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  • 1.
    Bornebusch, Johan
    et al.
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Hernwall, PatrikSödertörn University College, School of Communication, Technology and Design, Media technology.
    Exploring digital artefacts: 2005 ICT and the Humanities Summer School2006Collection (editor) (Other academic)
  • 2. Fernaeus, Ylva
    et al.
    Tholander, Jakob
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Jonsson, Martin
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Beyond representations: towards an action centric perspective on tangible interaction2008In: International Journal of Arts and Technology, ISSN 1754-8853, Vol. 1, no 3/4, 249-267 p.Article in journal (Refereed)
  • 3. Fernaeus, Ylva
    et al.
    Tholander, Jakob
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Jonsson, Martin
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Towards a new set of ideals: consequences of the practice turn in tangible interaction2008In: Proceedings of the 2nd international conference on Tangible and embedded interaction, New York: ACM , 2008, 223-230 p.Conference paper (Other academic)
  • 4.
    Hagen, Ulf
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Gaming experience in an amateur created Online Puzzle Game2007In: The virtual: designing digital experience : a conference 2006 / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design Södertörn College University , 2007, 28-33 p.Conference paper (Other academic)
  • 5.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Utmaningar och betydelser: reflektioner kring innebörden av en digital kompetens2008In: Nordicom Information, ISSN 0349-5949, no 2, 9-13 p.Article in journal (Other academic)
  • 6.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Multicultural pupils and digital technology: reflections on the implementation of ICT in multiethnic schools2006In: Tidsskriftet Digital kompetanse, ISSN 0809-6724, Vol. 1, no 2, 126-131 p.Article in journal (Refereed)
  • 7.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    The virtual: designing digital experience : a conference 20062007Conference proceedings (editor) (Other academic)
  • 8.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Virtual Society: skillnad, tillgång, frånvaro – om villkoren för inträdet i cybersamhället2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 1/2, 137-175 p.Article in journal (Refereed)
  • 9.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Pedagogiska reflektioner över cyborgaren2007In: Den digitala teknikens pedagogiska forskningserbjudanden: empiri metod teori / [ed] Arvid Löfberg, Ragnhild Mogren, Stockholm: Pedagogiska institutionen, Stockholms universitet , 2007Chapter in book (Other academic)
  • 10.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Human Values: senior citizens' experienced tellings on technology2006In: People and Technology: ICT in Everyday Life / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design, Södertörn University College , 2006, 85-95 p.Chapter in book (Other academic)
  • 11.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    School Culture: Reflections on the effects of ICT in a multicultural school2006In: People and Technology: ICT in Everyday Life / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design, Södertörn University College , 2006, 179-192 p.Chapter in book (Other academic)
  • 12.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    The Virtual - a Room without Borders?: A conference 20052006Conference proceedings (editor) (Other academic)
  • 13.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    People and Technology: ICT in Everyday Life2006Collection (editor) (Other academic)
  • 14.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    The creation of the cyborg citizen: children, cyberspace and 21st century challenges2006In: Kulturella mötesplatser i tid och rum / [ed] Anna-Lena Østern, Kaj Sjöholm, Sol-Britt Arnolds-Granlund, Vasa: Åbo akademi , 2006Chapter in book (Other academic)
  • 15.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Barn skapar identitet: den globala mediaarenans villkor2006In: Gränsöverskridande identiteter i globaliseringens tid: ungdomar, migration och kampen för fred, Huddinge: Södertörns högskola , 2006, 45-55 p.Chapter in book (Other academic)
  • 16.
    Hernwall, Patrik
    et al.
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Lundmark, Sofia
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Kroppen som marknadsplats: konstruktionen av kropp bland unga människor2006In: Locus, ISSN 1100-3197, no 1, 32-47 p.Article in journal (Refereed)
  • 17.
    Hernwall, Patrik
    et al.
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Lundmark, Sofia
    Södertörn University, School of Communication, Technology and Design, Media technology.
    The reflected body of the child — a critical discussion on the construction of the online I and person2007Conference paper (Refereed)
  • 18.
    Holmlid, S.
    et al.
    Linköping University.
    Arvola, Mattias
    Södertörn University, School of Communication, Technology and Design, Media technology. Linköping University.
    Developing a thematic design curriculum as a bologna master2007In: Shaping the future?: proceedings of the 9th Engineering & Product Design Education International Conference, Newcastle upon Tyne, United Kingdom, 13-14 September, 2007, Basildon: Hadleys , 2007, 63-68 p.Conference paper (Refereed)
    Abstract [en]

    Design education is taking on new forms at many universities around the world, since many people see that a designer today works in many different contexts with many different materials. In Europe, the Bologna reform of higher education is therefore timely. It offers a possibility to reflect and restructure design curricula for the changing world of design. In this paper we outline the development of a Bologna style curriculum for a Master of Science (two years) with a Major in Design at Linköpings universitet in Sweden. The Master's Programme in Design is multidisciplinary, and the guiding principle is that a designer of tomorrow will work less with specific materials and more within differing design contexts. A problem we faced with the studio classes was how to define progression. In order to structure the progression we identified a set of core competences for designers. These competences are used to define areas within which learning outcomes can be defined. The competence fields are; Vision & concept, Design methods, Tools & materials, User & actor perspective, Versatility, Design theory & research and Continuous competency development. Our conclusion is progression in studio classes can be structured in relation to these fields.

  • 19.
    Johansson, Maria
    et al.
    Findwise AB, Sweden.
    Arvola, Mattias
    Södertörn University, School of Communication, Technology and Design, Media technology.
    A case study of how user interface sketches, scenarios and computer prototypes structure stakeholder meetings: Proceedings of HCI 2007: The 21st British HCI Group Annual Conference2007In: People and Computers XXI: HCI-- but not as we know it : proceedings of HCI 2007, the 21st British HCI Group annual conference, University of Lancaster, UK, 3-7 September 2007, Swindon: British Computer Society (BCS), 2007, -9 p.Conference paper (Refereed)
    Abstract [en]

    In stakeholder meetings during an interaction design project, prototypes are commonly used for creating shared representations of design ideas. It can, however, be difficult for designers and meeting facilitators to know which prototyping technique to use. In this case study we compare user interface sketches, scenarios, and computer prototypes, and analyse video material from six stakeholder meetings. The scenario did not facilitate a focus on aesthetic or ethical perspectives, nor did it facilitate operational or perceptual issues. The prototype did not facilitate discussions on the overarching concept of the design, to the same extent as the sketches did, but it did facilitate operational issues. The sketches gave the broadest discussion. The groups also approached the design differently; for example, the system developers constantly returned to a constructional perspective. This means that the choice of prototyping technique should be made based on the composition of the group and the desired focus of the meeting. © 2007 Maria Johansson, Mattias Arvola.

  • 20.
    Jonsson, Martin
    et al.
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Tholander, Jakob
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Fernaeus, Ylva
    Setting the stage - Embodied and spatial dimensions in emerging programming practices2008In: Interacting with computers, ISSN 0953-5438, Vol. 21, no 1/2, 117-124 p.Article in journal (Refereed)
    Abstract [en]

    n the design of interactive systems, developers sometimes need to engage in various ways of physical performance in order to communicate ideas and to test out properties of the system to be realised. External resources such as sketches, as well as bodily action, often play important parts in such processes, and several methods and tools that explicitly address such aspects of interaction design have recently been developed. This combined with the growing range of pervasive, ubiquitous, and tangible technologies add up to a complex web of physicality within the practice of designing interactive systems. We illustrate this dimension of systems development through three cases which in different ways address the design of systems where embodied performance is important. The first case shows how building a physical sport simulator emphasises a shift in activity between programming and debugging. The second case shows a build-once run-once scenario, where the fine-tuning and control of the run-time activity gets turned into an act of in situ performance by the programmers. The third example illustrates the explorative and experiential nature of programming and debugging systems for specialised and autonomous interaction devices. This multitude in approaches in existing programming settings reveals an expanded perspective of what practices of interaction design consist of, emphasising the interlinking between design, programming, and performance with the system that is being developed.

  • 21.
    Lundberg, Jonas
    et al.
    Linköping University.
    Arvola, Mattias
    Södertörn University, School of Communication, Technology and Design, Media technology. Linköping University.
    Lessons learned from facilitation in collaborative design2007In: User Interfaces 2007: Proceedings of the Eighth Australasian User Interface Conference (AUIC2007), Sydney: Australian Computer Society, 2007, 51-54 p.Conference paper (Refereed)
    Abstract [en]

    The importance of a skilled facilitator in design meetings with users is often emphasized, but less is said about how to improve the facilitation process. This paper reports experiences and lessons learned from facilitation of cardbased sessions in three design cases through an analysis of two sessions with users, and one session with professional designers. The analysis showed that many alternatives were not documented in the sessions with users who designed primarily by talking, compared to the professional designers who primarily designed by placing cards. We propose that facilitation, in cases similar to those presented here, could be improved by suggesting alternatives and possible consequences, prompt the participants to explore the consequences, and graphic facilitation.

  • 22.
    Lundmark, Sofia
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Women and Virtual communities: the invisible use of ICT2006In: People and Technology: ICT in Everyday Life / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design, Södertörn University College , 2006, 27-35 p.Chapter in book (Other academic)
  • 23.
    Lundmark, Sofia
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Human experience: the creation of functions of technology in everyday life2007In: The Virtual: design digital experience : a conference 2006 / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design, Södertörn University College , 2007, 250-254 p.Conference paper (Other academic)
  • 24.
    Lundmark, Sofia
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Democracy and digital divides2006Conference paper (Other academic)
  • 25.
    Manker, Jon
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Machinima: an initial view on pedagogic usage2007In: The Virtual: design digital experience : a conference 2006 / [ed] Patrik Hernwall, Handen: School of Communication, Technology and Design, Södertörn University College , 2007, 66-85 p.Conference paper (Other academic)
  • 26.
    Stoenescu, Arina
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Typography serving ideology: typography of the Romanian newspapers before and after the communist takeover2008In: Studia Universitas Babes Bolyai. Philologia, ISSN 1220-0484, no 2Article in journal (Refereed)
  • 27.
    Stoenescu, Arina
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Ideology serving Typography: Typography in the Romanian newspapers before and after the communist takeover2006In: The virtual: designing digital experience : a conference 2006 / [ed] Patrik Hernwall, Haninge: School of Communication, Technology and Design Södertörn College University , 2006, 152-161 p.Conference paper (Other academic)
  • 28.
    Tholander, Jakob
    et al.
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Fernaeus, Ylva
    Three challenges when designing for children’s everyday digital literacy2008In: Nordic Journal of Digital Literacy, ISSN 1891-943X, Vol. 3, no 2, 130-141 p.Article in journal (Refereed)
    Abstract [en]

    We use the concept of digital literacy to refer to people’s competence of expressing themselves in computational form, and in this paper we specifically discuss the design of interactive technology aimed at letting children become digitally literate. A rarely discussed aspect of digital literacy in this respect concerns how it is supposed to take form in the context of improvised styles of use and interaction, resembling the kinds of activity commonly observed in kindergartens, school yards and centres for after-school activities. In such settings children often organize their own play activities, peers may go in and out of activities as they want, often without any necessary intervention by adult supervision. We align this kind of activity with the notion of ‘casual leisure’, and outline four basic challenges concerned with: a) a perspective on interaction, b) activity and context, c) the view of the user, and d) the character and role of the technology. We discuss these in relation to research attempting to design, evaluate, and make useful sense of children’s digital literacy in such activity. Our analysis identifies the sources of these challenges as due to expressions of tension between play and learning, between designers and users and a general striving for ‘hard fun’. The challenges and their consequences may be summarised as 1) the use of setting as allowing for spontaneous interactions, 2) the striving towards a participants’ perspective, 3) the incorporation of offline and social aspects into the design, and 4) the balancing of challenge with the easy and the accessible.

  • 29.
    Tholander, Jakob
    et al.
    Södertörn University, School of Communication, Technology and Design, Media technology.
    Karlgren, K.
    Ramberg, R.
    Sökjer, P.
    Where all the interaction is sketching in interaction design as an embodied practice2008In: Proceedings of the 7th ACM conference on Designing interactive systems: February 25-27, 2008, Cape Town, South Africa / [ed] Johann Van der Schiijff; Gary Marsden, New York: ACM Press, 2008, 445-454 p.Conference paper (Refereed)
    Abstract [en]

    Sketching and design sketches are often recognized as key elements of successful interaction design practice and a central skill in interaction design expertise. Interaction design is a relatively young field without well-developed conventions, tools, and formalisms. We analyze the practical work and the conduct of interaction designers in how they express interaction and dynamics through whiteboard drawings. We focus on how talk and action were used to shape the meaning of the drawings. The ways the designers imagined that users would interact with the system and how it would mediate communication between users became topical through a web of drawings, talk, and embodied action. Our analysis forefronts three aspects of interaction design: 1) the role of the design material 2) the role of embodied action in interaction design, and 3) talk and embodied action as central means of doing design. We argue that the qualities of a design material need to be understood in relation to the activity in which it is taken into use and through the kinds of actions that the participants engage in. This implies that design representations do not carry meaning in themselves but are made meaningful through design activity. 

  • 30. Vestby, Guri Mette
    et al.
    Hernwall, Patrik
    Södertörn University College, School of Communication, Technology and Design, Media technology.
    Kultur for forandring?: IKT i flerkulturelle skoler, Oslo indre øst2005Report (Other academic)
1 - 30 of 30
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