This thesis elaborates on the design process of a mobile phone based application for indoor positioning at workplaces. The aim of the application is to ease workflow management and help increase the work efficiency of individuals and teams by reducing the amount of time spent in looking and waiting for each other. In doing so, the research takes a closer look on the user’s perspective on sharing one’s location data. An attempt is made to explore users’ behavior, investigating if any privacy concerns arise out of sharing one’s indoor location data and how it effects the adoption of the service within the context of a workspace. This exploratory approach employed a number of qualitative tools in order to gather data and analyze it. In order to understand the complex context of a work environment where activities (or actions) are defined by a number of factors, actors, mediators, communication channels, etc., the research followed an activity centred approach. The resulting solution is in the form of a service that provides layers of contextual information, responding to the overall activity being performed and the smaller actions that constitute it. A prototype of this application is then taken for user testing. The test results show that the users were hesitant in sharing their location data; citing a number of speculated scenarios where this information may be used in ways that induced a sense of being spied upon. However, in the overall acceptance and adoption of the system, the context of use (the workspace) was found to play a very crucial role.

In recent years, have the focus on Incels increased due to various deadly attacks that have been associated with extreme misogynistic content. This study aims to discuss current online prevention methods’ applicability with respect to Incels and to comprehend if online prevention methods can mitigate future attacks in Nordic countries. To provide knowledge of current online prevention methods a systematic literature review in accordance with the PRISMA was conducted. Several databases e.g., Google Scholar and PsycINFO were searched for articles published in peer-reviewed international journals. Ten articles which included online moderation measures regarding extremist content and Incels were admitted. Additionally, a non-systematic review was conducted in relation to reports regarding Incels published by Nordic organizations. Four reports were found. The Routine Activity Theory was then applied to the results from the papers found in the systematic and the non-systematic review. One limitation of the review is that only a few articles have been included which makes generalizability difficult. Numerous methods can be applied regarding Incels when it comes to online prevention measures. However, current methods seem to consist of a duplexity, where the moderation methods influence different SoMe platforms, but also create echo chambers on encrypted platforms where an increase of Incel radicalization materializes. To mitigate future attacks the use of proactive online prevention methods, e.g., detection tools and connectivity tools should be used by different platforms and law enforcement, as the capable guardian, to allocate imminent threats from Incels.

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This dissertation is an investigation of 13-14 year-old learners in Grade Five and Grade Six being taught and learning moral sociocultural values. The specific variables investigated are children’s perspective of values, their beliefs, goals and motives implicit or explicit in the learning of sociocultural values. The investigation uses the theoretical framework of Cultural Psychology in which Activity Theory is used to analyse and explain the school as an activity system. The working hypothesis is that activities are embedded into each other if they share a common object and envision a common outcome. The notion of embedded activities is developed based on the Engeströmian third generation Activity Theory model. The assumption is that if the school is the central activity system in a formal teaching and learning milieu, then other activities systems that support the teaching-learning processes constitute embedded activities. For instance, the classroom, a lesson, a morning assembly and any other project that contributes to the teaching-learning processes of sociocultural values. The method used for this investigation was ethnography. Data were collected using participant observation, interviews, still photographs, videography, school records, documents, and children’s artefacts. The data were analysed by Atlas.ti version 5.2 computer based qualitative data analysis software using strategies from Strauss and Corbin’s ‘microanalyses’ and Maykut and Morehouse’s ‘interpretive-descriptive’ strategy. The results showed that children at first learn sociocultural values from the culturally more able; in this way, values are taught through co-construction of knowledge. Children learn sociocultural values through what they do. This constitutes their activities: mental and practices as derived from their home ethos through to their school ethos. If this is missing, children will learn other values presuming these to be the best for their welfare, which may have undesirable outcomes and undesirable implications. Sociocultural theory provides the way out that initially children need to be taught the art of living by the culturally more able as the necessary thing to do.

Although the University of Cape Town has implemented various education technology projects in the last two decades, the disruptions experienced during the #FeesMustFall movement and the COVID-19 pandemic point to challenges with integrating technology successfully, highlighting the need to better understand technology integration in higher education. Based in the Engineering Faculty, I adopted a Cultural Historical Activity Theory (CHAT) perspective to understand the experiences of engineering educators with regards to education technology integration in a department. A qualitative case study with semi-structured interviews was conducted with engineering educators. The data was analysed according to the categories in CHAT. Individual educator analyses were presented as activity systems. These were then synthesised to a departmental level understanding. I found that all educators integrated education technology to varying degrees. These included the university's learning management system, Microsoft PowerPoint, document cameras, and various engineering technologies. Educators integrated education technology to improve the practical demonstration of engineering concepts, prepare students for the workplace, and improve the efficiency of certain tasks. Their integration efforts were mediated mainly by the university's infrastructure and their access to institutional technologies. Nondirective approach by the departmental and faculty leadership provided educators with the freedom to integrate education technology, although, some educators expressed a desire for increased leadership intervention. Technical and pedagogical support services from the university provided resources and support for integration. The technologies integrated by the educators were informed by their preference for teaching resources that visualised theory. Educators were concerned with the impact of lecture recording on attendance, highlighting sustainability issues of this technology. As all participants integrated education technology independently, future studies may benefit from understanding less active users' experiences, the contribution of support services, and the role of departmental leadership.

Rangstrand Hjort, Sarah (2020). Students in need of sloyd? - About the sloyd subject’s abilities to meet students in need of support. (Elever i behov av slöjd? - Om slöjdämnets förutsättningar att möta elever i behov av stöd). Master’s degree in special education, 120p, Department of School Development and Leadership, Faculty of Education and Society, Malmo University. The sloyd subject offers to some extent a different way of learning compared to the more theoretical subjects. The process and the assignments in the work become more visible as it is performed working with physical material, it also engages the student since the education often is based on the student's personal ideas and expressions. The question is if sloyd as a subject has other opportunities to meet students in need of support, and if so, what could be the reasons for it? The purpose of this study is to investigate and analyze how the teaching of sloyd meets students in need of support and what abilities the sloyd subject has in order to create a accessible learning environment. The questions of the study are; How do sloyd teachers, special educators and principals reason about the sloyd subject's abilities to meet students in need of support? How are the local conditions for meeting students in need of support within the sloyd subject described? Researching sloyd as a subject requires the inclusion of research in other areas, since sloyd is still a relatively unexplored field. This study contributes to deepening the understanding of the conditions of the sloyd subject from a special educational perspective. The empirical data is based on 14 semi-structured interviews with sloyd teachers, special educators and principals at five different schools. These three occupational categories have been chosen since they probably are the ones that are best suited to answer the questions of the study. The empiric data has been analyzed based on Engeström's (1987) activity theory. The result of the study shows that sloyd as a subject in some ways has specific abilities to meet students in need of support. The smaller groups create opportunities that make it easier to meet the students in the education, it also helps creating a meaningful relationship. The practical parts of the work together with the visible physical result provide a confirmation that the given assignment has been performed. From an activity theory perspective, however, a clarification of the teaching is needed in order to find strategies to meet these students together with other colleagues at the school. Course of events and mechanisms at other levels also affect the possibilities of sloyd as a subject. Partly through the internal culture at the school, where sloyd easily falls into the background and partly through the national governance that tends to reduce the sloyd’s specific abilities and opportunities. This study, to illuminate the subject of sloyd based on the abilities to meet students in need of support, could help bringing these angles together and steer them in the direction of a school context. The study also helps to show factors that both enable and hinder the sloyd subject's abilities to meet students in need of support.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19110号 / 情博第556号 / 新制||情||98(附属図書館) / 32061 / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 西田 豊明, 教授 乾 敏郎, 教授 河原 達也 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM

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<p>“Entrepreneur” is a broad concept which encompasses many types of businesspeople. This dissertation aims to shed light on two distinct forms of entrepreneurs by applying writing, activity, and genre research (WAGR) analysis to two separate entrepreneurial ecosystems. By examining the genre ecologies used by these entrepreneurs to achieve their goals, we can differentiate between them. The WAGR approach employed in this study focuses on three aspects of networks: the participants' goals, their use of genres, and the connections between goals and genre-use. The case studies in this dissertation revolve around two business accelerators; however, these accelerators differ significantly in the types of businesses they support. Spaceworks Tacoma exclusively accelerates art-oriented businesses with fewer than five employees, particularly those owned by entrepreneurs from marginalized backgrounds. These Spaceworks businesses start small and anticipate remaining small. On the other hand, Start-Up Chile (SUP) accelerates businesses centered on disruptive technology with the aim of rapidly scaling into large organizations.</p> <p><br></p> <p>The key finding of this research is that the entrepreneurs in the case studies not only diverged in their genre-use but also in the goals they sought to accomplish using genres. The most significant genre for microenterprise entrepreneurs in this study was the oral elevator pitch, which aimed to attract new customers. While these microenterprise entrepreneurs were focused on achieving business success, their real priority was improving their community, and this orientation was evident in the genre ecology they employed. On the other hand, high-growth entrepreneurs followed distinct stages where they initially focused on data gathering and iterating their product or service, then shifted their attention to marketing and seeking investment. Genres such as the business plan, business case, and slide-based business pitch, which were scarce or nonexistent at the microenterprise accelerator, were quite popular at SUP. The business pitch served multiple purposes at SUP, including receiving feedback from peers, progressing through the acceleration program, and establishing a reputation. Moreover, apart from genre-use, the objectives of these entrepreneurs were markedly different: the Spaceworks entrepreneurs had a local focus, whereas the SUP entrepreneurs were concerned with industry-level change.</p>