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  • 1.
    Appelgren, Ester
    Södertörn University, School of Social Sciences, Journalism.
    Från kontroll till en illusion av interaktivitet: Datajournalistik som grävande arbetsmetod2016In: Nordicom Information, ISSN 0349-5949, Vol. 38, no 2, p. 58-61Article in journal (Other academic)
    Abstract [sv]

    Datajournalistik som grävande arbetsmetod resulterar ofta i att journalistiska vinklar visualiseras i form av mönster eller specifika samband med hjälp av digitala medieformer. Här möts två tidigare åtskilda kulturer då journalistiska arbetsmetoder kombineras med tekniska arbetsmetoder. För att skapa en berättelse får journalister förtroende att fatta beslut åt publiken, i publikens intresse, medan en ingenjör istället kan bli anklagad för att fatta paternalistiska beslut över huvudet på människor. Med utgångspunkt från aktuell nordisk datajournalistik diskuteras i denna artikel därför vad som händer när just dessa två kulturer möts, i termer av beslutsfattande åt publiken, i publikens intresse.

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  • 2.
    Azzazi, Iman
    et al.
    Södertörn University, Teacher Education.
    Bertlind, Sabina
    Södertörn University, Teacher Education.
    Förutsättningar och möjligheter att möta digitaliseringen på förskolan: En empirisk studie om blivande förskollärares uppfattningar2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has a phenomenographic starting point that aims to investigate prospective preschool teachers' perceptions of their conditions and opportunities to meet digitization in the education at preschool. The target group for the study is prospective preschool teachers with previous experience of working in preschool, who are in the last semester of an experience-based preschool teacher program at a university in Sweden. By using two research methods, interviews and questionnaires, we have been able to get hold of and clarify the participants' perceptions, which has also enabled the identification and interpretation of areas of development. This answers the study's two questions which are: What do preschool teacher students' perceptions look like regarding their conditions and opportunities they are given both in the workplace and through the preschool teacher education to meet digitalization in preschool, in line with the curriculum goals? What possible areas of development can be deciphered based on the participants' descriptive perceptions of their conditions and opportunities to meet digitization?

    The result presents the variation of the participants' perceptions in the form of categories consisting of codes interpreted based on the participants' statements. Furthermore, it is shown that there are different and unequal conditions and opportunities in workplaces and that the digitization content of preschool teacher education is not sufficient for a preschool teacher to be able to meet digitization in education. In order for the digitization content in education to be in accordance with the curriculum goals, the results reveal areas of development that, among other things, require an increased implementation of both practical and theoretical digitization content in preschool teacher education. In terms of workplaces, there is a demand for skills development, spaces for reflection and an increased range and variety of technologies.

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  • 3.
    Bogdan, Christian
    et al.
    KTH, Människa-datorinteraktion, MDI.
    Green, Anders
    KTH, Människa-datorinteraktion, MDI.
    Hüttenrauch, Helge
    Södertörn University, School of Communication, Media and it, Media technology. KTH, Människa-datorinteraktion, MDI.
    Räsänen, Minna
    Södertörn University, School of Communication, Media and it, Media technology.
    Severinsson Eklundh, Kerstin
    KTH, Människa-datorinteraktion, MDI.
    Cooperative Design of a Robotic Shopping Trolley2009In: The Good, the Bad and the Challenging: the user and the future of information and communication technologies / [ed] Bartolomeo Sapio, Leslie Haddon, Enid Mante-Meijer, Leopoldina Fortunati, Tomaž Turk, Eugene Loos, 2009, p. 144-Conference paper (Refereed)
  • 4.
    Catir, Metin
    et al.
    Södertörn University, Teacher Education.
    Ledin, Christopher
    Södertörn University, Teacher Education.
    Fritidshemslärarens roll i digitaliseringens era: En essä om digitaliseringens påverkan på fritidshemslärarens roll2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our essay is to investigate how the role of the after-school center teacher is affected by digitalisation within the school. We investigate how we can promote digitalisation while fulfilling our pedagogical task and maintaining a good relationship with colleagues. We are also examining the conditions for the changed picture of requirements that digitalisation entails. In our essay, we have used ethical perspectives as a method to investigate what can be considered our duty as after-school programme teachers in relation to digitalisation, pedagogical assignments and colleagues. We use the Dreyfus brothers' epistemological perspective to contribute to the understanding of the reactions that our colleagues have before digitalisation. Ethical theories of duty and virtue as well as epistemological concepts such as practical knowledge are central to our essay. In our essay, we have come to the conclusion that the promotion of digitalisation and the use of digital tools are related to the conditions. The pedagogical mission and digitalisation can be completed without any of the areas having to be prioritized away. It is to a large extent possible to integrate these into the after-school center's activities and activities. It is also possible to promote digitalisation and maintain a good relationship with our colleagues.

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    Examensarbete av Christopher Ledin & Metin Catir
  • 5.
    Faraon, Montathar
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Stenberg, Georg
    Kristianstad University.
    Kaipainen, Mauri
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Political campaigning 2.0: The influence of online news and social networking sites on attitudes and behavior2014In: eJournal of eDemocracy & Open Government, E-ISSN 2075-9517, Vol. 6, no 3, p. 231-247Article in journal (Refereed)
    Abstract [en]

    This study aimed to examine differences in influence between online news (e.g., New York Times) and social networking sites (e.g., Facebook and Twitter) on attitudes in political campaigns. In a web-based experiment, campaign, polls and election between two fictitious candidates were simulated. Participants’ explicit and implicit attitudes as well as voting behavior were assessed using self-report items and the Implicit Association Test (IAT). The results reveal that information emanating from online news had a significant influence on explicit and implicit attitudes while that of social networking sites did not. Overall, negative items had a stronger impact than positive ones, more so in online news compared to social networking sites. Negative information from either type of media was more likely to change participants’ explicit attitudes in a negative direction and as a consequence also change their vote. Practical implications of the findings and limitations of the study are discussed.

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  • 6.
    Hansson, Karin
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Pargman, Teresa Cerratto
    Stockholm University, Sweden.
    Bardzell, Shaowen
    Penn State University, State College, University Park, PA, USA.
    Materializing activism2021In: Computer Supported Cooperative Work: The Journal of Collaborative Computing and Work Practices, ISSN 0925-9724, E-ISSN 1573-7551, Vol. 30, p. 617-626Article in journal (Other academic)
    Abstract [en]

    Online activism showcases how available digital tools allow social movements to emerge, scale up, and extend globally by fundamentally enabling new forms of power. This special issue brings together eight research articles that engage with the collaborative efforts embedded in various types of activism by studying features such as the socio-technical systems involved; how the activism is organized; relations between traditional and social media; and the complex network of systems, information, people, values, theories, histories, ideologies, and aesthetics that constitutes such activisms. The articles show the spaces in which this activism materializes, and particularly their situation in several intersecting dimensions including motivation, culture, language, and infrastructure. Together, these articles reflect the methodological breadth required to materialize online activism and the need to develop a more nuanced conceptualization of the media ecologies involved. By mapping out how activism is enabled and constrained by human-computer interfaces, this special issue contributes to open up the black box of online activism.

  • 7.
    Hansson, Karin
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Sveningsson, Malin
    Gothenburg University, Sweden.
    Ganetz, Hillevi
    Stockholm University, Sweden.
    Organizing Safe Spaces: #MeToo Activism in Sweden2021In: Computer Supported Cooperative Work: The Journal of Collaborative Computing and Work Practices, ISSN 0925-9724, E-ISSN 1573-7551, Vol. 30, p. 651-682Article in journal (Refereed)
    Abstract [en]

    Networked online environments can effectively support political activism. In Sweden, the #metoo movement resulted in over 100,000 people participating in activities challenging sexual harassment and abuse, including collecting testimonies via social media and drafting and discussing petitions published in print news media. Participation involved many risks, such as social stigma, losing one’s job, or misogynist terrorism, which meant that participation required a high level of trust among peers. Human-computer interaction (HCI) research on trust generally focuses on technical systems or user-generated data, less focus has been given to trust among peers in vulnerable communities. This study, based on semi-structured interviews and surveys of participants and organizers of 47 petitions representing different sectors in society, found that trust was aggregated over networks of people, practices, institutions, shared values, and technical systems. Although a supportive culture based on a feeling of solidarity and shared feminist values was central for safe spaces for participation, when activism was scaled up, social interaction had to be limited due to increased risk. HCI research views trust as a process of crossing distances, increasing over time; however, our results reveal that trust decreased over time as the movement grew and public exposure increased, a trend most evident when the participants actually came from a tightly knit community. Therefore, this study points out the significance to balance the need for transparency and community with the need for anonymity and distance in the development of tools to support large-scale deliberative processes that involve conflicts and risks.

  • 8. Jää-Aro, Kai-Mikael
    An Overview of Virtual Reality Research in the Nordic Countries1993In: Vuācharu riaritīzu [Virtual Realities]: An Anthology of Industry and Culture / [ed] Loeffler, Carl Eugene, Gijutsu Hyoron Sha , 1993, p. 254-266Chapter in book (Other academic)
  • 9. Jää-Aro, Kai-Mikael
    An Overview of Virtual Reality Research in the Nordic Countries1994In: The Virtual Reality Casebook / [ed] Loeffler, Carl Eugene AND Anderson, Tim, New York: Van Nostrand Reinhold , 1994, p. 138-151Chapter in book (Other academic)
  • 10. Jää-Aro, Kai-Mikael
    Forskning om virtuell virkelighet i Sverige1994In: Virtuell virkelighet: Teknologi og kultur : muligheter och utfordringer / [ed] Loeffler, Carl Eugene & Anderson, Tim, Oslo: Spartacus , 1994, p. 129-135Chapter in book (Other academic)
  • 11. Jää-Aro, Kai-Mikael
    et al.
    Bowers, John M.
    New Ideas on Navigation and View Control Inspired by Cultural Applications2004In: Inhabited Information Spaces: Living with your data / [ed] David N. Snowdon, Elizabeth F. Churchill & Emmanuel Frécon, London: Springer London, 2004, p. 151-180Chapter in book (Other academic)
  • 12.
    Jää-Aro, Kai-Mikael
    et al.
    KTH.
    Snowdon, David
    KTH.
    Retaining Body Language in Subjective Virtual Environments Using Artifact-Centred Coordinate Systems1997In: Proceedings of the Thirtieth Annual Hawai`i International Conference on System Sciences / [ed] Hashem El-Rewini & Yale N. Patt, IEEE Computer Society Digital Library, 1997, p. 646-652Conference paper (Refereed)
  • 13.
    Kaipainen, Mauri
    et al.
    Södertörn University, School of Communication, Media and it, Media technology.
    Ravaja, Niklas
    Tikka, Pia
    Vuori, Rasmus
    Pugliese, Roberto
    Rapino, Marco
    Takala, Tapio
    Enactive Systems and Enactive Media: Embodied human-machine coupling beyond interfaces2011In: Leonardo: Journal of the International Society for the Arts, Sciences and Technology, ISSN 0024-094X, E-ISSN 1530-9282, Vol. 44, no 5, p. 433-438Article in journal (Refereed)
    Abstract [en]

    This paper proposes the concept of enactive system as an alternative to the standard assumption of the human-computer-interaction and elaborates the idea of content mediation as enactive media. Our system consists of the two elements coupled in a holistic manner by means of bodily and spatial involvement, or enactment. It has two directions and is recursive by nature involving the impact of the technology on the human agent and the effect of the human experience on the technology. Instead of the standard explicit interface in the middle there is an implicit connecting surface, based on unconscious psychophysiological reactions. Our aim is not only to point out an analytic approach to existing media systems, but also to develop radically novel media concepts implied by the concept.

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  • 14. Kalmus, Veronika
    et al.
    von Feilitzen, Cecilia
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Siibak, Andra
    Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online2012In: Children, risk and safety on the internet: Research and policy challenges in comparative perspective. / [ed] Sonia Livingstone, Leslie Haddon & Anke Görzig, University of Bristol: Policy Press , 2012, p. 245-256Chapter in book (Refereed)
  • 15.
    Kihlman, Tania
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    "De hade skrivit bög i bläck. Jag hade skrivit: Exakt vad han är, LOL": En kvalitativ studie om ungdomars erfarenheter av e-mobbning på sociala nätverket Facebook2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Cyber bullying is a form of bullying that did not receive enough recognition in our society until the year of 2004. That same year, the social network Facebook was launched and is now the most popular social network site for youths in Sweden and around the world. Cyber bullying is a new phenomenon where the normal form of bullying is taken into the world of technology by using various technical artefacts such as mobile phones, computers and tablets to access the Internet. In this study the youths will be sharing their views and experiences on this subject.

    Aim: The aim was to ascertain the experiences of cyber bullying according to Swedish youth between the ages of 11- 16 years old in a Swedish class in Stockholm.

    Method: This will be presented by empirical interviews with a qualitative approach, as a method to illustrate the youths perception of this phenomenon.

    Results: The study results show that Facebook serves as a tool keeping youths connected through computer-mediated communication. Youths can edit and optimize their presentations of themselves online and choose how much of their private information they want to share with others. Based on the study, it has also been shown that anonymity is not essential among bullies. According to the participants they know who has insulted them or their friends because they are using their real Facebook accounts, which differs from previous study. The reason behind this may be that youths have become more comfortable social networking and they find it easier when they cannot see the person's reaction when they receive the negative comment written, in comparison to if the comment would have been said in the classroom. The study has also shown that those who have been bullied online either go to the same school with the bully or have acquaintances. The more online-exposure for example; having many social network friends and publishing private information, an individual chooses to have with their Facebook account, the greater the risk of being cyber bullied.

    Conclusion: Even though this is a narrow study, it brings insights on youths experience and exposure to cyber bullying.

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  • 16.
    Koenitz, Hartmut
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Reflecting in Space on Time: Augmented Reality Interactive Digital Narratives to Explore Complex Histories2021In: Augmented and Mixed Reality for Communities / [ed] Joshua A. Fisher, CRC Press, 2021, p. 165-180Chapter in book (Other academic)
    Abstract [en]

    This article discusses the state of AR, which is nearing its ubiquity moment, and is a breakthrough technology whose availability is taken for granted. On this backdrop, the author considers the problem of representing complex situations with AR and proposes the addition of interactive digital narratives as a solution, explaining the specific advantages of such an approach. In order to show the application of this approach, the article uses the example of a complex historical situation-that of the Free City of Danzig in the first half of the 20th century. The article applies this example in a multi-step design process during the pre-production phase in order to select a fitting type of AR Interactive Digital Narrative for a given project.

  • 17.
    Kürth-Landwehr, Sophie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Reflections on YU: introducing project management tools into the design process2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    This article discusses the understanding of the design process in research projects by taking specific tools from project management into account. Explorative and creative design projects often run the risk of loosing focus on project goals during the process. This article aims to provide a novel approach to the ongoing discussion of the clash between creativity and efficiency during the creation of artifacts. By discussing the self-conducted case study – project „Yu‟ – this article reflects on the design process as well as the relationship between the designer and the user. The model created and presented includes two techniques; the active user dialogue and the goal and user needs definition. Both are inspired by similar approaches in project management, which illustrate the importance of the designer's responsibility for the final design outcome. The article identifies and discusses similar approaches in design theory and is aiming to emphasize the positive possibilities for an elaborate design approach. 

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    Kürth-Landwehr_Masterdissertation_Article
  • 18.
    Landwehr Sydow, Sophie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Stockholm University, Sweden.
    Makers, Materials and Machines: Understanding Experience and Situated Embodied Practice in the Makerspace2022Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis explores interaction between humans, materials, and machines, in the context of makerspaces. The concept of making describes a practice that deals with new technologies in combination with craft to create artifacts in physical, digital and hybrid forms. Despite substantial research, there is still a need to examine what practices of making have to offer to Human-Computer Interaction (HCI) research. This particularly concerns investigations of the close relations between the multitudes of different activities, materials, machines and things in such shared spaces.

    Making is discussed as a practice of importance for interaction design and conceptualised as involving a particular mindset when engaging with materials and machines. Based on this, my work argues that the phenomenon calls for a deeper reflection on recent movements on material interaction and materiality on the one hand, and perspectives on machine interactions on the other. I explore how situated and embodied practices can be revealed in investigations of makerspace activities. Further, my work describes how makers experience and make sense of the materials and machines that populate makerspaces. Finally, I map out how insights on experience and practice with machines and materials can be conceptualised in a way that become useful for contemporary interaction design practices.

    The presented research builds on four qualitative studies, in which I draw on investigations in the makerspace and combine an ethnographic approach with participant observation, design methods and contextual inquiry. The resulting five collaboratively written papers frame making as an experience in itself and discover particular ways of making sense of materials. Further, we study embodied and situated dimensions of 3D printing, as well as practices concerning modding and the maintenance of machines and explore how practitioners may develop a maker mindset. The papers contribute with a set of conceptualisations such as “material literacy” when taking artifacts apart, “machine sensibility”, which practitioners show in their interaction with 3D printing, and the “pliable machine” that emerged from studying modding of a laser cutter. These conceptualizations highlight new aspects and perspectives of maker activities and interactions previously less accounted for.

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  • 19.
    Lenman, Sören
    et al.
    Kungliga Tekniska högskolan.
    Räsänen, Minna
    Kungliga Tekniska högskolan.
    Thuresson, Björn
    Kungliga Tekniska högskolan.
    User oriented Approach to Building a Video Community in a Distributed Workplace2002In: Proceedings of the Participatory Design Conference, PDC2002 / [ed] Binder, T., Gregory, J. and Wagner, I., Palo Alto, Calif.: Computer Professionals for Social Responsibility , 2002, p. 323-327Conference paper (Refereed)
    Abstract [en]

    In this paper we present experiences from a two-month prestudy on the possible creation of a communication environment (Media Space) between the three different locales of a distributed Call Centre. A spectrum of user-oriented methods was used in the study, and the staff at the Call Centre took part through interviews, discussions, and a workshop. The approach yielded useful information, and the feedback from the user group was very positive. Some pitfalls and risks were identified, such as technology focus, and to come up with solutions rather than to reflect on needs. A useful foundation was laid for the continuation of the project, which includes continued co-operative design work and the establishment of a communication environments in the workplaces.

  • 20.
    Lundmark, Sofia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Uppsala universitet.
    Evaldsson, Ann-Carita
    Uppsala universitet.
    Click-guides and panic buttons: Designed possibilities for youth agency and user empowerment in online youth counselling services2017In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, no 2, p. 260-278Article in journal (Refereed)
    Abstract [en]

    This study examines how possibilities for agency are designed into online youth counselling services, as well as how such possibilities are addressed by young prospective users during the design of the services. The data are drawn both from the design of a national website for youth clinics in Sweden and from a design project developing e-services for local youth clinics in a Swedish municipality. The agency of young users is here treated as a key concern for understanding how user empowerment is accomplished through the design of websites and e-services. Using combined research materials (i.e. two websites and focus group meetings), this study demonstrates how design features may both facilitate and restrict young people’s involvement and control over sensitive and private issues. In addition, we demonstrate how the designed possibilities for empowerment may allow young users to critically approach and effectively use such services.

  • 21.
    Lundmark, Sofia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Jonsson, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Design Inquiry Learning: Using Design Thinking Methods As Scaffolding In Problem-Based Learning2020In: 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 (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.

  • 22.
    Lundmark, Sofia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Kontio, Janne
    Didactical dilemmas with mobile phones in vocational educational classrooms2021In: INTED2021 Proceedings: 15th International Technology, Education and Development Conference, 8-9 March 2021, The International Academy of Technology, Education and Development, 2021, p. 8476-Conference paper (Refereed)
    Abstract [en]

    This paper presents ongoing research on vocational didactical dilemmas in Sweden, and examples from a study that focuses on didactical dilemmas with mobile phones in the vocational educational classroom. The paper is based on a tentative study of the risks identified in two different projects where young people in Swedish upper secondary schools' vocational programs have been video- and audio recorded, and interviewed. As the role of the mobile phone in the professional classroom has become more and more important, the fact that most young people in Sweden bring their mobile phones with them to school is nothing new in itself, everyone who has set foot in an upper secondary school knows that. What we know less about, however, is what the young people actually do with the mobile phones and what consequences this can have for the young people's everyday life in the actual classroom. 

    The various examples that we present in this paper contains aspects of risks related to mobile phone use in the vocational classroom divided into two categories; first we present examples where we have identified risks related to safety and health; and then we focus on examples where it is primarily about social risks. The examples show that there is a difference in how the students orient themselves towards the mobile phone and risks as either: the mobile phone as a danger to the safety of the classroom or to the health of the individual student or her classmates, or that the mobile phone constitutes a risk for the students to be hung out in public. 

    The fact that the use of the mobile phone can pose a health risk by stealing students' attention is an aspect of mobile phone that distinguishes the vocational programs from other educational classrooms; it can actually be dangerous to use the mobile phone even if it only in rare cases has consequences for the health of the studied participants. It also explains why the teachers in the studied vocational classrooms to a greater extent and more actively work to hinder the use of mobile phones among the students as it is included as part of the constant security thinking in the vocational classroom. The vocational teachers' normative view of the mobile phone as a risk factor also partly agrees with how the students orient themselves towards the use of the mobile phone. This paper shows that the students also orient themselves towards other risks than those the teacher’s pay attention to.

    In this paper, so forth, we show that there is a great need to study risk aspects of the presence of mobile phones in the classroom and the initial survey shows that mobile phones can pose risks in the form of security risks, as well as social vulnerability, and that we need new ways of attacking risk as a concept when we discuss students and their mobile phones in the vocational educational classroom. Based on the examples presented in the paper, there are also aspects of the difference between being at risk and risk-taking, for example when are the students in danger and when do they take risks by using the mobile phones in the classroom? Regardless, the mobile phone in the vocational classroom includes questions about risks that needs to be handled by as a didactic dilemma.

  • 23.
    Lundmark, Sofia
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Kontio, Janne
    Stockholms universitet, Sverige.
    Risker med mobiltelefoner i yrkesklassrummet: Användningen av mobiltelefoner i yrkesklassrummets vardagsinteraktion2021In: Yrkesdidaktiska dilemman / [ed] Janne Kontio ; Sofia Lundmark, Stockholm: Natur och kultur, 2021, p. 279-298Chapter in book (Refereed)
  • 24.
    Normark, Maria
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Gilla, dela, följ: om de sociala mediernas ekosystem2018In: Reflekterande texter om digitala media: ett forskningskompendium till teaterföreställningen Spegla mig - ett drama av Rebecca Örtman, Stockholm: Styx förlag , 2018, p. 21-31Chapter in book (Other academic)
  • 25.
    Poikolainen Rosén, Anton
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Umeå University, Sweden.
    Design Probes for More-Than-Human-Centred DesignManuscript (preprint) (Other academic)
  • 26.
    Poikolainen Rosén, Anton
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Umeå University, Department of Informatics, Sweden.
    Noticing nature: exploring more-than-human-centred design in urban farming2022Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis articulates, theorises and furthers the concept of “more-than-human-centred design” by studying the use and design of technology for noticing nature and caring for nature. The emerging field of more-than-human-centred design focuses on the mutual interdependence between humans and non-humans (e.g. organisms such as animals, plants and microbes, as well as autonomous technologies). It is a step away from seeing other organisms as inferior to humans or valuable only as resources. This implies that design research frameworks and methods need to be remade. How can we design for and with other organisms? What needs to be accommodated in a paradigm that allows for more-than-human-centred design? What are concrete design examples and implications of this kind of thinking? In short, there is a need to investigate what it means to design for more-than-human worlds.

    This is investigated in the thesis through a series of studies and design experiments, including ethnography (participant observation, interviews, surveys and workshops), design projects (design ideation, development and analysis of prototypes) and design critique of existing artefacts. Most of these studies are conducted within a four-year ethnography of a regenerative urban farming community in Stockholm, Sweden.

    The thesis draws on posthuman theory. This theory examines the implications of expanding concern and subjectivities beyond the human, and aims to understand the human subject and its relationship to the world in a non-anthropocentric light. Phenomenological analysis is further applied to articulate and understand the human-technology-nature relationship as it is experienced first-person.

    The thesis contributes an articulation of a more-than-human-centred design programme. Here, two design implications are suggested, “expanding the sensible” and “design for sensory-rich experiences”. Methods for noticing the more-than-human world are suggested, along with principles for designing for and with other organisms, such as finding leverage points in systems and providing a scaffold for naturally occurring processes. The meaning of “design”, “the designer” and “the user” is discussed. Lastly, a manifesto for more-than-human-centred design is proposed.

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  • 27.
    Poikolainen Rosén, Anton
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Umeå University, Sweden.
    Normark, Maria
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Wiberg, Mikael
    Umeå University, Sweden.
    Towards More-than-Human-Centred Design: Learning from Gardening2022In: International Journal of Design, ISSN 1991-3761, E-ISSN 1994-036X, Vol. 16, no 3, p. 21-36Article in journal (Refereed)
    Abstract [en]

    More-than-human-centred design is a growing field in HCI (human-computer interaction) that account for non-human actors in design processes (such as animals, plants, and microbes but also autonomous technologies). While the rationale for more-than-human-centred design is clear, there is a lack of design methods grounded in this thinking. We articulate the idea of noticing as a method for approaching design spaces as systems of mutual interdependence between organisms. The findings are based on a longitudinal ethnographic study of urban farming—including the study of urban farmers’ practices and use of technologies with a focus on the interplay between humans and non-humans, such as plants and microbes. We articulate noticing as a phenomenon and show examples of urban farmers’ practices of noticing. We discuss principles for designing with the interdependencies of several organisms based on what is noticed in a setting. We argue that the way we have separated ideas about the environment and human experience is a part of the sustainability problem—and suggest noticing as an approach that instead combines positive human experiences and the needs of the environment.

  • 28.
    Räsänen, Minna
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Collaboration and Research Practice in Intelligence2018In: Secrecy and Society, E-ISSN 2377-6188, Vol. 2, no 1, article id 6Article in journal (Refereed)
    Abstract [en]

    Close, intensive research collaboration between universities, companies, andthe public sector can open up new and different opportunities for qualitative research, and provide analytic and empirical insights that otherwise might bedifficult to obtain. The aim of this paper is to explore collaboration as a means of doing research with the intelligence community. Experiences from a research project concerning dilemmas the practitioners face in their organization within the Swedish Armed Forces, serve as a starting point for this reflective discussion. It is argued here that collaboration is suitable whenchange is required. The mutual learning between the actors feeds into change processes. However, such collaboration raises fundamental ethical issues that are complex and highlight various academic, institutional, and personal perspectives. Collaborations should not be a set of “how-to” recipes, but rather a research activity that can have substantial rewards for researchers and practitioners alike.

  • 29.
    Räsänen, Minna
    et al.
    KTH, Människa-datorinteraktion, MDI.
    Severinsson Eklundh, Kerstin
    KTH, Människa-datorinteraktion, MDI.
    Bogdan, Cristian
    KTH, Människa-datorinteraktion, MDI.
    Green, Anders
    KTH, Människa-datorinteraktion, MDI.
    Hüttenrauch, Helge
    KTH, Människa-datorinteraktion, MDI.
    Report on User and Stakeholder Requirements: CommRob Project : Deliverable D7.12008Report (Other academic)
  • 30.
    Samuelsson, Robin
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Play, Culture and Learning: Studies of Second-Language and Conceptual Development in Swedish Preschools2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation studies how second-language and conceptual development emerge through interactions in Swedish preschool environments. It studies how types of interaction, such as play, can scaffold children toward such developments.

    The studies view interaction as multimodal and embodied and it is examined how children come to use and develop their second language or understanding of abstract concepts, through a range of communicative means other than language.

    The data collection has been carried out in two separate periods. The first field-work followed two newcomer children developing a second language and the second field-work was conducted with a group of children during a project about spinning.

    The results concerning second-language development show how children can engage in play activity even before they share a common language, and that this can be afforded by the character of play activity as based on rules and tacit understanding of relevant cultural patterns. Teachers also engage in so called guided play, that affords scaffolding for children. Play activities in the preschool function as an arena for children to interact, imitate the cultural rules and patterns around them and emergingly use their second language. Moreover, the preschools are structured for children’s participation through their cultural pattern and imitable structures, and that these affordances can be used by children in their play.

    The results concerning conceptual development builds on the notion that children develop in relation with cultural tools and artefacts and that this is a highly perceptual and embodied process. It is exemplified how preschool’s provide environment and activities that can afford conceptual development, not least through use of digital tools, which also allows teachers to appropriate children’s play worlds to a pedagogical project. The teacher’s scaffolding interactions and use of the affordances of tools and the environment enable children to reason about the concepts in more conceptually conscious ways.

    The overall conclusions of the thesis point to the importance of non-verbal and environmental resources in children’s development of a second language and abstract concepts. On these grounds, the thesis suggests a novel way to view scaffolding, by including the environmental affordances to this otherwise social process.

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    Play, Culture and Learning : Studies of Second-Language and Conceptual Development in Swedish Preschools
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  • 31.
    Sartoretto, Paola
    Karlstads universitet.
    Becoming an incidental media activist: On Brazilian Landless  Workers’ Movement struggle to construct arenas for communication2014In: Voice & Matter: Glocal Conference on Communication for Development, Malmö: Ørecomm , 2014, p. 26-Conference paper (Refereed)
    Abstract [en]

    The Brazilian Landless Workers’ Movement (MST) has since its creation in 1984 acted for the promotion of agrarian reform and rural workers’ and their families’ rights to education, healthcare, culture and infrastructure. Throughout its trajectory, the social movement faced the difficulties that arise from the scarcity of arenas and resources to communicate. Recognising at early stage that voice matters (cf. Couldry 2010) and that the means to form and express opinions are not equally available in a society, MST has since its foundation being active in constructing and maintaining communication channels on the side of the core cause of promoting agrarian reform. The article is based on fieldwork carried out in 2013 and 2014 and interviews with MST militants working with communication. The analysis of the material raises questions of relevance, potential and actual achievements of media activism. From the realisation, at an early stage, that voice is an important element in the promotion of social change; MST started their activities as incidental media activists. These activities run parallel and complement the movement’s work and include demands to change community radio legislation in Brazil and participation in FNDC, the National Forum for Democratisation of Communication. Based Fraser’s (2009) view of justice as a matter of recognition, redistribution and representation and on Couldry’s (2010 and 2013) critique of corporative media’s role in neoliberalism, this article discusses the experience of MST in becoming an incidental actor in the democratisation of media. The term incidental is used here to draw attention to the importance of voice for those considered marginal, even if acting on another aspect of marginality. 

  • 32.
    Spence, Annalisa
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Svensson, Mimmi
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology.
    Understanding Informational Privacy Through User Interfaces in Web Applications2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper critically examines users' perceptions of privacy and security in web applications,emphasizing interface design. Drawing on both quantitative and qualitative data grounded inCPM and PMT theories, our research addresses Internet users' concerns regarding onlineprivacy and security. Employing triangulation analysis on survey responses and web-basedobservations, our findings reveal a strong association between users' trust in web applicationsand their visual elements. By providing visual examples of current design practices in oursurvey, we discover some important aspects of effective interface designs. Utilizing IUIPCtheory, we identify how web application interfaces influence users' privacy management,impacting their trust and usage decisions. Notably, some users are subtly prompted to grantpermissions or share personal information through deliberate exclusion of options in thedesign of certain web applications. The approach of this study encourages a criticalperspective on privacy and integrity issues in online settings.

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  • 33.
    von Feilitzen, Cecilia
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Children and Media in a Global Perspective2011In: Handbook of Children and the Media / [ed] Dorothy G. Singer & Jerome L. Singer, Los Angeles: Sage Publications, 2011, 2, p. 379-394Chapter in book (Refereed)
  • 34.
    von Feilitzen, Cecilia
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Des risques de la violence médiatique: Découvertes de la recherche nordique et internationale2011In: L’image et la pensée / [ed] Marie-France Castarède, Toulouse: Editions ERES, 2011, p. 115-130Chapter in book (Other academic)
  • 35.
    von Feilitzen, Cecilia
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Komparativa undersökningar om barn, unga och medier: Anteckningar från The International Clearinghouse on Children, Youth and Media2010In: Norden och världen : Perspektiv från forskningen om medier och kommunikation : en bok tillägnad Ulla Carlsson= The nordic countries and the world : perspectives from research on media and communication : a book for Ulla Carlsson / [ed] Þorbjörn Broddason, Ullamaija Kivikuru, Birgitte Tufte, Lennart Weibull & Helge Østbye, Göteborg: Institutionen för journalistik, medier och kommunikation, Göteborgs universitet , 2010, p. 75-85Chapter in book (Other academic)
  • 36.
    von Feilitzen, Cecilia
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Mediated Violence and Related Risk Factors: Examples and Reflections2014In: Young People, Media and Health: Risks and Rights / [ed] Cecilia von Feilitzen & Johanna Stenerson, Gothenburg: The International Clearinghouse on Children, Youth and Media, University of Gothenburg, Nordicom , 2014, 1, p. 45-56Chapter in book (Other academic)
  • 37.
    von Feilitzen, Cecilia
    et al.
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Carlsson, UllaNordicom, Göteborgs universitet.Bucht, CatharinaNordicom, Göteborgs universitet.
    New Questions, New Insights, New Approaches: Contributions to the Research Forum at the World Summit on Media for Children and Youth 2010. 2011Collection (editor) (Other academic)
  • 38.
    von Feilitzen, Cecilia
    et al.
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Findahl, Olle
    Dunkels, Elza
    Hur farligt är internet?: Resultat från den svenska delen av den europeiska undersökningen EU Kids Online. 2011Report (Other academic)
  • 39.
    von Feilitzen, Cecilia
    et al.
    Södertörn University, School of Culture and Communication, Media and Communication Studies.
    Findahl, Olle
    Dunkels, Elza
    Vad nytt om barn och internet i Sverige?: Resultat från den europeiska undersökningen EU Kids Online2011In: Nordicom Information, ISSN 0349-5949, Vol. 33, no 4, p. 71-79Article in journal (Refereed)
1 - 39 of 39
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