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Högfeldt, A.-K., Rosén, A., Mwase, C., Lantz, A., Gumaelius, L., Shayo, E., . . . Mvungi, N. (2019). Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education. Sustainability, 11(24), Article ID 7236.
Open this publication in new window or tab >>Mutual Capacity Building through North-South Collaboration Using Challenge-Driven Education
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2019 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 11, no 24, article id 7236Article in journal (Refereed) Published
Abstract [en]

The urgent need for actions in the light of the global challenges motivates international policy to define roadmaps for education on all levels to step forward and contribute with new knowledge and competencies. Challenge-Driven Education (CDE) is described as an education for Sustainable Development (ESD) approach, which aims to prepare students to work with global challenges and to bring value to society by direct impact. This paper describes, evaluates and discusses a three-year participatory implementation project of Challenge-driven education (CDE) within the engineering education at the University of Dar es Salam, UDSM, which has been carried out in collaboration with the Royal Institute of Technology, KTH in Stockholm. Conclusions are drawn on crucial aspects for engineering education change through the lens of Activity Theory (AT), where CDE is brought forward as a motivating ESD initiative for engineering faculty and students. Furthermore participatory co-creation is notably useful as it aims to embrace social values among the participants. Also, traditional organizational structures will need to be continuously negotiated in the light of the integration of more open-ended approaches in education.

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
ESD, challenge-driven education, engineering education, higher education change, participatory action research, activity theory, challenge based learning
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-267175 (URN)10.3390/su11247236 (DOI)000506899000333 ()2-s2.0-85079482168 (Scopus ID)
Note

QC 20200204

Available from: 2020-02-04 Created: 2020-02-04 Last updated: 2022-06-26Bibliographically approved
Cupitt, R., Forstorp, P.-A. & Lantz, A. (2019). Visuality Without Form: Video-Mediated Communication and Research Practice Across Disciplinary Contexts. Qualitative Inquiry, 25(4), 417-431
Open this publication in new window or tab >>Visuality Without Form: Video-Mediated Communication and Research Practice Across Disciplinary Contexts
2019 (English)In: Qualitative Inquiry, ISSN 1077-8004, E-ISSN 1552-7565, Vol. 25, no 4, p. 417-431Article in journal (Refereed) Published
Abstract [en]

Visuality is a concept that crosses boundaries of practice and meaning, making it an ideal subject for interdisciplinary research. In this article, we discuss visuality using a fragment from a video meeting of television producers at Swedish Television’s group for programming in Swedish Sign Language. This example argues for the importance of recognizing the diversity of analytical and practice-derived visualities and their effect on the ways in which we interpret cultures. These different visualities have consequences for the methods and means with which we present scholarly research. The role of methods, methodology, and analysis of visual practices in an organizational and bilingual setting are key. We explore the challenges of incorporating deaf visualities, hearing visualities, and different paradigms of interdisciplinary research as necessary when visibility, invisibility, and their materialities are of concern. We conclude that in certain contexts, breaking with disciplinary traditions makes visible that which is otherwise invisible.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
visuality, video-mediated communication, deaf visuality, interdisciplinarity, methods
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:kth:diva-235306 (URN)10.1177/1077800418790301 (DOI)000461797600008 ()2-s2.0-85053290925 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Note

QC 20181002

Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2024-03-18Bibliographically approved
Rosén, A., Högfeldt, A.-K., Lantz, A., Gumaelius, L., Norell Bergendahl, M., Wyss, R., . . . Lujara, S. (2018). Connecting North and South through Challenge Driven Education. In: Proceedings of the 14th International CDIO Conference: . Paper presented at The 14th International CDIO Conference in KANAZAWA June 28-July 2,2018. Kanazawa, Japan
Open this publication in new window or tab >>Connecting North and South through Challenge Driven Education
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2018 (English)In: Proceedings of the 14th International CDIO Conference, Kanazawa, Japan, 2018Conference paper, Published paper (Refereed)
Abstract [en]

This paper contributes with a north-south perspective on the ongoing enhancement of engineering education for sustainable development by giving insights in and results from implementation of challenge driven education (CDE) through joint efforts by the KTH Royal Institute of Technology, the University of Dar es Salaam (UDSM) and other African partner universities. CDE is explained as an evolution of PBL for building learning experiences around societal challenges, engaging external stakeholders, and developing students’ abilities to contribute to sustainable development. A case study is presented where students’, teachers’ and challenge owners’ perceptions of a challenge driven approach in engineering education are explored and key drivers and barriers for implementing CDE are clarified.

Place, publisher, year, edition, pages
Kanazawa, Japan: , 2018
Keywords
sustainable development, global challenges, work-based learning, project based learning, internationalization
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-240881 (URN)
Conference
The 14th International CDIO Conference in KANAZAWA June 28-July 2,2018
Note

QC 20190125

Available from: 2019-01-04 Created: 2019-01-04 Last updated: 2025-02-18Bibliographically approved
Lantz, A., Gulliksen, J., Walldius, Å., Sandblad, B. & Åborg, C. (2018). Digitaliseringen och arbetsmiljön (1:1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Digitaliseringen och arbetsmiljön
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2018 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 283 Edition: 1:1
National Category
Human Computer Interaction
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-235302 (URN)978-91-44-12022-5 (ISBN)
Note

QC 20181008

Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2024-03-18Bibliographically approved
Högfeldt, A.-K., Gumaelius, L., Lantz, A. & Lujara, S. (2018). Understanding Engineering Education Change With The Introduction of Challenge Driven Education in Tanzania. In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION: . Paper presented at IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN (pp. 1335-1343). IEEE
Open this publication in new window or tab >>Understanding Engineering Education Change With The Introduction of Challenge Driven Education in Tanzania
2018 (English)In: PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, IEEE , 2018, p. 1335-1343Conference paper, Published paper (Refereed)
Abstract [en]

Sweden and Tanzania have collaborated since 1976 in research projects. A PhD sandwich program was established in the 90's in the field of electrical engineering between UDSM (University of Dar es Salam), Tanzania and KTH (Royal Institute of Technology), Sweden. This collaboration has opened up for shared trust, idea exchange and the emergence of the challenge driven education approach. Challenge driven education brings in socio-technical challenges to engineering education, or rather, brings out students and academic faculty, to real life challenges outside academy. The research of the first years' experience reveals factors like high motivation among students, faculty and stakeholders in society. New ways of teaching and learning have evolved, and clear contrasts with traditional education have been found.

Place, publisher, year, edition, pages
IEEE, 2018
Series
IEEE Global Engineering Education Conference, ISSN 2165-9567
Keywords
UN Sustainable Development Goals, worklife, project based learning, global dimension, challenge driven education
National Category
Educational Sciences
Identifiers
urn:nbn:se:kth:diva-231664 (URN)10.1109/EDUCON.2018.8363384 (DOI)000434866100183 ()2-s2.0-85048107872 (Scopus ID)978-1-5386-2957-4 (ISBN)
Conference
IEEE Global Engineering Education Conference (EDUCON) - Emerging Trends and Challenges of Engineering Education, APR 17-20, 2018, Santa Cruz de Tenerife, SPAIN
Funder
The Swedish Foundation for International Cooperation in Research and Higher Education (STINT)
Note

QC 20180830

Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2025-02-18Bibliographically approved
Johansson, S., Gulliksen, J. & Lantz, A. (2015). Cognitive Accessibility for Mentally Disabled Persons. In: Human–Computer Interaction: . Paper presented at 15th IFIP TC.13 International Conference on Human-Computer Interaction (INTERACT), SEP 14-18, 2015, Bamberg, GERMANY (pp. 418-435). Springer Berlin/Heidelberg
Open this publication in new window or tab >>Cognitive Accessibility for Mentally Disabled Persons
2015 (English)In: Human–Computer Interaction, Springer Berlin/Heidelberg, 2015, p. 418-435Conference paper, Published paper (Refereed)
Abstract [en]

The emergence of various digital channels, the development of different devices and the change in the way we communicate and carry out various types of services have quickly grown and continues to grow. This may offer both new opportunities for inclusion and risks for creating new barriers in the society. In a recent study we have explored the questions: Is the society digitally accessible for persons with mental disabilities? How do persons with mental disabilities cope with their situation? What are the benefits and obstacles they face? Based on the answers to these questions we wanted to explore if there is a digital divide between the citizens in general and the citizens with mental disabilities. And if so; what is the nature of this divide? Methods used in the study were Participatory action research oriented with data collection via research circles. In total over 100 persons participated. The results show that a digital divide is present. Persons with mental disabilities differ from citizens in general in how they have access to digital resources. The result also indicates that services and systems on a societal scale do not deliver the expected efficiency when it comes to supporting citizens with mental disabilities. And finally the results indicate that the special needs this group might have are often not identified in wider surveys on the citizen's use of Internet, digital services and use of different technical devices. Several of the participants describe this as being left outside and not fully participate in a society where digital presence is considered a prerequisite for a full citizenship.

Place, publisher, year, edition, pages
Springer Berlin/Heidelberg, 2015
Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 9296
Keywords
Mental disability, Mental problems, Cognitive accessibility, Digital society, Inclusion
National Category
Computer Sciences Robotics and automation
Identifiers
urn:nbn:se:kth:diva-177433 (URN)10.1007/978-3-319-22701-6_31 (DOI)000363681800031 ()2-s2.0-84945531079 (Scopus ID)978-3-319-22701-6 (ISBN)978-3-319-22700-9 (ISBN)
Conference
15th IFIP TC.13 International Conference on Human-Computer Interaction (INTERACT), SEP 14-18, 2015, Bamberg, GERMANY
Note

QC 20151120. QC 20191021

Available from: 2015-11-20 Created: 2015-11-20 Last updated: 2025-02-05Bibliographically approved
Walldius, Å., Gulliksen, J., Lantz, A., Sandblad, B. & Åborg, C. (2015). Digital arbetsmiljö. Stockholm: Arbetsmiljöverket
Open this publication in new window or tab >>Digital arbetsmiljö
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2015 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: Arbetsmiljöverket, 2015
National Category
Engineering and Technology
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-185937 (URN)
Available from: 2016-04-29 Created: 2016-04-29 Last updated: 2022-06-22Bibliographically approved
Johansson, S., Gulliksen, J. & Lantz, A. (2015). User participation when users have mental and cognitive disabilities. In: SSETS 2015 - Proceedings of the 17th International ACM SIGACCESS Conference on Computers and Accessibility: . Paper presented at 17th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS 2015, Lisbon, Portugal, 26 October 2015 through 28 October 2015 (pp. 69-76). ACM Digital Library
Open this publication in new window or tab >>User participation when users have mental and cognitive disabilities
2015 (English)In: SSETS 2015 - Proceedings of the 17th International ACM SIGACCESS Conference on Computers and Accessibility, ACM Digital Library, 2015, p. 69-76Conference paper, Published paper (Refereed)
Abstract [en]

Persons with cognitive or mental disabilities have difficulties participating in or are excluded from IT development and assessments exercises due to the problems finding good ways to efficiently collaborate on equal terms. In this paper we describe how we worked closely together with persons that have mental and cognitive disabilities in order to test and develop methods for participation in assessments and in processes for developing, Information and Communication Technology (ICT) products and services. More than 100 persons with mental and cognitive disabilities participated in the study (people with diagnoses such as depression, anxiety disorder, bipolarity, and schizophrenia). To explore the conditions for a more equal and fair participation we have developed and elaborated a set of methods, tools and approaches. By combining scientific research methods with well-established methods for empowerment and participation we have developed methods that are cost effective and that easily can be incorporated in existing processes. We believe that our approach have taken steps to implement possibilities for persons with mental and cognitive disabilities to take part where user participation is needed in order not to discriminate or exclude but also to improve the overall quality of the end result. The results clearly show that it is possible to include persons with mental and cognitive disabilities. A mixed method -- mixed tool approach can increase the possibility for participation. The results also show that the quality of the analysis phase increases if the collaborative approach is extended to also embrace the data analysis phase.

Place, publisher, year, edition, pages
ACM Digital Library, 2015
Keywords
Accessibility, Cognitive disability, Inclusion, Mental disability, Mental problems, User participation
National Category
Other Engineering and Technologies
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-183167 (URN)10.1145/2700648.2809849 (DOI)000380614200009 ()2-s2.0-84962665252 (Scopus ID)978-1-4503-3400-6 (ISBN)
Conference
17th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS 2015, Lisbon, Portugal, 26 October 2015 through 28 October 2015
Funder
The Swedish Post and Telecom Authority (PTS)
Note

QC 20160303

Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2025-02-18Bibliographically approved
Borg, J., Lantz, A. & Gulliksen, J. (2014). Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empiricla evidence. Universal Access in the Information Society
Open this publication in new window or tab >>Accessibility to electronic communication for people with cognitive disabilities: a systematic search and review of empiricla evidence
2014 (English)In: Universal Access in the Information Society, ISSN 1615-5289, E-ISSN 1615-5297Article in journal (Refereed) Published
Abstract [en]

 The purpose of this study was to identify and synthesize measures for accessibility to electronic communication for people with cognitive disabilities by seeking answers to the following research questions: What measures to make electronic  communication accessible to people with cognitive disabilities are evaluated and reported in the scientific literature? What documented effects do these measures have? Empirical studies describing and assessing cognitive accessibility measures were identified by searches of 13 databases. Data were extracted and methodological quality was assessed. Findings were analyzed and recommendations for practice and research were made. Twenty-nine articles with considerable variations in studied accessibility measures, diagnoses, methods, outcome measures, and quality were included. They address the use of Internet, e-mail, telephone, chat, television, multimedia interfaces, texts and pictures, operation of equipment, and entering of information. Although thin, the current evidence base indicates that the accessibility needs, requirements, and preferences of people with cognitive disabilities are diverse. This ought to be reflected in accessibility guidelines and standards. Studies to systematically develop and recommend effective accessibility measures are needed to address current knowledge gaps.

Place, publisher, year, edition, pages
Springer, 2014
Keywords
accessibility, cognitive disabilities, communication, ICT, usability
National Category
Media and Communications
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-145017 (URN)10.1007/s10209-014-0351-6 (DOI)000361003800007 ()2-s2.0-84941415316 (Scopus ID)
Note

QC 20140702

Available from: 2014-05-06 Created: 2014-05-06 Last updated: 2025-02-07Bibliographically approved
Lantz, A., Johansson, S., Hildén, A., Borg, J. & Gulliksen, J. (2014). Kognitiv tillgänglighet till elektronisk kommunikation, del två: En sammanfattning av utvärderade tillgänglighetsåtgärder. KTH Royal Institute of Technology
Open this publication in new window or tab >>Kognitiv tillgänglighet till elektronisk kommunikation, del två: En sammanfattning av utvärderade tillgänglighetsåtgärder
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2014 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Författarna har under perioden oktober 2013 – februari 2014 genomfört en systematisk kunskapsöversikt av utvärderade och rapporterade empiriska studier av tillgänglighet till elektronisk kommunikation för personer med kognitiva funktionshinder som inte publicerats vetenskapligt. Resultatet av denna studie presenteras på ett förenklat sätt i denna rapport.

Place, publisher, year, edition, pages
KTH Royal Institute of Technology, 2014. p. 26
National Category
Media and Communications
Research subject
Human-computer Interaction
Identifiers
urn:nbn:se:kth:diva-145019 (URN)
Note

QC 20140523

Available from: 2014-05-06 Created: 2014-05-06 Last updated: 2025-02-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4200-6385

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