Internet and increased datafication, signify a new era for civic society. Social media, fundraising tools, digital petitions, social media analytics, greatly facilitate the ability to activate, organize and raise public opinion. At the same time, the technology entails algorithmic surveillance and risks of being exposed to threats and hatred. For people at risk, undocumented refugees or people with protected identity, the lack of digital infrastructures also means great difficulties. While research points to these opportunities and risks, there is lack of research on how civic society deals with the increased datafication, and what methods, tools, and strategies are used on the field. The purpose of this workshop is therefore to gather researchers who investigate the impact of digitalization on civil society, both for established NGOs and informal activism.

Fritidsdidaktiska dilemman är en antologi som belyser utmaningar som är specifika för barns fria tid och fritid. Genom röster från yrkesverksamma inom skola, fritidshem och fritidsaktiviteter, liksom från elever och föräldrar, ges inblickar i hur bland annat lärande, vänskapande och kommunikation sker och ser ut i barns förändrade fritid.

De utmaningar och praktiker som boken återspeglar är uppdelade i tre teman:

• Fritidshemmets didaktiska dilemman
• Barns och ungas organiserade fritidsaktiviteter
• Barns och ungas fria tid

Med hjälp av de diskussionsfrågor som avslutar varje kapitel uppmuntrar Fritidsdidaktiska dilemman till kollegiala samtal för utveckling av strategier och verktyg för att identifiera och hantera de dilemman som presenteras. Det är därför en bok som passar alla lärar- och pedagogkategorier, såväl som lärarstudenter, särskilt lärare i fritidshem, ledare och tränare i olika former av organiserade fritids-, idrotts- och kulturskoleverksamheter.

This article reports on a study where we used a novel method to work with university students at a media technology and design programme to innovate on questions related to futuring in an educational context. Participating students used creative methods, paper crafting and design methods to “hack” the university campus in a post-COVID-19 scenario. This study situates hackathon as a design method that can be used to foster problem-solving and critical thinking skills in the context of current challenges. The students were asked to identify possible challenges in a post-COVID-19 return on campus and consider solutions to these challenges. They were tasked to shape their solutions in the form of a “sustainable artefact” meant to facilitate a smoother, safer, and welcoming return to campus life. In this study we reflect on how they engaged critically with the campus green and built infrastructure and how have they considered changes that would make their return to campus life a positive experience. Through the analysis of students’ assignments, we demonstrate how this method allowed for space in finding one’s own voice, how the design material supported students’ work on future design, and how aspects of future design are helping students finding a way of acting upon current calls to re-work our cities.

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.

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.  

Intergenerational justice (IGJ) has long been utilized in academic contexts such as philosophy and political theory. However, IGJ has increasingly become politicized. That is, it has been translated into more tangible ideas and discourses for public scrutiny, contestation, and action. This politicization is strongly represented by youth activism, which has utilized the concept to demand urgent political action and to defend the right to be included and represented in decision-making processes, particularly regarding climate change-related issues. The central topic of discussion in this perspective article is the strategic identification of youth inclusion with IGJ, and specifically the risks involved in accepting this identification. In this article we focus on urban environmental planning and argue that it is important to separate the practice of youth inclusion and the concept of IGJ to address these concerns and explore alternative strategies for incorporating IGJ in urban environmental planning. We then proceed to explore potential urban environmental planning approaches that are more intergenerationally just and conclude by critically reflecting on how the current political economy enables or hinders a more intergenerationally just approach to urban environmental planning.

Didaktiska digitala dilemman är en antologi som möter de utmaningar som uppstår där en ny värld väntas återskapa kunskap med ny teknik. Genom inblickar i dagens förändrade lärarpraktik presenteras färsk forskning och aktuell empiri som lärare och lärarstudenter kan känna igen sig i.

I boken ställs frågor som: Hur ser utmaningarna ut? Vad säger forskningen om dessa utmaningar? Hur kan lärare arbeta för att hantera dessa digitala klassrumsdilemman?

Kapitlen är indelade i fyra teman som speglar didaktiska dilemman som berör digitaliseringens utmaningar som lärare stöter på i sin vardag:

Det digitala klassrummetAtt organisera digital undervisningMakt och demokrati i det digitala klassrummetTeknik och medier i klassrummet

Frågeställningarna och insikterna i Digitala didaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och passar alla lärarkategorier och lärarstudenter från förskolenivå till universitets- och högskolenivå.

Denna presentation kommer att fokusera pågående forskning om digitala didaktiska dilemman i Sverige. De didaktiska dilemman som kommer att presenteras är relevanta för lärare och forskare inom högre utbildning. Den forskning som presenteras är hämtad från en kommande bok om digitala didaktiska dilemman som kommer att ges ut i maj 2022 (Lundmark & Kontio, Natur & Kultur). Boken samlar texter som rör didaktiska dilemman och digitalisering författade av några av Sveriges främsta forskare inom olika aspekter av pedagogik, medier och teknik och deras färska forskning kring digitala didaktiska dilemman. Boken behandlar forskning som rör både grundutbildning, gymnasie- och högre utbildning. Forskning kring digitala didaktiska utmaningar inom högre utbildning är i fokus för den här presentationen. 

Om allt det här stökiga med Corona och den i skrivande stund rådande pandemin har lärt oss pedagoger något, så är det ju hur lite vi egentligen kan om digitalisering när vi alla plötsligt tvingades att skapa digital fjärrundervisning. Alla är experter på Zoom, ingen är expert på Zoom. Därför bedömer vi att det ligger i tiden att skapa ett forum där pedagoger kan läsa om, lära om och diskutera den digitala omställningen/digitaliseringen och de utmaningar för pedagoger som följer med den. De utmaningar som lärare har i och med digitalisering av skolan är många. Kan vi utan vidare föra över vår traditionella undervisning och köra den via skärmen? Vad händer med mötet med våra studenter när undervisningen sker digitalt? Vad ersätter eller tillför de digitala verktygen när vi exempelvis byter ut böcker mot skärmar? 

I presentationen kommer vi att behandla olika exempel på hur man som lärare kan möta de utmaningar som kommer där en ny värld väntas återskapa kunskap med ny teknik, dels genom att ge inblickar i hur den förändrade utbildningspraktiken ser ut, genom att presentera färsk forskning som tar utgångspunkt i faktisk och aktuell empiri. Dels har vi ambitionen att lärare och kollegor vid högskolor och universitet i Sverige ska kunna känna igen sig i de utmaningar som vi synliggör och i de olika lärarpraktiker som presentationen återspeglar, och att presentationen kan utgöra en grogrund för samtal kring hur vi kan utveckla undervisningspraktiken inom högre utbildning.

Referenser:

Lundmark, S. & Kontio, J. (2022). Digitala didaktiska dilemman. Stockholm: Natur & Kultur. 

Cities are becoming increasingly complex as a multitude of interests, needs, values and ways of living converge. For this reason, it is important to understand this diversity and explore how it could be captured by planning and governance processes. This is commonly done in participatory spatial planning processes where well-educated, adult, and economically stable citizens would commonly provide input to the process. Younger demographic groups as children and youth are rarely involved. In 2022 Sweden, however, passed an act that states that children and youth shall be part of spatial planning when they are to be affected by given interventions. 

There are many diverse good examples of youth participation that offer valuable insights and grounding to this new turn. Yet, youth is not an easy catch. Youth is a very diverse group, and more often than not, they are critical of the status quo, and thrive most when challenged on tasks that they find interesting. Engaging youth in classical workshop sessions with experts discussing maps or models might not work at all. Here some have suggested that art, crafting, and novel technology could help to develop meaningful participatory processes. 

In the study presented here, we report on an attempt to explore a novel method. We introduce an activity where 52 students at a media and design bachelor program at a Swedish university explored the use of art and design methods to ‘hack’ their campus in a post-Covid-19 scenario. The students were asked to work with the design materials – paper and cardboard – to give shape to alternative ideas about how to hack the campus environment. They were asked to develop a “sustainable artefact” representing a solution to the challenge of returning after the pandemic. They were asked to critically look at the current infrastructure and think about what they would like to change to make it a more sustainable place. 

The data set for this study consists of 52 assignments including tangible material representations of the work in the form of images of i) the resulting designed artifact  (details, work-in-progress, final prototype), ii) of montage images of the designed artifact contextualized and placed into the campus environment, as well as iii) written reflections about the task at hand. The assignments were analyzed using a thematic content analysis and analysis of the sustainable artifacts. 

The designed artifacts were created from a range of different ideas and observations. Some were made with the purpose to reduce stress, others to promote mental and physical health, or to boots social gatherings and togetherness. The typology of these spans from artifacts that are inspired by furniture that promotes meetings and social interaction, collective gardening areas, bird nests, litter containers, green houses, training equipment, tools to provide feedback, interactive screens and power stations both for bikes and phones. 

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. 

Young people are an important group in the cities, but young people's perspectives are not always included in processes for urban planning. The interdisciplinary research project Planning with youth (2019-2024) funded by FORMAS examines how youth can be involved in the work of planning the city's change by exploring new methods. The aim of the project is to elaborate on meaningful participation, justice and novel ways to engage youths in governance of urban living environments. Scientific literature on spatial planning recognizes diversity of needs and the importance of inclusivity when seeking to make public space safer, secure, and greener. However, young people’s voices are often missing in the planning of our living environments, especially in ethnically and socio-economically diverse communities. Recently, the child convention law promotes planners to involve youth in addition to the normative expectation of having more inclusive planning. In turn, there is a knowledge gap on how different participatory tools allow young people to reflect upon and express their needs, values and preferences about green-blue infrastructure. The project in this position statement seeks to fill this knowledge gap by 1) mapping current challenges and questions planners face in relation to the involvement of youth in planning, 2) testing and comparing participatory tools with different groups of young people, and evaluate if/how they are allow to express their preferences and needs, and 3) creating a framework with recommendations on how to engage youth in the design of green and blue public space, to support planners and other practitioners. This has been done by testing and elaborating on digital gaming activities, artbased activities and creative workshops, and we would like to share the insights from these activities in line with the theme of sustainability and inclusivity.

In this report, we give a summative overview of the activities our project team has offered to the participants of the 2022 Södertörn University Summer School. The Summer School, coordinated by our colleagues at Södertörn University and held in June 2022 on campus at Flemingsberg, hosted a group of 26 pupils who are enrolled at four public primary schools in the region. Aligned with our project mandate we offered activities centred on how urban environments where the pupils live are made e.g., green or not, urbanised or not, and how that makes them feel. We worked with the role that our senses – hearing and seeing - have and how certain urban areas make us feel. We used different hands-on demonstrations to allow participants to have a practical sensory experience. In this report, we summarize the activities and the impressions that the participants shared about their living environments, which include the following neighbourhoods: Ronna, Lina and Hovsjö in Södertälje municipality and Källtorp in Järfälla municipality.

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.

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.

Antologin Yrkesdidaktiska dilemman samlar aktuell forskning kring didaktiska utmaningar i yrkesutbildningar. Här identifieras och exemplifieras didaktiska dilemman som yrkeslärare stöter på och forskningen som presenteras utgår uteslutande från dagens klassrum sett ur ett lärarperspektiv. Författarna diskuterar strategier, lösningar och verktyg som går att omsätta i praktiken.  

De dilemman som presenteras speglar vitt skilda praktiker från yrkesutbildningar, men frågorna som uppstår finns inom all utbildning, som exempelvis: Hur ska lärare möta elever och studenter med särskilda behov? Hur ska den digitala revolutionen omfamnas? Hur kan lärare arbeta med svårigheter som rör bedömning och betygssättning? 

Yrkesdidaktiska dilemman uppmuntrar till kollegial reflektion och diskussion och rekommenderas till alla pedagoger och didaktiker. 

In our daily work as researchers and teacher trainers, we meet many vocational teachers and vocational teacher students. It might be a baker or a car mechanic who after a couple of decades in the profession decides to re-saddle and become a vocational teacher. One thing that most of these teachers do and becoming teachers have in common in the meeting with us researchers is a vast need to discuss didactics and challenges that they meet in their everyday lives in school. This book brings together some of Sweden's foremost researchers in different aspects of vocational didactics and their recent research on didactic challenges and dilemmas in vocational education. The research presented in the book is addressed to a group of teachers who to a large extent lacks teacher training; vocational teacher in Swedish high school and adult education, as well as to students, teachers and researchers in vocational teacher programs at Swedish universities and colleges. 

In this presentation we present the anthology Yrkesdidaktiska dilemman, the authors and their contributions and discuss how we can approach didactical dilemmas in VET. 

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.

Denna presentation kommer att presentera pågående forskning om yrkesdidaktiska dilemman i Sverige. De didaktiska dilemman som kommer att presenteras är relevanta för yrkesutbildningar inom högre utbildning. Den forskning som presenteras är hämtad från en kommande bok om yrkesklassrum som kommer att ges ut i januari 2021 (Kontio & Lundmark, Natur & Kultur). Boken samlar några av Sveriges främsta forskare inom olika aspekter av yrkesdidaktik och deras färska forskning kring didaktiska utmaningar i yrkesutbildningar. Forskningen som presenteras i boken vänder sig till en grupp lärare som i stor utsträckning saknar lärarutbildning; yrkeslärare i svenska gymnasie- och vuxenutbildningar, samt till studenter, lärare och forskare vid yrkeslärarprogrammen vid svenska universitet och högskolor. Det finns sedan tidigare en del skrivet om yrkesutbildningar, men den forskning som presenteras här skiljer sig från det som skrivits tidigare genom att uteslutande utgå från dagens klassrum sett ur ett lärarperspektiv, med ett särskilt fokus på de didaktiska utmaningar som dessa, som sagt många gånger outbildade, lärare ställs inför när de undervisar. Hur ser utmaningarna ut, vad kan forskare säga om dessa utmaningar och hur kan lärare arbeta för att hantera dessa dilemman.

De dilemma som vi kommer att presentera speglar så vitt skilda praktiker som sjuksköterskeutbildning och gymnasieskolans olika yrkesprogram, men de handlar om didaktiska dilemman som fler (eller alla) lärarkategorier kan relatera till; hur ska lärare möta elever med särskilda behov av stöd; hur ska den digitala revolutionen omfamnas; hur kan man arbeta med svårigheter med betygsättning och bedömning, etc. Syftet med den forskning som lyfts fram är att identifiera didaktiska utmaningar som yrkeslärare stöter på, exemplifiera dem utifrån aktuell forskning och diskutera strategier, lösningar och verktyg som går att omsätta i praktiken. Att sätta vart och ett av de olika dilemmana i ett sammanhang, med exempel från faktiska praktiker med röster från faktiska utövare, blir ett väldigt praktiskt sätt för både yrkeslärare från olika yrkesämnen och lärare och forskare inom högskolor och universitet att relatera till. Då yrkeslärare är en ofta bortglömd yrkeskategori är det viktigt att, inte minst inom det högskolepedagogiska fältet, lyfta de specifika didaktiska dilemman som lärare och forskare som arbetar med yrkesutbildning står inför.

Referens:  Kontio, J. & Lundmark, S. (2021). Yrkesdidaktiska dilemman. Natur & Kultur, Stockholm.

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.

Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership.

Inom många högskolor och universitet pågår just nu ett arbete med att utveckla strategier för digitalt och flexibelt lärande. Det finns mycket som tyder på att digitaliseringens betydelse fortsatt kommer att öka. Den digitala kompetensen och infrastrukturen behöver därför förstärkas, och det blir av särskild vikt inom högskolepedagogiska sammanhang att arbeta fram pedagogiska former som tillvaratar digitaliseringens möjligheter och svarar på omvärldens förväntningar på flexibilitet och tillgänglighet. Inom ramen för den här workshopen kommer vi därför tillsammans undersöka vilka digitala verktyg som lärare vid högskolor och universitet använder sig av för att bedriva undervisning som främjar ett digitalt och flexibelt lärande. Workshopen syftar till att dela med sig av de praktiker och resurser som används för att lära av varandra, samt påbörja arbetet med att formulera praxis för hur vi kan utveckla stöd inom den högskolepedagogiska verksamheten för att främja lärande med stöd av olika digitala verktyg. 

Regeringen har gett Universitetskansler ämbetet (UKÄ) i uppdrag att följa upp pedagogiskt utvecklingsarbete vid högskolor och universitet i Sverige. I uppdraget har det ingått att formulera en nationell strategi för digitalisering av högre utbildning och forskning (UKÄ, 2020). Då digitaliseringen av undervisningen gynnar livslångt lärande, breddad rekrytering och hållbar utveckling, och då studenter i en digitaliserad värld ställer högre krav på användandet av digitala verktyg för kvalitet i undervisningen är det av stort intresse att dela erfarenheter kring användningen av digitala verktyg. Även om de nämnda krav och förändringarna är aktuella, så är frågan om digitalisering och olika digitala verktygs roll i undervisning inte en ny fråga. Digitala verktyg används redan i undervisningen inom högskolor och universitet i varierande grad, och det finns en stor mängd forskning kring lärande med digitala verktyg som visar på både den pedagogiska potentialen hos de digitala verktygen (Josefsson et al., 2019), men också på nya utmaningar som ställs på lärare när verktygen ska integreras i praktiska undervisningssituationer.

Inom ramen för workshopen kommer att vi inledningsvis att arbeta med att kartlägga vilka digitala verktyg som deltagarna använder sig av i nuläget och skapa möjligheter för att dela med oss av framgångsrika exempel. Därefter kommer vi att arbeta praktiskt med att ta fram förslag på hur ett antal digitala verktyg skulle kunna användas i specifika undervisningssituationer utifrån ett antal olika scenarios som kommer att presenteras för deltagarna. Deltagare vid workshopen förväntas vara aktiva och arbeta tillsammans i olika tvärdisciplinära grupper/team som arrangörerna kommer att skapa vid workshopens uppstart.

Referenser:

Josefsson, P., Jää-Aro, K.-M., Lundmark, S., & Mutvei Berrez, A. (2019). The implementation of digital tools in teaching: A qualitative case study at a Swedish primary school. 11th International Conference on Education and New Learning Technologies, 2382–2387. 

Universitetskanskler ämbetet (UKÄ) (2020). Pedagogiskt utvecklingsarbete - rapportering av regeringsuppdrag. Url: https://www.uka.se/om-oss/var-verksamhet/regeringsuppdrag/pedagogiskt-utvecklingsarbete/pedagogiskt-utvecklingsarbete--rapportering-av-regeringsuppdrag.html

This paper draws on data from a recent study of children’s design activities in a leisure time design lab setting. The notion of design lab has become popular in recent years in areas outside science and technology development, such as educational or leisure time settings (see Kavousi & Miller, 2014). These labs are designate institutions dedicated to change and experimentation, or open collaborations between stakeholders, sharing a mutual interest in design research in a particular field (Binder & Brandt, 2008) to experience learning experiences based on self-reflection (Kavousi & Miller, 2014). However, the focus in this specific study is on how the children involved in the design activities make sense of their experiences of participating in the design lab after that the design lab has closed due to financial and administrative issues. 

Drawing on a six months ethnographical study, consisting of video and audio recordings of the design activities and interviews with the participating children, it has been possible to study both how the activities are structured, and how the participants make sense of the activities over time. An ethnomethodological approach is used as a means to explore the local practices of participation in the design activities from the members’ perspective (Button & Sharrock, 1996; Garfinkel, 1967; Luck, 2012). The participants’ involvement and reflections on the design activities are mainly performed in the studio setting when participating in design workshop but also in how they discuss their experiences in the interview material. The study addresses aspects of participation and empowerment in design activities (cf. Druin, 2002; Lundmark, 2016) and it is found that the design lab and its location, engagement, and emancipatory agenda are crucial for the children and their development of design knowledge and craftsmanship in the situated learning practice.

The findings show how the children involved in the activities at the design lab develop new skills and knowledge and how the children and young people's participation in various forms of design activities contribute to increased empowerment and empowerment. The study of the design activities in the suburb also demonstrate how these activities become important tools and resources to strengthen the youth in their identity creation. Furthermore, the study shows that the design activities that the children are committed to provide tools for changing their situation as well as their surroundings.

Being the third most popular platform among Swedish people as of 2018 (Internetstiftelsen, 2018), and the most used platform among Swedish teenagers (Statens Medieråd, 2017, p. 49), Snapchat use among Swedish youths has not been substantially investigated from discourse analytic perspectives (however, see Wickström, upcoming). The present study examines interactional aspects of Snapchat use by Swedish teenagers in a vocational school setting, based on a combination of video recordings of classroom activity and screen-recorded smart phone use.

The data for this article is drawn from a larger collection of video and screen recordings of youths’ smart phone usage in Swedish upper secondary schools (“Uppkopplade klassrum”, VR/UVK, Dnr 2015-01044) and consists of approximately 75 hours of recordings of students in two upper secondary classes; learners of hairdressing and building- and construction work.

Larsen & Sandbye (2013) suggest that we need to “look at photos not just as images but as material and social objects that mould and create identity and social relations between people”. Thus, we approach the images and interactions in the data by applying a framework inspired by the works of Erving Goffman on impression management (Goffman, 1990); specifically concerning interactional aspects of self-presentation and processes of situated identities.

The results from this study gives us important insights into digital youth culture in general, and more specifically about the very image loaded lives youths live, in and through their use of smartphones. The study goes in depth to show how the use of images is done in actual practice and when it occurs in interaction in an institutional setting. The use of selfies among youths has often been described as narcissistic (Sorokowski et. al., 2015), but by showing when and how the actual production and consumption of images is done, this study aims to differentiate and make visible the different kinds of actions made by the users; self-presentations, self-representations and masquerade, thus emancipating the youths and giving them a certain amount of agency. More specifically, we note that the use of smart phone cameras and images mirrors different aspects present in these vocational classroom cultures, as have been found by previous research (Nyström, 2012), and the anti-school culture that can be seen in these vocational education data stands in stark contrast to what can be found in similar data concerning upper secondary schools preparing for ensuing studies (Wickström, upcoming).

Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

References:

[1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

[2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

[3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

[4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

This article draws on data from a participatory design project developing services for online youth counselling. It investigates the outcomes and contingencies of participation for stakeholders (here counsellors) and how they make sense of their experiences of participating in a design project. The findings show how counsellors involved in a participatory design process develop new skills and knowledge as their roles and work practices in the project change overtime. The study is longitudinal, following a project that stretches over a period of three years, and addresses temporal aspects of participation, and in particular what happens when the design efforts come to an end and the designed service is launched. It is found that a participatory design project that fails with respect to its explicitly stated goals may still have positive secondary outcomes due to the engagement and process of situated learning among the participants involved.

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.

This paper is based on a study of users experiences and practices of meeting potential new partners online through the use of the mobile dating service Tinder. The aim of the study is to explore how users experience design features and functionalities for online dating practices. By exploring the use of functionalities and features in the location-based mobile application Tinder, we offer a broad understanding of the relationship between designed functionalities and dating practices that users experience through these features. The empirical material presented in the paper is drawn from a study based on a mixed method approach, combining an initial observational study, an online survey, with focus group interviews. Four specific designed functions are highlighted in our empirical data: the connection with Facebook, the profile cards of users, the swipe-centered mutual match function, and geographical proximity. These functions contribute to the specific user experiences of control and reward. Our findings indicate that online dating practices are formed by an inseparable interplay of design functionalities, users attitudes and the use of specific mobile applications that taken together contributes to the overall online dating experiences.

The present study examines a set of discussions among professional counselors in the area of youth counseling, as they participate in the development and design of an online video-mediated communication platform. With an overarching interest in how participatory design is performed through conversations, the analysis focuses on analogical reasoning through which the envisaged system is anchored to existing technologies and work practices. Three forms of analogical reasoning are identified: formulating design alternatives; challenging problem formulations; and telling stories. In various ways, these forms of analogical reasoning inform the ongoing design decision-making process, where the hypothetical technology and its organizational and work-related implications are evaluated. The study contributes to how analogical reasoning is done in interaction, and places the findings in the context of participatory design and studies of design reasoning.

More and more people are using the internet to access various societal functions. In recent years, municipalities and private enterprises have increasingly begun to explore and develop internet-based services to support public health in general and to disseminate health information in particular. This compilation thesis consists of four articles that explore and provide different perspectives on the design and implementation of new online youth counselling services for public organisations and social services, working with counselling and health information for young people. Ethnographic methods, and materials from two empirical settings, have been used to investigate how aspects of design and participation can serve to empower both potential young users and counsellors as stakeholders in the design projects. An important secondary focus is how mechanisms of empowerment play out in the design of online counselling services targeting young people. The notion of empowerment is addressed in terms of empowerment through design, focusing on normative expectations regarding young people as users of online youth counselling, as well as how to work with norms and norm-critical perspectives in the design and development of user interfaces. Another aspect of empowerment concerns participation, here seeking an increased understanding of the processes, practices and shifting roles involved in engaging professionals and young users as participants in a design project. In order to address these interrelated areas of inquiry, an eclectic theoretical and methodological approach has been used to study design in practice. An ethnomethodological approach unpacks how the participants relate to and reflect upon the design projects under study, highlighting aspects of empowerment and user agency. In addition, a sociocultural perspective on communities of practice and participation is used to increase the understanding of what it means to be a participant in participatory design projects. The findings show how embedded social norms and values have implications for users’ identities as presented in the digital design of online youth counselling services. The findings also reveal ways in which user empowerment is facilitated but also restricted by the design of youth counselling e-services, including not only the designed multimodal features of such services, but also the norms that guide usage. The studies also address the outcomes of technological change and the implementation of sociotechnical systems and services for the professionals involved in design projects. Here the studies provide knowledge about the forms of practical reasoning the counsellors engage in when anticipating work-related issues associated with the new technology and how they might deal with potential challenges. Finally, the findings show how participation in a design project may enable the development of new forms of communities of practice in which the participants and their roles and participation status change as the organisation changes.

In this paper we argue for the need of a methodological framework for analysing the design of websites from a norm-critical perspective. Identifying some issues and challenges in previous studies on norms and values in interface design we suggest an approach for analysing norms in websites and user interfaces based on sociological and cultural perspectives on design. Approaching norms in interface design we understand design in terms of resources for interaction, involving four aspects of interaction: cultural representations, technology, interactivity, and context.

This paper is built on a study that intends to develop a method by creating a set of tools based on selected parts from critical design and critical design theory. The goals of these tools are to function as instruments enabling practical implementation of critical design in a design and/or production process. In this study we develop the tools for critical design work and test our tools in a specific production process of a music video to explore how to apply critical design practically. Indoing so we used design-oriented research methods. By bringing together critical design perspectives and the practice of video production, this study wishes to contribute to the work of bridging the gap between theory and practice in critical design.

In this paper we focus on interaction design as the practice of designing interactive and digital products, services, systems and/or environments. Of interest in the area of interaction design is people’s use of designed things, which also makes it relevant to relate interaction design to the social norms present in society, such as gendered norms. We present three different cases in which we have analyzed different aspects of interface design and put a specific focus on interaction design as a carrier of social and gendered norms. The first case concerns a qualitative study of how young girls interact with and present themselves in a photo blog website. The second case is a study of the way that young women entrepreneurs use the functionality of social media to mold an attractive online persona (an invented, or adjusted, character that one wants to put forward). The third case is based on a study of the development of the national youth counseling site in Sweden. By using the concepts of interference and social norms as analytic tools, we exemplify various ways in which social norms, such as gender norms, diversity, power relations, equality, marginalization, etc. are part of interaction design and how the interface design reinforces norms and provides a far from neutral arena. In this paper, gender is highlighted in relation to social norms and values in society and social expectations and hierarchies. On the basis of our findings from the three different cases, we argue that there is a need to unpack how digital design embeds gender norms and to demonstrate how the relationship between norms and design can be critically examined.

The availability of online resources for youth counselling has increased in later years, posing a number of new challenges for existing practices and practitioners. Previous research on online youth counselling has addressed the changing conditions for professionals as well as for the young clients (Danby et al., 2009; 2011; Harris et al., 2012) but has not previously examined the processes through which the services are developed. In this study we follow a participatory design project in the development of a youth counselling e-service in Sweden. The study provides an ethnomethodologically informed analysis of how a group of counsellors discuss possible socio-technical dilemmas created by the introduction of web-based video-mediated counselling. As the analyses demonstrate, the planned implementation is met by the counsellors with extensive hypothetical reasoning. The counsellors draw on various experiences from the existing work practice, experiences of distance interaction with clients via telephone and chat as well as face-to-face meetings. With the help of these resources the counsellors provide reasoned accounts of envisaged problems connected with the combination of visual access and physical distance introduced by the video-link. Two issues in particular are topicalized: the problem of ‘dirty calls’ where callers engage counsellors in talk about sexual issues as a means of self-gratification; and the issue of suicide threats. The specific problems of the video-link are made salient through contrasts with face-to-face meetings as well as with telephone calls. Three main methods of addressing hypothetical problems can be discerned: first, normalizing the articulated problem by minimizing the difference between the new technology and existing practice (e.g. suggesting that Skype conversations can be ended in the same way as telephone calls); second, proposing conversational strategies in which referring to technological malfunction can be used as a resource for ending unpleasant calls or disabling the problematic video-link; third, defining and limiting the particular circumstances in which the video-link is to be used. Some general conclusions that can be drawn are that the practitioners use experiences from their current practices both to hypothesize about problems and create strategies for solutions. In different ways, these strategies work to bring the hypothetical new environment in line with existing work practices.

Although digital artefacts constitute a fundamental part of thecontemporary lifestyle it is seldom discussed how the use of such objects affect the way we understand the world. We propose a new concept, norm-­critical design, in which the unit of analysis is the interaction design consisting of technology, interaction, images, sounds, text and how they together construct meaning. We argue that there is a need to unpack how digital design embeds norms and to examine how the relationship between norms and design can becritically examined. We base our discussion on studies of online youth counselling.

Critical perspectives are rare in human-computer-interaction (HCI) research. Although digital artifacts constitute a fundamental part of the contemporary lifestyle it is seldom discussed how the use of such objects affect the way we understand the world. We propose a new concept, norm-critical design, in which the unit of analysis is the interaction design consisting of technology, interaction, images, sounds, text and how they together construct meaning.  We argue that there is a need to unpack how digital design embeds norms and to examine how the relationship between norms and design can be critically examined.

     The discussion in this paper is based on two different empirical studies. First we will discuss how normative structures are present in the image blog site bilddagboken.se The other empirical material that we discuss is a case study of the design work in a youth counselling site in Sweden (umo.se). The case study gives examples of how different design elements are used in the design and development of websites in order to create a norm-critical experience for the users. We describe how these concerns affect the design outcome in the development of an animation about love.