Cybersecurity is the backbone of a successful digitalization of society, and cyber situation awareness is an essential aspect of managing it. The COVID-19 pandemic has sped up an already ongoing digitalization of Swedish government agencies, but the cybersecurity maturity level varies across agencies. In this study, we conduct a census of Swedish government administrative authority communications on cybersecurity to employees at the beginning of the COVID-19 pandemic. The census shows that the employee communications in the beginning of the pandemic to a greater extent have focused on first-order risks, such as video meetings and telecommuting, rather than on second-order risks, such as invoice fraud or social engineering. We also find that almost two thirds of the administrative authorities have not yet implemented, but only initiated or documented, their cybersecurity policies.

The COVID-19 pandemic has accelerated the digitalization of the Swedish public sector, and to ensure the success of this ongoing process cybersecurity plays an integral part. While Sweden has come far in digitalization, the maturity of cybersecurity work across entities covers a wide range. One way of improving cybersecurity is through communication, thereby enhancing employee cyber situation awareness. In this paper, we conduct a census of Swedish public sector employee communication on cybersecurity at the beginning of the COVID-19 pandemic using questionnaires. The study shows that public sector entities find the same sources of information useful for their cybersecurity work. We find that nearly two thirds of administrative authorities and almost three quarters of municipalities are not yet at the implemented cybersecurity level. We also find that 71 % of municipalities have less than one dedicated staff for cybersecurity.

In recent years, the Swedish public sector has undergone rapid digitalization, while cybersecurity efforts have not kept even steps. This study investigates conditions for cybersecurity work at Swedish administrative authorities by examining organizational conditions at the authorities, what cybersecurity staff do to acquire the cyber situation awareness required for their role, as well as what experience cybersecurity staff have with incidents. In this study, 17 semi-structured interviews were held with respondents from Swedish administrative authorities. The results showed the diverse conditions for cybersecurity work that exist at the authorities and that a variety of roles are involved in that work. It was found that national-level support for cybersecurity was perceived as somewhat lacking. There were also challenges in getting access to information elements required for sufficient cyber situation awareness.

Combining Live, Virtual, and Constructive (LVC) aircraft in the same training scenario holds promise for developing and enhancing fighter pilot training. The simulator study reported here builds on joint pilot-researcher co-design work of beyond visual range LVC training (LVC-T) scenarios to provide training value to pilots in both Live and Virtual aircraft. One fourship of pilots simulated Live entities by acting under peacetime restrictions, while other pilots acted as during regular Virtual training. The objective was to investigate pilots’ reflections on the implications of LVC-T and on the methodology used to provide hands-on experience of a plausible LVC-T scenario. The purpose is to inform the design and use of future LVC in air combat training from the perspective of training value. Results indicate that pilots are positive toward the LVC scenario design, especially the dynamics that a large-scale scenario brings to training of decision making. They indicate a high degree of presence, the need for specific regulations to enforce flight safety, and that restrictions put on the simulated Live entities had implications for the other pilots. In addition to regular Live (L) and simulator (V + C) training, LVC-T may enhance pilots’ repertoires and decision-making patterns. 

Simulator training is becoming increasingly important for training of time-critical and dynamic situations. Hence, how simulator training in such domains is planned, carried out and followed up becomes important. Based on a model prescribing such crucial aspects, ten decision-making training simulator facilities have been analyzed from an activity theoretical perspective. The analysis reveals several conflicts that exist between the training that is carried out and the defined training objectives. Although limitations in technology and organization are often alleviated by proficient instructors, it is concluded that there is a need for a structured approach to the design of training to be able to define the competencies and skills that ought to be trained along with relevant measurable training goals. Further, there is a need for a pedagogical model that takes the specifics of simulator training into account. Such a pedagogical model is needed to be able to evaluate the training, and would make it possible to share experiences and make comparisons between facilities in a structured manner.

This article presents the design and evaluation of visualization concepts supporting After Action Review (AAR) in simulator mission training of fast-jet fighter pilots. The visualization concepts were designed based on three key characteristics of representations: re-representation, graphical constraining, and computational offloading. The visualization concepts represent combined parameters of missile launch and threat range, the former meant to elicit discussions about the prerequisites for launching missiles, and the latter to present details of what threats a certain aircraft is facing at a specific moment. The visualization concepts were designed to: 1) perceptually and cognitively offload mental workload from participants in support of determining relevant situations to discuss; 2) re-represent parameters in a format that facilitates reading-off of crucial information; and 3) graphically constrain plausible interpretations. Through a series of workshop iterations, two visualization concepts were developed and evaluated with 11 pilots and instructors. All pilots were unanimous in their opinion that the visualization concepts should be implemented as part of the AAR. Offloading, in terms of finding interesting events in the dynamic and unique training sessions, was the most important guiding concept, while re-representation and graphical constraining enabled a more structured and grounded collaboration during the AAR.

Live virtual constructive (LVC) flight simulations mix pilots flying actual aircraft, pilots flying in simulators, and computer-generated forces, in joint scenarios. Training resources invested in LVC scenarios must give a high return, and therefore pilots in both live aircraft and simulators need to experience training value for the extensive resources invested in both, an aspect not emphasized in current LVC research. Thus, there is a need for a function, in this article described as LVC Allocator, which assures that complex LVC training scenarios include aspects of training value for all participants, and, thus, purposefully align scenario design with training value. A series of workshops were carried out with 16 fast-jet pilots articulating the training challenges that LVC could contribute to solving, and allocating LVC entities in a training scenario design exercise. The training values for LVC included large scenarios, weapon delivery, flight safety, adversary performance, and weather dependence. These values guided the reasoning of how to allocate different entities to L, V, or C entities. Allocations were focused on adversaries as V, keeping entity types together, weather dependence, low-altitude and supersonic flying requirements, and to let L entities handle and lead complex tasks to keep the human in the loop.

This article describes a case study that examined one procurer's reasoning about and work with usability-related issues as well as the contractor's response to those requirements. The aim of this study was to examine the procurer's power to direct the system development process according to user-centred principles and indeed to point out its responsibility to use that power. The study elucidated the procurer's and the contractor's differing views of usability. The results suggest that the project leaders from the two organisations examined in this study had differing views of usability and that both approached usability more from a business perspective than from a user perspective. Furthermore, we found that the procurer valued user-centred activities less for their results than for the opportunity they gave to come in contact with the user's point of view and then to visualize the requirements concretely. We conclude this article with an analysis of some contradictions within and between the two organisations from a socio-cultural point of view. We suggest some mundane but nevertheless important requirements that procurers should think of when contracting consultants.

his paper is a follow-up of a field study of two military command teams and reports an experiment that tests three organizations (serial, parallel and optional) of co-operation and situation awareness within commander teams, as well as the communication between the commander team and the operative level. It was found that most groups in the optional condition performed worse than the groups in the other conditions. It was also found that members of teams in the parallel condition differed from members of teams in the serial condition in their situation awareness. The more successful commander team produced more planning in relation to hypothesis, as well as sending fewer messages in total between the units, than the less successful team.

Described is the cooperative work of constructing team situation awareness within two teams of a military command and control unit. Specifically discussed is how the distributed cognitive and cooperative work of decision-making of the two teams is structured. The situation enabled two different ways of distributing information within the team: one serial and one parallel. One team chose the parallel information transfer, the other the serial one. Discussed is the interaction patterns that emerge in the respective teams and their consequences for situation assessment and situation awareness. The differences are then discussed in terms of means of sharing information. Some hypotheses for future research are also offered.

Målsättningen har varit att ta fram ny kunskap inom miljötillsynen och därigenom uppnå en effektivare miljötillsyn samt att få in nya vetenskapliga perspektiv på miljötillsyn.

I rapporten studeras metoder för inspektioner och det kommunikativa samspelet mellan inspektören och företrädare för den verksamhet som inspekteras, hur den institutionella ramen för inspektionsprocessen fungerar samt visar på möjligheter att mäta effekterna av inspektioner och tillsyn.

Naturvårdsverket kommer att ha resultatet som ett kunskapsunderlag i fortsatt arbete med tillsynsvägledning och utveckling av hur tillsyn och tillsynsvägledning kan följas upp och utvärderas.

This paper introduces two concepts—dialogical emergency management and strategic awareness—as means touse and understand the content of social media for the purpose of emergency communication. Dialogicalemergency management denotes that the emergency management organizations follow what people publish invarious social media on emergencies and ongoing emergency response, and then adjust their informationstrategies in a way that matches the expectations and needs for emergency information of the public. Theconcept of strategic awareness suggests that it is essential to have an understanding of the receiver (public) ofemergency information but also to have an understanding of the receivers’ idea about the emergency andemergency response. Hence, the notion of strategic awareness incorporates structured awareness of how peopleinterpret, value, and reacts on communication based on what they think about the sender’s (emergencymanagement organization’s) actual intentions and motives.

Verva har arbetat aktivt för att öka användbarheten och tillgängligheten på myndigheternas webbplatser, exempelvis genom riktlinjerna Vägledningen 24-timmarswebbben samt erfarenhetsutbyte genom nätverksträffar. För att myndigheternas service till medborgare och företag och det interna arbetet på myndigheterna ska upplevas som enkelt, ändamålsenligt och effektivt behöver användarcentrerat arbetssätt tillämpas på flera ställen än i myndigheternas arbete med sina webbplatser. Användbarhet är ett område som innehåller arbete med layout, informationsstruktur, informationsflöde, arbetsflöde och processanalyser.

Flera myndigheter har under de senaste åren anställt personer som är anställda för att säkerställa god användbarhet för myndigheternas IT-system. Samtidigt är ett bara en bråkdel av myndigheterna som har sådan kompetens internt.

Under 2008 blir användbarhet ett eget kompetensområde inom Vervas ramavtal för IT-konsulttjänster. Detta gör att myndigheterna behöver kunna agera goda beställare av sådana tjänster.

In this paper we argue that the predominant modelsof Situation Awareness (SA) are inadequate for thestudy of systems operated by teams. The reason forthis is that these models are based on mentalisticassumptions focusing almost exclusively onindividuals. We suggest that, to study the control ofdynamic systems, it is necessary to shift the unit ofanalysis from the individual to the whole cognitivesystem comprising a team of people as well as theartefacts which they use. Thus, our vantage point isthe theoretical framework of distributed cognition.Through two field studies we try to demonstrate howteam situation awareness is actively constructed viathe communicative practices which the team uses inits work.

The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students perform a time-constrained, open-ended, complex interaction design task, an “interactionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering students carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral communication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We further identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interactionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.

How do engineering students embrace interaction design? We presented two groups of chemical engineering students with an interaction design brief with the task of producing a concept prototype of an interactive artefact. Through interaction analysis of video material we analyse how the students gesture and use concepts adhering to interaction. The students frequently use gestures to enhance idea-generation. Sketches are used sparsely and other design materials were almost not used at all.

Interaction design is about designing interaction. But how do first year students of interaction design understand and use concepts of interaction in their design processes? By interaction analysis of video material we analyse how students used concepts adhering to interaction. The aspect most frequently used was interactivity. Interaction was mainly handled by using spoken language. While working with physical materials, talk about interaction decreased

This paper analyzes three case studies of e-service procurement. The comparative analysis focuses on contract conditions, design scope, steer-group, process and results. The cases are set up differently, but the design scope was similar and focused on user centered design and business requirements. The cases departed more from a business perspective of the organizational objectives with the e-service rather than orthodox usability and user interface design perspective. The cases also differ regarding steer-group organization and work process. The first case study had only one person serving both as project leader and steer-group, while the other cases had a group of persons representing a large part of the organization, as well as usability professionals that defined the systems requirements. As for the process the former project worked in a more ad hoc oriented way, taking care of problems as they appeared, while the latter worked with a structured user centered design methodology with a strong focus on tracing the business goals. The results of the projects were two heavily delayed projects and one that was completed on time. The results suggest that it is important to define requirements concretely by making prototypes as part of the systems acquisition, as well as that the procurement steer groupis active and engaged throughout the project. A main conclusion is that industrial procurement projects should learn from other design disciplines such as architecture, industrial design and movie production, in making sketches, blueprints and pre-production as deliverables from the systems acquisition, in order to make the systems development more focused, productive and effective.

This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action contextand target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation. 

studerar:

1. hur verksamma, erfarna interaktionsdesigners går till väga när de löser interaktionsdesignproblem och hur de pratar kring dessa

2. hur studenter kan få stöd i sitt lärande och samarbete kring interaktionsdesignuppgifter

3. verktyg som skulle kunna underlätta interaktionsdesigners i sitt arbete och särskilt då med avseende på sådant som är specifikt för interaktionsdesign och som utnyttjar en specifik miljö, nämligen "iLounge-rummet" med sina stora skärmar och speciella bord i Kista. Särskilt med avseende på just interaktionsdesign kan vara att materialet som deisgnas, interaktionen, "saknar egenskaper" och behöver visualiseras tex genom att på olika representera tidsförlopp genom informationsrymder mellan och på olika sidor/skärmbilder i ett system eller genom att stödja versionshantering m.m..

4. Möjligheter att utveckla ett gemensamt språkbruk för interaktionsdesigners och särskilt designmönster för interaktionsdesign.

The purpose of this report is to describe models for operational training of military personnel and frameworks, methodologies, and tools that support the analysis, planning, monitoring, and evaluation of such training. The primary example used is simulator-based training and exercises, and in particular the operations at FOI/FLSC (Swedish Defence Research Agency/Swedish Air Force Combat Simulation Centre). The report also includes specific recommendations on how frameworks, methodologies, and data from assessment tools can be used by an organization for effective training, and suggests a number of research and development activities that strive towards a learning organization. 

This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action context and target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation.

Recent research concerning the control of complex systems stresses the systemic character of the work of the controlling system, including the number of people and artefacts as well as the environment. This study adds to the growing body of knowledge by focusing on the internal working of such a system. Our vantage point is the theoretical framework of distributed cognition. Through a field study of an emergency co-ordination centre we try to demonstrate how the team's cognitive tasks, to assess an event and to dispatch adequate resources, are achieved by mutual awareness, joint situation assessment, and the co-ordinated use of the technology and the physical arrangement of the co-ordination room.

Despite the extensive work on human-computer interaction regarding methods of involving users and designing for high degrees of usability, there is surprisingly little published on how procurer organizations understand, reason about, and require usability. This study focuses on how one taxi company dealt with usability requirements when procuring a new dispatch system. We have conducted ten interviews with various stakeholders in the company and analyzed related documentation in order to discover the process. The case shows how the concept of usability matured during over time. The taxi company dealt with requirement elicitation by developing prototypes in small reference groups. They did no formal analysis of the operators' cooperation with each other at the operator central, but they did include experienced users, which created implicit scenarios. The supplier company did not focus on the efficiency of the operators or, for that matter, the cooperative demands of the operator central in their original design, which became evident when the procurer organization requested a redesign that emphasized user tasks. This indicates, on one hand, the extent to which procurers must understand usability and cooperation to procure good systems design and, on the other hand, the extent to which designers must understand business and activity processes in order to design good systems.

How do designers of interactive media work on the dynamic aspects of their designs? Previous research has emphasized the role of gestures to express what users and computers do. This paper contributes with a detailed analysis of interaction designers’ enactments in terms of what they express using a model of interaction design based on five domains: design concept, functions and content, structure, interaction, and presentation. Two enactive means of expression are identified: interaction walkthrough and improvised role play. Gestures drive the interaction walkthrough and scenarios created on the spot drive the improvised role play. In terms of the suggested model of interaction design, interaction walkthroughs start out in the domain of interaction, and improvised role play starts out in the domain of design concept. From these domains the designer can then see consequences for the other domains of interaction design. The five domains of interaction design can be used as an analytical tool for thoughtful reflection, and interaction walkthroughs and improvised role play can be articulated as conscious means of expression.

How do designers of interactive media work on the dynamic aspects of their designs? Previous research has emphasised the role of gestures to express what users and computers do. This paper contributes with a detailed analysis of interaction design master students ’ enactments. Two kinds of enactive means for expressing behaviour are identified: interaction walkthroughs and improvised role play.

This paper analyses how interaction designers act and think in two different studio settings in order to understand what potential each setting presents for the development of digital design competence. We first observed interaction design students working in a design studio and then in a computer augmented interactive space. In the studio, the students oscillated continuously between individual and cooperative work, while in the interactive space, the work was focused on shared displays. The results describe how students collaborate to develop digital design competence, which not only includes competence in using digital media, but also competence in envisioning and articulating someone else’s future use of digital media. 

In this paper we analyze interviews from four technology-intensive companies, focused on service and service development. All companies have during the last two decades introduced interaction design units, and the corporations were selected due to their interest in also expanding the service share of their business. This service shift has been a top-down initiative. However in only two companies, the initiatives have led to the establishment of enterprise wide service development processes, and in the other two companies, the service development is more ad hoc. It is argued that even if interaction design has close theoretical relation to service design such combination has so far been limited. We discuss the shift from product to service view of the offerings within these companies, and relate this to user-centered perspectives. We argue there is a window of opportunity within technology-intensive and engineering focused industries to include user-centered design when formalizing service development.

Today, most enterprises are increasingly reliant on information technology to carry out their operations. This also entails an increasing need for cyber situational awareness—roughly, to know what is going on in the cyber domain, and thus be able to adequately respond to events such as attacks or accidents. This chapter argues that cyber situational awareness is best understood by combining three complementary points of view: the technological, the socio-cognitive, and the organizational perspectives. In addition, the chapter investigates the prospects for reasoning about adversarial actions. This part also reports on a small empirical investigation where participants in the Locked Shields cyber defense exercise were interviewed about their information needs with respect to threat actors. The chapter is concluded with a discussion regarding important challenges to be addressed along with suggestions for further research.

This paper explores the use of an Ambient Information Display (AID) to visualize indoor temperature, in order to promote behavior change through reflection and discussion. A prototype system was built using Philips Hue, a personal wireless LED lighting system, to visualize indoor temperature with colors, and an unused smartphone as temperature sensor. A household with a family of five was used as test environment. The design process underwent two major design iterations focusing on the visualization and its impact on the family’s everyday perception of the indoor temperature, and the reflective processes this triggered. After three months of usage, late December to late March, the system was evaluated thoroughly. The awareness of the indoor temperature had been increased with the use of the system, where the AID had served as a trigger for discussions.

Contemporary Internet banks and other systems for money management are typically designed and evaluated on their usability; a system that is easy to use is considered a good system. However, insights from behavioral finance show many ways in which users of Internet banks are likely to be misled by e.g. certain ways of displaying data, and make the wrong decisions. This paper is a call for researchers and designers of money management systems to learn principles of finance before designing systems that will influence their users’ decisions.

This paper is a workplace study of how financial advisors use their computer systems in advisory meetings with clients, with special focus on the collaborative decision-making. Observations and interviews show that the financial advisors in the study were not much helped by their computer system in visualizing and explaining financial concepts to their clients, and that not all of them trusted the system's decision support feature. Furthermore, client meetings can involve more than one client, which has further implications for the design of financial decision support.

In this paper a proposal for a system development model for procurers is presented. The model is aimed at increasing the usability of supplied systems. It is meant to be a supportive tool for any procurer, and is developed from experiences and documented problems in system development. The model is based on three field studies of procurement organizations and their role in the system development process. The model comprises planning, communication, monitoring and evaluation as parallel activities by procurers within any system development project

Traditional product and service industries have developed design management systems over a long period of time (Felber, 1984; Sebastian, 2005). Typically these assume a product development process where (re)production is separate from design. For the software and system development industries, where digital interaction design is the predominant design discipline (Löwgren & Stolterman, 2005) few studies have been done on design management. Studies concerning design management issues for digital interaction design have identified problems for interaction designers to find a stronghold in organizations (Carlshamre & Rantzer, 2000), or characteristics of the software development context that is distinct for management of interaction design (Holmlid, 2006). As their point of departure these studies have taken organizations that develop IT- systems as if they were products. As a contrast, in this paper we expand the current literature by analyzing two studies of design management in an organization that uses software as part of their business process. We claim that for such organizations, design management of digital interaction design primarily is a concern for the operating core and the strategic apex, thus driving and directing the efforts made by support staff and technostructure

In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a time-constrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students' cooperative idea generation in conceptual design.