Northvolt has an internal mobile application called the Factory App. The digitalization team at Northvolt initiated the idea that widgets could be used for the Factory App as a tool to give the users information at a glance. The Factory App is mainly used by people working with the manufacturing process. To provide information at a glance, an investigation of what type of information is relevant for different users needed to be conducted. Further, a design concept of widgets for the Factory App would also need to be created. This research aimed to approach this with the method participatory design. Part of the participatory design is the following steps: semi-structured interviews with a virtual smartphone as a prop, a design workshop where the participants among other things sketched designs of widgets, high-fidelity prototyping, and a user evaluation survey. The interview result showed that machine metrics were relevant data for six out of ten participants and that metrics were important for most participants. The outcome of the study was ten design prototypes of widgets that were created based on the interview results, the workshop results, and the design of other internal digital tools at Northvolt. This research concludes that widgets based on the provided design concept can help give relevant and instant information to people with specific positions at Northvolt. / Northvolt har en intern mobilapplikation som heter Factory App. Digitaliseringsteamet på Northvolt initierade idén att så kallade widgets skulle kunna användas som ett verktyg för att ge användarna av applikationen information i ett ögonkast. Factory-appen används främst av personer som arbetar med tillverkningsprocessen på Northvolt. För att ge information i ett ögonkast behövde en utredning göras av vilken typ av information som är relevant för olika användare. Vidare skulle ett designkoncept av widgets för Factory-appen också behövas. Denna forskning syftade till att anta sig detta med den så kallade metoden Participatory Design. De olika stegen av Participatory Design som utfördes är som följer: semistrukturerade intervjuer med en virtuell smartphone som rekvisita, en designworkshop där deltagarna bland annat skissade på design av widgets, prototypande av hög fidelity och en utvärderande användarundersökning. Intervjuresultatet visade att maskinmätningar var relevanta data för sex av tio deltagare och att mätvärden var viktiga för de flesta deltagare. Resultatet av studien var tio designprototyper av widgets som skapades utifrån intervjuresultaten, workshopresultaten och designen av andra interna digitala verktyg på Northvolt. Denna forskning drar slutsatsen att widgets baserade på det tillhandahållna designkonceptet kan hjälpa till att ge relevant och omedelbar information till personer med specifika positioner på Northvolt.

The purpose of this multiple case study was to explore and analyze the nature of and rationale for classroom pedagogical and management strategies used by two effective female, Caucasian teachers who taught predominantly low socioeconomic, African American students. Teachers’ perceptions about the cultural and linguistic differences between low socioeconomic African American students and themselves were studied, as well as how these differences influenced their teaching and management strategies. Ladson-Billings’ (1994) work on culturally relevant pedagogy and Weinstein, Curran, and Tomlinson-Clarke’s (2003) and Brown’s (2003) models on culturally responsive classroom management served as conceptual frameworks for this study. Qualitative data were collected using classroom observations and teacher interviews. Findings from the study indicated that these two teachers built positive, mutually respectful relationships with their students to better understand their students on a personal level, delivered explicit behavioral expectations and classroom lessons, taught students the importance and applicability of lessons, demanded quality student performance, and possessed high expectations for student achievement. Both teachers selected pedagogical and classroom management strategies based on the individual academic needs of the students. Nevertheless, these teachers had difficulty identifying cultural and linguistic differences between themselves and their students. Therefore, cultural and linguistic differences did not directly influence teaching strategies they selected. However, these teachers inadvertently used culturally relevant pedagogical strategies without being aware of their own cultures and their students’ cultures. Finally, these teachers did not understand the important role that students’ cultures play in the classroom. Contrary to the findings of previous research, this study demonstrated that effective Caucasian female teachers do not need to understand the general cultural characteristics of African American students. However, on a specific individual basis, if the Caucasian female teacher understands the child, then she can successfully utilize pedagogical and classroom management strategies that will ensure the child’s academic success.

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