts of the design process. This study investigates how generative machine learning and large language models may play a part in creative design processes of ideation, early prototyping and sketching. A workshop was conducted in which design practitioners and design researchers developed design concepts for a provided design case, with the help of GPT-3. The findings point to three main themes, including i) the practical usefulness and limitations of the system in design ideation processes, ii) how the form of user interaction shapes users' expectations of the system's capabilities and potentials, and iii), how the broader discourse around AI both limits and enables how co-creative processes involving human and AI unfolds. The discussion outlines design implications and alternative framings of this kind of co-creative design practices based on post-human perspectives on design and technology use.

Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2023
Keywords
GPT-3, computer supported ideation, ChatGPT, Large Language Models, LLM, ideation, generative machine learning, co-creation, post-human design
National Category
Media and Communication Technology
Identifiers
urn:nbn:se:sh:diva-52473 (URN)10.1145/3563657.3596014 (DOI)978-1-4503-9893-0 (ISBN)
Conference
DIS '23: Designing Interactive Systems Conference, Pittsburgh, USA, July 10-14, 2023.
Available from: 2023-10-11 Created: 2023-10-11 Last updated: 2023-10-11Bibliographically approved
Lundmark, S., Jonsson, M., Myhre, M., Hjuberger, A. & Rodela, R. (2023). Listening to the Future: using Participatory Sound Fiction to Engage Young People in Urban Design. In: Mindtrek '23: Proceedings of the 26th International Academic Mindtrek Conference: . Paper presented at Mindtrek '23: 26th International Academic Mindtrek Conference, Tampere, Finland, October 3-6, 2023. (pp. 223-232). New York: Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Listening to the Future: using Participatory Sound Fiction to Engage Young People in Urban Design
Show others...
2023 (English)In: Mindtrek '23: Proceedings of the 26th International Academic Mindtrek Conference, New York: Association for Computing Machinery (ACM), 2023, p. 223-232Conference paper, Published paper (Refereed)
Abstract [en]

In spatial planning of urban areas, there is a need for new methods for meaningful inclusion of less represented voices as those of young people. This study focuses on how participatory design, design fiction and sound design can be combined to engage youth in urban planning processes. This is investigated by developing and testing a method called participatory sound fiction. The method was tested with a group of young residents in a suburban area in Sweden. Sound fictions of the suburb in 2170 were created and discussed among the youth participants. The results show that through discussions and speculations about the future, important insights were revealed about the youths’ reality, which can be of value in spatial planning processes as well as in understandings of how the youth experiences their living area. Furthermore, the study found that sound can broaden youths’ perspective on their immediate environment, that participatory sound fiction has the potential to engage youths, and that youths prefer to discuss the present to feel that their voices are being heard.

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2023
Keywords
Participatory design, urban design, urban planning, youth, design fiction, sound design
National Category
Human Computer Interaction Media and Communication Technology Design
Identifiers
urn:nbn:se:sh:diva-52603 (URN)10.1145/3616961.3616981 (DOI)2-s2.0-85180013082 (Scopus ID)979-8-4007-0874-9 (ISBN)
Conference
Mindtrek '23: 26th International Academic Mindtrek Conference, Tampere, Finland, October 3-6, 2023.
Funder
Swedish Research Council Formas, 2019-01887
Available from: 2023-11-03 Created: 2023-11-03 Last updated: 2024-01-03Bibliographically approved
Lundmark, S., Jonsson, M., Myhre, M. & Hjuberger, A. (2023). Participatory Sound Fiction: Designing a sustainable future through youth engagement in urban sound environments. In: Proceeding of the International Sustainable Development Research Society (ISDRS) 29th conference. 11-13 June, Univeriti Kebangsaan, Malaysia: . Paper presented at The International Sustainable Development Research Society (ISDRS) 29th conference. Univeriti Kebangsaan, Malaysia, June 11-13, 2023..
Open this publication in new window or tab >>Participatory Sound Fiction: Designing a sustainable future through youth engagement in urban sound environments
2023 (English)In: Proceeding of the International Sustainable Development Research Society (ISDRS) 29th conference. 11-13 June, Univeriti Kebangsaan, Malaysia, 2023Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In spatial planning of urban areas, there is a need for new methods for meaningful inclusion of less represented voices as those of young people. As the United Nations Act on the Rights of the Child became law in Sweden in 2020, children and youths have the right to form, express and have their own opinions in all matters concerning them, including participation in societal development such as urban design and urban planning processes. Methods used in participatory spatial planning are most often aimed at well-educated adult audiences and tend to focus on rational argumentation about short term needs, leaving out the effect the sensory and embodied experiences of our surroundings have on our well-being. Here we suggest that there could be benefits to integrate approaches where more space is given to sensory modalities such as urban soundscape and noise levels. As sound is a prevalent element in cities, the study aims to contribute with an analysis of how sound can be used in urban design processes with a special interest in the inclusion of children and youth. 

The study proposes and evaluates a method called participatory sound fiction, based on the intersection of three methodological approaches: participatory design, design fiction and sonic interaction/sound design, and how they can be combined to engage youth in urban planning processes. The participatory sound fiction method aims to be a collaboration between urban planners, designers, and youth, and consists of three main activities: 1) a workshop with participants, where sound cues are used as a basis for discussions, 2) the design of a “sound fiction” envisioning the future, and finally, 3) a presentation of and discussion about the sound fictions with the participants. Drawing on participatory design, the method highlights learning from the participants being experts in their own situation, and the opportunity to create empowerment for the participants is elaborated. Design fiction contributes with envisioning of the future as a means to create opportunities for discussion about real problems, challenge current situations and look at everyday life from new perspectives. Sonic interaction and sound design bring to the fore the ability of sound to arouse imagination, emotions, and discussion. 

The method was deployed and tested in a suburban area in Stockholm, characterised by low socioeconomic status and criminality, and low level of trust for the local government and public institutions. The study included eight youths aged 15-16 years old, recruited through the local youth centre. As part of the process a sound fiction envisioning the area in year 2170 was created. Through the activities, the participants reflected on their current situation and everyday lives in their local neighbourhood, as well as on their visions of the future.  

In conclusion, the study shows how the method, participatory sound fiction, could be useful to engage youth in urban planning processes. The results show that through discussions and speculations about the future, important insights were revealed about the youths' reality, which can be of value in spatial planning processes. Furthermore, the study found that sound can broaden youths’ perspective on their immediate environment, that participatory sound fiction has the potential to engage youths, and that youths prefer to discuss the present to feel that their voices are being heard.

This abstract is submitted to SDG+Target: 5b, and relates to the conference theme by providing insights on how art and design can be used to encourage sustainable development of young people in their own social and urban environment.  

Keywords
Media technology, Participatory design, design fiction, sound, sonic interaction
National Category
Design Human Computer Interaction Media and Communication Technology
Identifiers
urn:nbn:se:sh:diva-52161 (URN)
Conference
The International Sustainable Development Research Society (ISDRS) 29th conference. Univeriti Kebangsaan, Malaysia, June 11-13, 2023.
Available from: 2023-08-24 Created: 2023-08-24 Last updated: 2023-08-25Bibliographically approved
Jonsson, M. & Tholander, J. (2022). Cracking the code: Co-coding with AI in creative programming education. In: ACM International Conference Proceeding Series: . Paper presented at C&C '22: Creativity and Cognition, Venice, Italy, June 20 - 23, 2022 (pp. 5-14). Association for Computing Machinery
Open this publication in new window or tab >>Cracking the code: Co-coding with AI in creative programming education
2022 (English)In: ACM International Conference Proceeding Series, Association for Computing Machinery , 2022, p. 5-14Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents a study of a group of university students using generative machine learning to translate from natural language to computer code. The study explores how the use of the AI tool can be understood in terms of co-creation, focusing on the one hand on how the tool may serve as a resource for understanding and learning, and on the other hand how the tool affects the creative processes. Findings show how the participants search for a 'correct' syntax in their instructions to the machine learning tool, and how the inconsistent and erroneous behavior can work as a way to generate clues and inspiration for generating creative expressions. The notion of friction is used to describe how systems like this can serve to both lower thresholds for programming, and also interfere with the creative processes, encouraging reflection and exploration of alternative solutions.

Place, publisher, year, edition, pages
Association for Computing Machinery, 2022
Keywords
co-creation, generative machine learning, GPT-3, post-human design, programming, Computer programming, Creative process, Creatives, Human design, Machine-learning, Programming education, Machine learning
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:sh:diva-49617 (URN)10.1145/3527927.3532801 (DOI)2-s2.0-85133393638 (Scopus ID)9781450393270 (ISBN)
Conference
C&C '22: Creativity and Cognition, Venice, Italy, June 20 - 23, 2022
Available from: 2022-07-21 Created: 2022-07-21 Last updated: 2023-01-09Bibliographically approved
Lundmark, S., Jonsson, M. & Kontio, J. (2022). Makerspace i skolan: didaktiska möjligheter och utmaningar. In: Sofia Lundmark; Janne Kontio (Ed.), Digitala didaktiska dilemman: (pp. 367-390). Stockholm: Natur och kultur
Open this publication in new window or tab >>Makerspace i skolan: didaktiska möjligheter och utmaningar
2022 (Swedish)In: Digitala didaktiska dilemman / [ed] Sofia Lundmark; Janne Kontio, Stockholm: Natur och kultur, 2022, p. 367-390Chapter in book (Other academic)
Abstract [sv]

Detta kapitel tar avstamp i makerspace i olika klassrumssituationer. Dessa aktiviteter består av både kreativa digitala praktiker inspirerade av slöjdämnet och tekniska praktiker med fokus på matematik och programmering. Kombinationen av dessa belyser olika dilemman som lyfts i kapitlet. Kapitlet syftar till att utifrån insamlade data beskriva hur ett makerklassrum kan se ut, att peka ut några utmärkande drag som skiljer det från andra klassrum samt att söka förklara vad som försiggår där inne och hur deltagarna agerar. Särskilt intressant är det att titta på dels vilka didaktiska strategier lärare i ett makerklassrum arbetar efter och hur de resonerar kring nyttan av makerspace, dels vilka egenskaper hos eleverna som särskilt uppmuntras och stöttas. 

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2022
Keywords
makerspace, teknik, kreativitet, hantverksskicklighet
National Category
Pedagogy Media and Communication Technology Design Human Computer Interaction Didactics
Identifiers
urn:nbn:se:sh:diva-49780 (URN)9789127460263 (ISBN)
Available from: 2022-08-31 Created: 2022-08-31 Last updated: 2022-09-05Bibliographically approved
Landwehr Sydow, S., Jonsson, M. & Tholander, J. (2022). Modding the Pliable Machine: Unpacking the Creative and Social Practice of Upkeep at the Makerspace. In: ACM International Conference Proceeding Series: . Paper presented at C&C '22: Creativity and Cognition, Venice, Italy, June 20 - 23, 2022 (pp. 220-233). New York: Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Modding the Pliable Machine: Unpacking the Creative and Social Practice of Upkeep at the Makerspace
2022 (English)In: ACM International Conference Proceeding Series, New York: Association for Computing Machinery (ACM), 2022, p. 220-233Conference paper, Published paper (Refereed)
Abstract [en]

As digital fabrication machines have become more accessible and widely available, practitioners in maker communities have become increasingly responsive to the opportunities to achieve bespoke modifications, known colloquially as modding'. Drawing on interviews with five experienced makers who engage in modding a laser cutter, along with ethnographic observations of maker-machine interactions, we analyse makers' experiences and war stories' to frame modding as a prevalent but less explored maker activity. We highlight how makers care for machines, how they cope with risks when engaging in modding, and how mods are essentially creative projects. Based on our findings, we present the conceptualisation of the pliable machine' - a socio-technical system constituted by, (1) an accessible machine that can be altered, (2) maker skills that go beyond intended use, and (3) a surrounding maker culture' of caring, sharing and experimentation. Treating the machine as a material offers an alternative perspective on our interactions with technology; we show how the laser cutter becomes pliable in the hands of those who mod.

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2022
Keywords
digital fabrication, laser cutter, maker culture, makerspace, Modding, pliable machine, Creative projects, Creatives, Ethnographic observations, Laser cutters, Social practices, Fabrication
National Category
Computer and Information Sciences
Identifiers
urn:nbn:se:sh:diva-49618 (URN)10.1145/3527927.3532804 (DOI)2-s2.0-85133322276 (Scopus ID)9781450393270 (ISBN)
Conference
C&C '22: Creativity and Cognition, Venice, Italy, June 20 - 23, 2022
Available from: 2022-07-21 Created: 2022-07-21 Last updated: 2024-02-02Bibliographically approved
Lundmark, S. & Jonsson, M. (2021). Becoming a Designer at the Design Lab: Empowerment and participation in children's design activities. In: C&C ’21: Proceedings of the 13th Conference on Creativity and Cognition. Paper presented at ACM Creativity & Cognition, Italy [ONLINE], June 22-23, 2021.. New York: Association for Computing Machinery (ACM), Article ID 15.
Open this publication in new window or tab >>Becoming a Designer at the Design Lab: Empowerment and participation in children's design activities
2021 (English)In: C&C ’21: Proceedings of the 13th Conference on Creativity and Cognition, New York: Association for Computing Machinery (ACM), 2021, article id 15Conference paper, Published paper (Refereed)
Abstract [en]

This paper draws on data from an interview study with children engaged in a leisure time design lab situated in a socioeconomically vulnerable neighborhood. The study accounts for how the children involved in the design activities make sense of their experiences of participating in the design lab. Some perspectives on the relationship between design and empowerment are discussed and three empowering functions of the activities are identified that serve to empower the children in different ways: 1) The creative laboratory-How the activities allow for exploration and experimentation of both new identities and of new possible futures. 2) Community participation-How the design lab enables participation in the local community and reflections on what it means to be a citizen. 3) Playful apprenticeship-How the lab builds a peer-culture where children are continuously addressed and presented as equal colleagues in the lab, both in internal and external settings.

Place, publisher, year, edition, pages
New York: Association for Computing Machinery (ACM), 2021
Keywords
Agency, Children, Design lab, Empowerment, Participation, Social change, Computer applications, Computer programming, Community participation, Design activity, Interview study, Leisure time, Local community, Laboratories
National Category
Pedagogy Media Engineering
Identifiers
urn:nbn:se:sh:diva-46138 (URN)10.1145/3450741.3466804 (DOI)2-s2.0-85109110316 (Scopus ID)9781450383769 (ISBN)
Conference
ACM Creativity & Cognition, Italy [ONLINE], June 22-23, 2021.
Available from: 2021-07-15 Created: 2021-07-15 Last updated: 2021-11-15Bibliographically approved
Lundmark, S. & Jonsson, M. (2020). Design Inquiry Learning: Using Design Thinking Methods As Scaffolding In Problem-Based Learning. In: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning TechnologiesOnline Conference. 6-7 July, 2020. Paper presented at 12th International Conference on Education and New Learning Technologies, July 6-7, 2020 (pp. 7779). Valencia: International Association for Technology, Education and Development
Open this publication in new window or tab >>Design Inquiry Learning: Using Design Thinking Methods As Scaffolding In Problem-Based Learning
2020 (English)In: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning TechnologiesOnline Conference. 6-7 July, 2020, Valencia: International Association for Technology, Education and Development, 2020, p. 7779-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Problem-based learning (PBL) is a common form of teaching in both primary and higher education. PBL means that the students work independently and solution-oriented with problems or challenges as a starting point. Although PBL is a well-established form of teaching, it can sometimes be perceived as blunt and underdeveloped from a pedagogical perspective.For many years, we have worked with higher education and professional courses that include design methodology, design thinking and innovation practices. As a result of this work, we have identified opportunities to generalize and transfer parts of these practices to other educational domains in which we work with PBL and societal challenges. As part of our efforts to develop these forms of teaching and learning, we are developing an educational model, Design Inquiry Learning, where we strive to further develop existing problem-based approaches. Design Inquiry Learning can be understood as a form of research-based learning based on process-oriented and creative design exploration. Central in this model is design thinking methodology, where a creative approach and problem-solving methods inspired by professional designers' activities are used to find solutions to complex problems and societal challenges. This method is particularly suitable for challenging conventional ways of thinking, seeing new opportunities in strategic contexts and focusing on identifying interesting and manageable problems in a larger problem complex. Designers usually start from a user perspective and experiment on insights and solutions using practical methods and tools for data collection, visualization, idea generation, testing and decision making.In this paper we draw on examples from our experience from a number of courses at both undergraduate, graduate and doctoral level to illustrate how students that work with these types of methods quickly create a deep understanding of, and insight into, complex problem areas, and that the methods provide support and scaffolding, not only for the practical work but also for the learning processes. Often when design methodology and design thinking are discussed in educational settings, the focus is on skills related to innovation and to generate creative solutions. An important point we want to make here, however, is that such processes can also serve as means of gaining understanding and knowledge of the complex problem domains being explored. In the paper we specifically discuss the role of empathizing, framing of wicked problems, and visual thinking.

Place, publisher, year, edition, pages
Valencia: International Association for Technology, Education and Development, 2020
Series
EDULEARN Proceedings, ISSN 2340-1117
Keywords
Design inquiry learning, problem-based learning, design thinking, creative practices, higher education.
National Category
Educational Sciences Pedagogy Human Aspects of ICT
Identifiers
urn:nbn:se:sh:diva-41181 (URN)10.21125/edulearn.2020.1962 (DOI)978-84-09-17979-4 (ISBN)
Conference
12th International Conference on Education and New Learning Technologies, July 6-7, 2020
Available from: 2020-06-22 Created: 2020-06-22 Last updated: 2021-02-11Bibliographically approved
Jonsson, M. & Lundmark, S. (2020). Lärande genom designutforskande: En pedagogisk ansats för samverkan och social innovation inom högre utbildning. In: NU2020: Hållbart lärande. Paper presented at NU2020 - Hållbart lärande, 7-9 oktober 2020, Södertörns högskola, Huddinge. Södertörns högskola
Open this publication in new window or tab >>Lärande genom designutforskande: En pedagogisk ansats för samverkan och social innovation inom högre utbildning
2020 (Swedish)In: NU2020: Hållbart lärande, Södertörns högskola, 2020Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Problembaserat lärande (PBL) är en vanlig undervisningsform inom såväl grundskola som högre utbildning. Inom PBL arbetar studenterna självständigt och lösningsorienterat med problem eller utmaningar som utgångspunkt. Denna undervisningsform lämpar sig därför bra för å ena sidan samverkansprojekt där man arbetar med externa utmaningar, och å andra sidan för att utforska samhällsutmaningar där fokus ofta ligger på hållbarhet eller socialt ansvarstagande. Trots att PBL är en väletablerad undervisningsform, kan den ibland upplevas som trubbig och underutvecklad från ett pedagogiskt perspektiv. 

Inom vår utbildningspraktik har vi under många år arbetat med utbildningar i designmetodik, designtänkande och innovationspraktiker. I det arbetet har vi identifierat möjligheter att generalisera och överföra delar av dessa praktiker till andra domäner där man arbetar med PBL, samverkan och samhällsutmaningar. Ett intressant exempel är masterkursen “Challenges for Emerging Cities: Open Lab Multidisciplinary Project Course”, där studenter från en mängd olika discipliner från fyra olika universitet och högskolor använder designmetoder för att beforska och hitta kreativa lösningar på samhällsproblem formulerade av externa uppdragsgivare. 

Som en del i arbetet med att utveckla dessa lärandeformer har vi tagit fram en pedagogisk modell - Lärande genom designutforskande (Design Inquiry Learning), där vi strävar efter att vidareutveckla befintliga problembaserade ansatser genom att arbeta fram en form av utforskningsbaserat lärande baserat på processorienterat och kreativt designutforskande. Central för modellen är designtänkande-metodik (Design Thinking), där ett kreativt förhållningssätt och problemlösningsmetoder inspirerade av professionella designers verksamhet används för att hitta lösningar på komplexa problem och samhällsutmaningar. Denna metod är speciellt lämplig för att ifrågasätta konventionella tankesätt, se nya möjligheter i strategiska sammanhang och att fokusera på att identifiera intressanta och hanterbara problem i ett större problemkomplex. Designers utgår som regel från ett användarperspektiv och experimenterar sig fram till insikter och lösningar med hjälp av praktiska metoder och verktyg för datainsamling, visualisering, idégenerering, testning och beslutsfattande. 

Våra erfarenheter från ett flertal kurser på både grund-, avancerad-, och doktorandnivå visar att studenter som jobbar med denna typ av metoder snabbt skapar djup förståelse för och insikter inom komplexa problemområden, samt att metoderna ger stöd och struktur, inte bara för det praktiska arbetet utan även för lärprocesserna. Denna typ av arbetsformer ger även ett bra gränssnitt gentemot externa uppdragsgivare, med tydliga former för erfarenhetsutbyten och återrapportering. Ofta när designmetodik och designtänkande diskuteras inom utbildning, ligger fokus på förmåga till innovation och kreativa lösningar. En viktig poäng vi vill göra här är dock att sådana processer också kan fungera som medel till förståelse och kunskap om de problemdomäner som utforskas.

Place, publisher, year, edition, pages
Södertörns högskola: , 2020
National Category
Didactics Pedagogy Learning Design Media and Communication Technology
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-42270 (URN)
Conference
NU2020 - Hållbart lärande, 7-9 oktober 2020, Södertörns högskola, Huddinge
Available from: 2020-11-26 Created: 2020-11-26 Last updated: 2020-11-26Bibliographically approved
Projects
Co-coding with AI - Exploring co-creative partnerships with generative AI tools in programming education [2023-05487_VR]; Södertörn University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1644-1778

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