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Publications (10 of 54) Show all publications
Rangraz, M. & Pareto, L. (2019). Robotics and quality: A sociomaterial analysis of assembly line. Paper presented at Conference of 5th International Workshop on Socio-Technical Perspective in IS Development, STPIS 2019 ; Conference Date: 10 June 2019. CEUR Workshop Proceedings, 2398, 123-136
Open this publication in new window or tab >>Robotics and quality: A sociomaterial analysis of assembly line
2019 (English)In: CEUR Workshop Proceedings, ISSN 1613-0073, E-ISSN 1613-0073, Vol. 2398, p. 123-136Article in journal (Refereed) Published
Abstract [en]

Automation of manufacturing industry has been on agenda for nearly five decades now. Today, the affordability and efficiency of automated solutions make them increasingly relevant to Small and Medium-size Enterprises (SMEs). Their continued survival depends on the quality of the end product and as much as any SME might intend to increase its business potential, it can’t afford to lose quality by the time it turns to automated solutions. Here, we focus on an assembly line soon to leave its manual processes to automation. It is a case from a manufacturing plant, and we ask what happens to quality once the automation solutions are in place? Exploiting the five notions of Sociomateriality, we explore the changes in the socio-technical configurations of the workplace each of which, we discuss, are consequential for quality. We show while quality is an ultimate business goal for any SME; it is first and foremost a practical problem at the shop-floor. We discuss how quality originates from socio material configurations and distinguish the process-quality from product-quality while attending to working-life quality. We address the challenge of translating the quality which once was in hands, tools, and the relationship among them, to the quality of exact calculations of automated solutions. ©Copyright held by the author(s).

Keywords
Assembly; Assembly machines; Image quality; Manufacture; Plants (botany); Robots, Automated solutions; Automation solutions; Manufacturing industries; Manufacturing plant; Material configurations; Practical problems; Small and medium-size enterprise (SMEs); Socio materialities, Automation
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-14485 (URN)2-s2.0-85069505949 (Scopus ID)
Conference
Conference of 5th International Workshop on Socio-Technical Perspective in IS Development, STPIS 2019 ; Conference Date: 10 June 2019
Available from: 2019-10-02 Created: 2019-10-02 Last updated: 2019-11-12Bibliographically approved
Pareto, L. & Willermark, S. (2019). TPACK in situ: A Design-based Approach Supporting Professional Development in Practice. Journal of educational computing research (Print), 57(5), 1186-1226
Open this publication in new window or tab >>TPACK in situ: A Design-based Approach Supporting Professional Development in Practice
2019 (English)In: Journal of educational computing research (Print), ISSN 0735-6331, E-ISSN 1541-4140, Vol. 57, no 5, p. 1186-1226Article in journal (Refereed) Published
Abstract [en]

Technological pedagogical and content knowledge (TPACK) is a well-known conceptual framework for what knowledge teachers need in order to teach successfully using technology. Most recent TPACK studies address assessment of teacher TPACK by quantitative self-reporting surveys. Such an approach provides little guidance for teachers in how to develop their everyday teaching practice. We argue for a revival of the original TPACK design-based approach and propose a design-based, operationalization of the framework that is situated in action, context specific, and integrated in practical teaching. The approach has been developed, evaluated, and validated in a school development project in a Nordic Elementary School context using design-based research. The project engaged more than 100 professionals: in-service elementary teachers, school administrators and researchers, and more than 1,000 students during 3 years. The theoretical development evolved from rich descriptions of 38 didactic design as delimited units of teaching including planning, implementation, and evaluation of specified learning tasks acted out in practice. Contributions include framing teaching practice as design activity and a TPACK in situ model and methods targeting reflective practitioners. Our proposed approach addresses current limitations of TPACK and is aligned with advocated professional development methods.

Keywords
Technological pedagogical content knowledge, technological pedagogical content knowledge in situ, design based, teaching practice, reflective practitioner, teacher professional development
National Category
Learning Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Pedagogics
Identifiers
urn:nbn:se:hv:diva-12007 (URN)10.1177/0735633118783180 (DOI)000480760100005 ()2-s2.0-85049674449 (Scopus ID)
Funder
European Regional Development Fund (ERDF)
Note

Ingår i avhandling

Available from: 2018-01-16 Created: 2018-01-16 Last updated: 2019-10-15Bibliographically approved
Ljungdahl Eriksson, M., Atienza, R., Pareto, L. & Falkenberg Hansen, K. (2018). My sound space: An attentional shield for immersive redirection. In: AM'18 Proceedings of the Audio Mostly 2018 on Sound in Immersion and Emotion: ACM International Conference Proceeding Series. Paper presented at 2018 International Audio Mostly Conference - A Conference on Interaction with Sound: Sound in Immersion and Emotion, AM 2018; Wrexham; United Kingdom; 12 September 2018 through 14 September 2018. Association for Computing Machinery, Article ID a9.
Open this publication in new window or tab >>My sound space: An attentional shield for immersive redirection
2018 (English)In: AM'18 Proceedings of the Audio Mostly 2018 on Sound in Immersion and Emotion: ACM International Conference Proceeding Series, Association for Computing Machinery , 2018, article id a9Conference paper, Published paper (Refereed)
Abstract [en]

In the context of extended reality, the term immersion is commonly used as a property denoting to which extent a technology can deliver an illusion of reality while occluding the users’ sensory access to the physical environment. In this paper we discuss an alternative interpretation of immersion, used in the My Sound Space project. The project is a research endeavor aiming to develop a sound environment system that enables a personalized sound space suitable for individual work places. The medium, which in our case is sound, is transparent and thus becomes an entangled part of the surrounding environment. This type of immersion is only partly occluding the users sensory access to physical reality. The purpose of using the sound space is not to become immersed by the sounds, rather to use the sounds to direct cognitive attention to get immersed in another cognitive activity. © 2018 Association for Computing Machinery.

Place, publisher, year, edition, pages
Association for Computing Machinery, 2018
Keywords
Computer applications; Computer programming, Designing the unnoticeable; Immersive; Nonmediation; Sound designs; Sound spaces, Audio acoustics
National Category
Human Computer Interaction
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-13606 (URN)10.1145/3243274.3243309 (DOI)2-s2.0-85060936340 (Scopus ID)9781450366090 (ISBN)
Conference
2018 International Audio Mostly Conference - A Conference on Interaction with Sound: Sound in Immersion and Emotion, AM 2018; Wrexham; United Kingdom; 12 September 2018 through 14 September 2018
Available from: 2019-03-21 Created: 2019-03-21 Last updated: 2019-08-21Bibliographically approved
Pareto, L. (2017). Robot As Tutee. Paper presented at 7th International Conference on Robotics in Education, RiE 2016; Vienna; Austria; 14 April 2016 through 15 April 2016. Advances in Intelligent Systems and Computing, 457, 271-277
Open this publication in new window or tab >>Robot As Tutee
2017 (English)In: Advances in Intelligent Systems and Computing, ISSN 2194-5357, E-ISSN 2194-5365, Vol. 457, p. 271-277Article in journal (Refereed) Published
Abstract [en]

This paper explores the possible advantages of substituting teachable agents in a learning environment, with a humanoid robot as the non-human tutee. Teachable agents are used as an extension to educational games in order to leverage engagement, reflection and learning. The learning environment is engaging and shown to be effective for learning and promote self-efficacy in experimental studies in authentic classroom settings. Features beneficial for learning which are further enhanced by a robot compared to an agent are identified. These include embodiment of the robot; a social, empathic behaviour, better conversational abilities which together provide a better role model of an ideal learner for the student to identify with.

Keywords
Robotics, Tutoring, Teachable agent, Robot tutee, Role-model learner
National Category
Human Aspects of ICT Pedagogical Work
Research subject
SOCIAL SCIENCE, Informatics; SOCIAL SCIENCE, Educational science; Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10225 (URN)10.1007/978-3-319-42975-5_24 (DOI)2-s2.0-84992630713 (Scopus ID)
Conference
7th International Conference on Robotics in Education, RiE 2016; Vienna; Austria; 14 April 2016 through 15 April 2016
Funder
Region Västra Götaland
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2019-05-21Bibliographically approved
Ljungdahl Eriksson, M., Atienza, R. & Pareto, L. (2017). The Sound Bubble: A context-sensitive space in the space. Organised Sound, 22(1), 130-139
Open this publication in new window or tab >>The Sound Bubble: A context-sensitive space in the space
2017 (English)In: Organised Sound, ISSN 1355-7718, E-ISSN 1469-8153, Vol. 22, no 1, p. 130-139Article in journal (Refereed) Published
Abstract [en]

The design of sonic environments is in need of more active strategies, taking into account not only the physical but also the social and sensorial aspects of a place. This implies abandoning traditional, mono-disciplinary responses in favour of interdisciplinary methods and approaches. In this study we explored the possibility of inserting context-sensitive sound textures to improve the experience of an activity-based office workplace. For this purpose, we developed the concept of the ’sound bubble’ - a micro-space in which the user is embedded by a semi-transparent added sound environment that will operate as a subtle sound mask, attracting the attention without needing to hide the disturbing environment. This should help users (the workers) to stay in an ’everyday listening’ mode. This means, not focusing on the environment in particular but on their tasks, while preserving the link with the surrounding space and activities. 

Keywords
Sonic environments, workplace
National Category
Information Systems, Social aspects
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-10903 (URN)10.1017/S1355771816000418 (DOI)000398526500018 ()2-s2.0-85014659893 (Scopus ID)
Available from: 2017-03-29 Created: 2017-03-29 Last updated: 2019-05-23Bibliographically approved
Islind, A. S., Lundh Snis, U., Pareto, L. & Rystedt, H. (2016). Creating a Boundary Practice by Co-Design. In: AIS SIGPRAG Pre-­ICIS Workshop 2016: . Paper presented at SIGPRAG Pre-ICIS (International Conference on Information Systems) on Practice-based Design and Innovation of Digital, in Dublin, December 2016.
Open this publication in new window or tab >>Creating a Boundary Practice by Co-Design
2016 (English)In: AIS SIGPRAG Pre-­ICIS Workshop 2016, 2016Conference paper, Oral presentation only (Refereed)
Abstract [en]

This paper explores the role of boundaries in a co-design process and how design work can be organized in order to manage the existing boundaries. The source of boundaries in design lies in the interface and dynamics between use practices, design practices and work practices.We will benefit from the boundary literature in order to contribute to practice-based design approaches in general, and to co-design approaches in particular.The researchis based on empirical data from a 2-year co-design process within the home care sector; involving participants from several professional groups: caregivers and care recipients. This paper focuses primarily on the caregivers (practitioners), the care recipients (elderly) and the designers. We particularly take into account the diversity of the participants in the co-design initiative and how these participants (representing two user groups) influenced the design process over time, and how their participation enabled the crossing of boundaries and the creation of a new boundary practice. Finally, the role of the designer is discussed in terms of redirecting its function towards facilitation instead of negotiation.

Keywords
Co-design, boundaries, boundary practice, boundary object, practice-oriented research.
National Category
Nursing Information Systems, Social aspects
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-14557 (URN)
Conference
SIGPRAG Pre-ICIS (International Conference on Information Systems) on Practice-based Design and Innovation of Digital, in Dublin, December 2016
Available from: 2019-10-14 Created: 2019-10-14 Last updated: 2019-10-28Bibliographically approved
Willermark, S., Pareto, L. & Sofkova Hashemi, S. (2016). Didactical designs in use: exploring technological, pedagogical and content knowledge. In: Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H. (Ed.), Proceedings of the 5th International Conference on Designs for Learning: . Paper presented at 5th International Conference on Designs for Learning May 18-20, Copenhagen, Denmark (pp. 253-268). Aalborg: Aalborg Universitetsforlag
Open this publication in new window or tab >>Didactical designs in use: exploring technological, pedagogical and content knowledge
2016 (English)In: Proceedings of the 5th International Conference on Designs for Learning / [ed] Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H., Aalborg: Aalborg Universitetsforlag, 2016, p. 253-268Conference paper, Published paper (Refereed)
Abstract [en]

In this article we operationalize the Technological Pedagogical And Content Knowledge (TPACK) model as an analytic lens to trace progression in teaching practice. We explore teacher development by studying didactical designs. Didactical design refers to the design of teaching sequences within a particular subject, and includes a pre-planned sequence of lessons, with a detailed teaching plan of how to implement the task in the classrooms. We report from a three-year school development project which involved 48 teachers and over 1000 students in elementary school. An in-depth analysis of 14 didactical designs in the subject of mathematics respectively 13 didactical designs in mother tongue was conducted. The analysis was based on classroom observations, video recordings, chat logs, online forums, interviews and participation in teachers'daily work. Our position is that our approach can serve as an effective way to categorize, analyzeand evaluate didactical designs

Place, publisher, year, edition, pages
Aalborg: Aalborg Universitetsforlag, 2016
Keywords
TPACK, Progression, Collaboration, School Development, Didactical Design
National Category
Didactics Pedagogical Work Information Systems, Social aspects
Research subject
Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10006 (URN)978-87-7112-569-6 (ISBN)
Conference
5th International Conference on Designs for Learning May 18-20, Copenhagen, Denmark
Available from: 2016-10-17 Created: 2016-10-17 Last updated: 2019-03-15Bibliographically approved
Pareto, L., Sharkey, P. & Merrick, J. (Eds.). (2016). International Journal of Journal of Child Development: Special Issue: Using technology to enhance rehabilitation and empower people with special needs (1ed.). Nova Science Publishers, Inc.
Open this publication in new window or tab >>International Journal of Journal of Child Development: Special Issue: Using technology to enhance rehabilitation and empower people with special needs
2016 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2016. p. 158 Edition: 1
Keywords
Technology, rehabilitation
National Category
Human Aspects of ICT
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-10222 (URN)
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2017-03-13Bibliographically approved
Pareto, L., Sharkey, P. & Merrick, J. (Eds.). (2016). Journal of Pain Management: Special issue: Using virtual reality technologies to support everyday rehabilitation (1ed.). Nova Science Publishers, Inc.
Open this publication in new window or tab >>Journal of Pain Management: Special issue: Using virtual reality technologies to support everyday rehabilitation
2016 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Nova Science Publishers, Inc., 2016. p. 149 Edition: 1
Keywords
Virtual reality, rehabilitation
National Category
Human Aspects of ICT
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning; NURSING AND PUBLIC HEALTH SCIENCE, Nursing science
Identifiers
urn:nbn:se:hv:diva-10221 (URN)
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2016-12-08Bibliographically approved
Pareto, L. & Willermark, S. (2016). Prata och göra matematik tillsammans med digital teknik. In: Sylvana Sofkova Hashemi & Maria Spante (Ed.), Kollaborativ undervisning i digital skolmiljö: (pp. 21-46). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Prata och göra matematik tillsammans med digital teknik
2016 (Swedish)In: Kollaborativ undervisning i digital skolmiljö / [ed] Sylvana Sofkova Hashemi & Maria Spante, Malmö: Gleerups Utbildning AB, 2016, p. 21-46Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
Keywords
Matematik, digitalisering, digital teknik
National Category
Information Systems, Social aspects Pedagogical Work
Research subject
Work Integrated Learning; Child and Youth studies
Identifiers
urn:nbn:se:hv:diva-9949 (URN)9789140694607 (ISBN)
Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2019-03-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5996-7668

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