This licentiate thesis focuses on the development of the idea process in art education using digital peer feedback. In the school subject visual art, the visual idea process, e.g., when students sketch their ideas, is an important phase in a project. When an idea takes form, there is the possibility for considering the idea in a new way, for others to study and discuss it, and most importantly, for generating new ideas. By digitally sharing their visual idea process and providing feedback, students can become more aware of their own and others' creative processes. Peer feedback in this thesis leans on two theories. The first is self-regulated learning, meaning that students formulate goals and identify needs (both their own and others’) when learning. In the feedback activity, the student is responsible for their own idea and for the visual feedback given to other students. They also receive valuable input when providing feedback. The second feedback theory is social constructivism and the zone of proximal development, i.e., the difference between what students accomplish in learning with the help of others and what students accomplish by themselves. In this study it is shown (by focusing on the social aspects of peer feedback) that when students help others, they develop their own products far more than they might have done if working individually. On two occasions, I observed and investigated how students (an eighth-grade and sixth-grade class) developed and digitally shared visual ideas supported by digital peer feedback. Thematic analysis was used on data gathered on both occasions (i.e. in both iterations of the study) to identify different types of feedback provided by students. In the first iteration, the feedback was in written form, and through analysis, five themes were created that described different types of peer feedback. In the second iteration, feedback was provided using various visual techniques, and through the analysis, four themes were formed. In each iteration of the study, four categories were created to describe the degree of change between the first and final sketches. The results suggest that using digital tools and peer feedback activities in visual art could help improve students’ abilities to develop ideas. The methodological contribution of this research is its new use of peer feedback using visual feedback. With this form of feedback, students stayed within one medium, using a sign system to communicate visual solutions on the sketches of other students. At the same time, they received practical tips and direct advice that they could immediately apply to their sketches. / Den här licentiatuppsatsen fokuserar på att utveckla idéprocessen i bildundervisning med hjälp av digital kamratfeedback. I skolämnet bild är den visuella idéprocessen, till exempel när elever skissar sina idéer, en viktig fas i ett projekt. När en idé får en form blir det möjligt att betrakta den, för andra att studera och granska, och kanske viktigast av allt, att generera nya idéer. Genom att digitalt dela med sig av sin visuella idéprocess och ge feedback kan elever bli mer medvetna om sina egna och andras kreativa processer. Kamratfeedback, peer feedback, i uppsatsen lutar sig mot två teorier. Den ena är själv-reglerat lärande, vilket innebär att formulera mål och identifiera behov i lärandet. I feedbackaktiviteten är eleven ansvarig för den egna idén och för den feedback som ges till andra elever. Eleverna får också värdefull input när de ger feedback. Den andra teorin är socialkonstruktivism och den proximala utvecklingszonen, dvs. skillnaden mellan vad elever åstadkommer i lärandet med hjälp av andra och vad elever åstadkommer på egen hand. Den här studien (som fokuserar på de sociala aspekterna av kamratfeedback) visar att när elever hjälper andra utvecklar de sin idé mycket mer än vad de skulle ha gjort om de hade arbetat individuellt. I två omgångar undersöktes hur elever i åttonde och sjätte klass utvecklar och digitalt delar visuella idéer med stöd av digital kamratfeedback. Inspiration från tematisk analys användes i båda omgångarna för att identifiera olika typer av feedback från eleverna. I den första användes skriftlig feedback, och genom analysen skapades fem teman som beskrev olika typer av elevernas feedback. I den andra omgången gav eleverna varandra feedback i form av olika visuella tekniker, och i analysarbetet skapades fyra teman. I båda omgångarna bedömdes graden av förändring mellan den första och den sista skissen. Fyra kategorier skapades i varje omgång. Resultaten tyder på att det skulle kunna vara fördelaktigt för elevernas förmåga att utveckla idéer med hjälp av digitala teknologier och kamratfeedback-aktiviteter i bild. Den digitala delningen underlättade för eleverna att dela och granska varandras idéarbeten och feedback. Det metodologiska bidraget från denna licentiatuppsats är att kamratfeedback har använts på ett nytt sätt, visuell feedback. Genom att stanna kvar i ämnets visuella språk och kommunicera feedback visuellt återanvändes föremål och former i den ursprungliga skissen.

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Digitala verktyg är numera en naturlig del av vårt samhälle och även skolan, lärarens roll är viktig när det gäller att iscensätta matematikundervisning med digitala verktyg. Enligt Skolverkets styrdokument ska alla skolor i Sverige använda sig av och instrumentera digitalisering. Denna studie syftade till att identifiera inverkan av lärande och elevens förståelse i matematikundervisning genom LEGO robot och progression av dennes färdigheter. För att sedan kunna utveckla lärarens undervisning och göra den attraktivare och kanske också roligare, målet är att aktivera elevens kognitiva, sociala, emotionella, och kreativa förmågor. Jag använde mig av aktionsforskning och utformat en undervisningssekvens inom matematikområdet geometri. Det var 13 elever som deltog i studien, de har intervjuats och observationer har gjorts på högstadiet i tre grupper för års kurs 7. Resultatet av studien visar att användning av LEGO robot, väcker intresse hos eleverna och ökade förståelsen av matematiska begrepp med ökad social interaktion bland eleverna. / Digital tools are now a natural part of our society and also the school, the role of the teacher is important when it comes to staging mathematics teaching with digital tools. According to the Swedish National Agency for Education's governing documents, all schools in Sweden must use and instrument digitization. This study aimed to identify the impact of learning and the student's understanding of mathematics teaching through the LEGO robot and the progression of his skills. In order to then be able to develop the teacher's teaching and make it more attractive and perhaps also more fun, negative, social, emotional, and creative skills. In this study, I will highlight several aspects that reinforce the importance of using modern technology today. I have used action research and designed a teaching sequence in the field of mathematic s geometry. There were 13 students who participated in the study, they have been interviewed and observations have been made in high school in three groups for year course 7. The results of the study show that the use of LEGO robot, arouses interest in students and increased the understanding of mathematical concepts with increased social interaction among students.

As the awareness of the impact of human activities on the environment, economy, and society has been brought to spotlight during the last decades, sustainable development has gained ever-increasing attention around the world. While industrial revolutions are critical for the efficiency of meeting customer needs, it is also crucial to address and reverse the depletion of Earth’s resources. That is why the concept of circular economy has been introduced and implemented in the manufacturing sector, which aims for a shift in paradigm towards closed-loop “systems that are restorative or regenerative by intention and design”. However, while bringing forward an amplitude of opportunities, there are challenges and barriers in the implementation of the principles of circular economy in manufacturing systems. This is where another area of science can contribute: Industry 4.0. Industry 4.0 refers to the incorporation of technological advancements in all stages of the life cycle to provide meaningful and real-time information, in order to aid decision-making regarding different functions of the manufacturing systems, i.e., business model, product design, and supply chain. It has been proven in literature that there are major opportunities in merging Industry 4.0 with circularity principles. However, there is a research gap on what the prerequisites are for a successful transition towards a more circular manufacturing system with the support of digital technologies. This research attempts to fill in this gap by conducting a qualitative study, interviewing practitioners and academics involved in real-life cases of such transitions. The study contributes to the existing body of knowledge by suggesting a list of seventeen prerequisites, categorised into three themes of cultural, organisational and business-related, and technical prerequisites. The main audience of this study is the manufacturing companies who want to increase their chances of success when embarking on a transition towards more circular manufacturing systems. / Under de senaste decennierna så har människans effekter på miljön, ekonomin och samhället kommit att få en allt större roll, och begreppet hållbar utveckling har kommit att få stort genomslag runt om i världen. Teknisk utveckling inom produktion, som historiskt sett mest bidragit till ökad effektivitet och bättre erbjudanden till kunderna, har i det här sammanhanget även en viktig roll i att vända utarmningen av jordens resurser. Begreppet cirkulär ekonomi, som introducerats och implementeras inom produktion, beskriver denna vändning. Begreppet syftar till ett paradigmskifte mot slutna "system som är återställande eller regenerativa genom avsikt och design". Förutom möjligheterna med cirkulär ekonomi inom produktion finns även en rad utmaningar och hinder med att införa cirkulära produktionssystem. Ett teknikområde som kan bidra till att åtgärda dessa utmaningar och hinder är Industri 4.0. Industri 4.0 förespråkar införandet av ny teknologi i alla stadier av en produkts livscykel, för att ge meningsfull information i realtid och hjälpa beslutsfattandet inom alla faktorer i ett produktionssystem: affärsmodell, produktutveckling och värdekedjor. Tidigare litteratur har rapporterat om stora möjligheter med att använda Industri 4.0 för ökad cirkulär ekonomi. Det finns dock en lucka i forskningen kring vilka förutsättningar som krävs för en lyckad övergång till mer cirkulära tillverkningssystem med stöd av digitala tekniker. Detta examensarbete försöker fylla denna lucka med hjälp av en kvalitativ studie, baserad på intervjuer med industrirepresentanter och akademiker som deltagit i verkliga fall av sådana övergångar. Studien bidrar till tidigare litteratur genom att föreslå en lista med sjutton förutsättningar, kategoriserade i tre teman: kulturella-, organisatoriska och affärsmässiga-, och tekniska förutsättningar. Den huvudsakliga målgruppen för studien är tillverkande företagen som vill öka sina chanser att lyckas när man påbörjar en övergång till mer cirkulära tillverkningssystem.

[pt] As tecnologias digitais estão promovendo várias transformações na sociedade, mas na educação essas ferramentas não ressignificaram as práticas pedagógicas. Este estudo entende as tecnologias digitais como artefatos culturais imersos nos nossos hábitos, costumes e crenças. A pesquisa visa compreender a perspectiva dos docentes sobre as tecnologias digitais a partir de um mergulho nas suas crenças pedagógicas, em particular a crença de autoeficácia computacional docente. O estudo quantitativo e qualitativo se desenvolveu em duas partes: entrevistas de 64 professores em 8 escolas públicas de ensino fundamental do Município do Rio de Janeiro, entre 2014-2016. E em 2018 ocorreram dois grupos focais em duas escolas selecionadas para prosseguir o estudo porque os docentes apresentaram percepções da tecnologia próximo de artefato cultural. Os resultados das entrevistas demonstraram que a maioria dos docentes (63) utilizam as tecnologias no âmbito pessoal, mas quando verificamos o ambiente escolar esse grupo diminuiu para 47. E apenas 17 destes conseguiram modificar suas práticas pedagógicas usando as TIC. A experiência direta foi a fonte de informação da autoeficácia mais relevante. Na análise dos grupos focais, novamente a experiência direta se destaca, junto com a persuasão social e a preocupação com o aluno (variável contextual). Ao final do estudo nota-se que a autoeficácia computacional docente não representa uma confiança contínua, muito pelo contrário é influenciada por outros fatores e por isso está em constante transformação. Para pesquisas futuras o aprofundamento do conhecimento sobre as crenças de autoeficácia com foco nas TIC é imprescindível, principalmente, a sua relação com outras incógnitas. / [en] Digital technologies are promoting various transformations in society, but in education these tools did not re-signify pedagogical practices. This study understands digital technologies as cultural artifacts immersed in our habits, customs and beliefs. The research aims to understand the perspective of teachers on digital technologies from a dip in their pedagogical beliefs, in particular the belief of teacher computational self-efficacy. The quantitative and qualitative study was developed in two parts: interviews of 64 teachers in 8 public elementary schools of the Municipality of Rio de Janeiro, between 2014-2016. And in 2018 two focus groups took place in two schools selected to continue the study because teachers presented perceptions of the near-technology of cultural artifact. The results of the interviews showed that most of the teachers (63) use the technologies in the personal scope, but when we verified the school environment this group decreased to 47. And only 17 of these managed to modify their pedagogical practices using the TIC. Direct experience was the most relevant source of self-efficacy information. In the analysis of focus groups, again direct experience stands out, along with social persuasion and concern with the student (contextual variable). At the end of the study it is noticed that the teacher s computational self-efficacy does not represent a continuous trust, on the contrary it is influenced by other factors and therefore is in constant transformation. For future research, the deepening of the knowledge about the beliefs of self-efficacy with a focus on the TIC is essential, mainly, its relation with other unknowns.

This study investigates the effects of the switch to online instruction in higher education in Sri Lanka after the COVID-19 outbreak. The study examines different aspects of the move to online education using a mixed-methods methodology that combines quantitative analysis of student satisfaction surveys and qualitative analysis of educator interviews. Qualitative study highlights the difficulties educators have in adjusting to digital platforms, the methods they use to improve student learning outcomes, and the advantages and disadvantages they see in online learning. A quantitative analysis looks at how satisfied students are with their online learning experiences and identifies the main variables that affect their engagement and academic success. For online education to be as effective as possible, the results highlight the necessity of continuous professional development for teachers, fair access to technology for students, and creative pedagogical strategies. In the context of post-pandemic higher education in Sri Lanka, the study adds to the body of literature by providing insights into the intricate interactions among technology, pedagogy, and social behaviors. Future study should focus on comparative evaluations of various online learning platforms, long-term studies to evaluate the effects of online learning, and examinations of challenges related to inclusion and digital equity.

The rapid growth of technology development increases the need for incumbent organizations to digitally transform. Studies show that digitally mature organization have a 26% higher profitability than peers (Westerman et al., 2012), nonetheless, success is rarely obtained as it requires incumbents to radically change their working methods and participate in a very painful transition. To gain knowledge on how to increase the success rate of digital transformations, this thesis examines what critical factors that affect the willingness for change of first line managers. Furthermore, it shows how change management can be applied to improve this willingness. Using a qualitative and exploratory approach through a case study, this research shows that earlier experience of work-related change, perceived usefulness and digital maturity affect the first line managerial willingness to change. Except from applying general theories on change management as well as considering more specific research on technology implementations, this study suggest organizations should focus on leading digital change from transforming individuals based on the three critical factors found to affect managerial change willingness. In doing so, stakeholder management analysis is suggested being a helpful tool as well as moving focus from the technology to a new way of working. / Den snabba teknologiska utvecklingen bidrar till ökat behov av digital transformation hos etablerade organisationer. Studier visar att digitalt mogna organisationer har 26% högre lönsamhet än andra (Westerman et al., 2012), men sällan uppnås framgång då det kräver radikala förändringar av arbetssätt hos etablerade företag, något som kan vara mycket smärtsamt. För att få kunskap om hur man kan öka antalet lyckade digitala transformationer, undersöker denna studie vilka kritiska faktorer som påverkar förändringsviljan hos första linjens chefer. Dessutom, visar den hur förändringsledning kan tillämpas för att förbättra denna vilja. Genom en kvalitativ och explorativ metod, och specifikt en fallstudie, visar denna forskning att tidigare erfarenhet av jobbrelaterad förändring, uppskattad användarbarhet och digital mognad påverkar förändringsviljan hos första linjens chef. Förutom att applicera allmänt kända teorier på temat förändringsledning såväl som att ta hänsyn till mer specifik forskning gällande tidigare implementationer av ny teknik, föreslår denna studie att organisationer vid ledning av digital förändring ska fokusera på att omvandla individer baserat på de tre kritiska faktorerna som funnits påverka chefers förändringsvilja. För att lyckas i det förslås organisationer tillämpa intressentanalys liksom fokusera på att flytta fokus från teknik till ett nya arbetssätt.

Holographic communications technologies are a new digital technology being currently  developed by companies to be available to the public in the near future. Through holographic  communications technologies, the image of one user located in one place can be captured with  special equipment from different angles, so that its three-dimensional depiction is created  realistically. The 3D depiction is then transmitted in high-quality to another user located in some  other remote place, creating a whole new experience of unconventional data communication. This  new digital technology is planned to be deployed in several fields, such as marketing, education,  medicine, business and entertainment. However, like any new technological tool that is  introduced, also in the case of holographic communication technologies there are ethical and/or  legal challenges that could emerge from its misuse and set in danger fundamental human rights.  Hence, research was conducted as an interpretive qualitative study to explore the potential ethical  and/or legal challenges of holographic communications technologies by considering the  knowledge, opinions, experiences, and perspectives of legal experts, as well as experts on ethical  issues. The empirical data was collected through individual semi-structured interviews from the  selected participants, and from the review of mainly confidential documents, before being  subjected to a thematic analysis. The analysis of the data gave prominence to five themes which  were reviewed in the context of the research question and the proposed theoretical framework  with the help of Ethical Technology Assessment (ETA). The discussion of the findings revealed  that the most prominent challenges that could arise from the use of holographic communications  technologies are privacy and data protection issues. It was further shown that existing digital  technologies with similar features and the ethical and/or legal challenges confronted in the past  about them can be of help to approach the ones regarding holographic communications  technologies. The research indicated that the designing phase of a new digital technology, and  accordingly holographic communication technologies, is important as decisions are being made  about the technical features of it, as well as the capabilities it will offer to the end users. Hence, it  plays a vital role to whether the use of the digital technology will be according to ethics and laws  later on. It was also shown that the participation of end users in this phase is important to reflect  their concerns and desires with the creators before the new digital technology is introduced, but  it is still a challenge to decide who will be included and on what criteria they will be selected.   The research showed that existing ethical and legal frameworks are important to form a  corresponding framework for holographic communications technologies and can be built upon.  However, this is also a challenge, as, according to the research, any new framework that will be  constructed with regard to holographic communications technologies cannot possibly be  unanimous as different norms and societal beliefs apply to different territories or domains, but  should rather be “personalized” according to the targeted audience.

This thesis deals with teaching the digital technology within the ISCED 2 education. The theoretical part monitors the current state of teaching these technologies in the Czech Republic and two European Union states, Ireland and the United Kingdom. The practical part includes a conception of digital technology teaching, including a methodical manual for teachers and a working environment for students, verification of this conception in practice and drawing conclusions.

A digitalização do território e a sua transformação em fluxos informativos (DI FELICE et al, 2012) resultaram em um outro modo de ser sobre a Terra, de ser-no-mundo contemporâneo, mais particularmente no que o sociólogo Massimo Di Felice (2009) define com o conceito de \"habitar atópico\", desenvolvido a partir da pensamento de Heidegger. Para ele, mais do que residir, o habitar refere-se a um relacionar-se, a um comunicar, caracterizado pelas interações em rede dos diversos coletivos humanos e não-humanos, tecnológicos, territoriais. Assim, mais do que a reprodução digital do território, trata-se de um novo ambiente, um \"metaterritório\", metageográfico e informativo, portanto, dinâmico e manipulável, cujas dimensões são sempre reticulares e indelimitáveis (DI FELICE et al, 2012). É nesse panorama que se pretende esboçar os caminhos para a proposição do conceito de \"ecopoiese\", entendida como uma ecologia que, ao contrário do que o sentido etimológico possa induzir, é do âmbito do atópico e do indizível. Seu oikos não se localiza e seu logos não se explica. Essa ecologia é pós-humanista e assim sendo, o somente humano não a define e nenhuma perspectiva única a reivindica. Nessa ecologia, as interações entre humano, natureza e tecnologia comunicativa assumem um caráter complexo e produzem sempre agenciamentos hibridizantes, divergindo de quanto preconizado pelas interações somente técnicas atribuídas à Internet das Coisas / The digitalization of the territory and its transformation into information flows (DI FELICE et al, 2012) resulted in a further way of being on earth, of being-in the contemporary world, more particularly in what the sociologist Massimo Di Felice (2009) defines with the concept of \"atopic inhabit\", developed from the thought of Heidegger. For him, rather than reside, dwelling refers to a relate to, to a communicate with, characterized by networked interactions of the human and non-human, technological, territorial collectives. Thus, more than the digital reproduction of the territory, it is a new environment, a \"metaterritory, a \"metageographical\" and informative one, and therefore dynamic and manipulable, whose dimensions are always reticular and unlimited (DI FELICE et al, 2012). It is in this scenario that is intended to outline the ways to propose the concept of \"ecopoiese\", here understood as an ecology that, instead of what the etymological sense may suggest, is the scope of the atopic and unspeakable. Your oikos is not localized and its logos is not explained. This ecology is post-humanist and, therefore, what is only human cannot define it and no single perspective can claim it as theirs. In this ecology, the interactions between human, nature and communication technology play a complex character and always produce hybridized assemblages which are different from merely technical interactions attributed to the Internet of Things