This dissertation builds on the current anthropological studies of care relations in practice. It draws inspiration from science and technology studies (STS) and postfeminist technoscience. A qualitative ethnographic approach grounds the empirical data collection and analysis. This entails ethnographic fieldwork with senior home care in the United States and Sweden during 2007–2008 and 2011–2012. Analytical attention centers on how movements situate various tensions of senior home care in practice. Four interrelated published works comprise the main thematic chapters. Each article exemplifies how human and nonhuman relations move and mediate care. They develop several heuristic terms that advance ideas about how older people, aging bodies, technologies, spaces, and times that tinker each other through movements of care in practice. The comprehensive summary frames these articles with an overview of the primary thematic orientations and methodological concerns. A discussion of the main contributions and implications of the dissertation concludes the work.

The concept of tinkering is a central practice within research in the field of Human Computer Interaction, dealing with new interactive forms and technologies. In this thesis, tinkering is discussed not only as a practice for interaction design in general, but as an attitude that calls for a deeper reflection over research practices, knowledge generation and the recent movements in the direction of materials and materiality within the field. The presented research exemplifies practices and studies in relation to interactive technology through a number of projects, all revolving around the design and interaction with physical interactive artifacts. In particular, nearly all projects are focused around robotic artifacts for consumer settings. Three main contributions are presented in terms of studies, prototypes and concepts, together with a conceptual discussion around tinkering framed as an attitude within interaction design. The results from this research revolve around how grounding is achieved, partly through studies of existing interaction and partly through how tinkering-oriented activities generates knowledge in relation to design concepts, built prototypes and real world interaction. / <p>QC 20131203</p>

I am a painter with a huge attachment to objects. In this painting project I aim to make objects whose objecthood is formed by the collision of the different languages of both painting and sculpture – objects that negotiate the boundary line between traditional genre divisions. These objects react to one another, where an aspect of one suggests the next, so that they develop like an epidemic. And therefore this project functions in an accumulative way, where each work or body of work acts as a stepping-stone for the next, so that the objects descend from a common ancestor and have a common origin. The project is primarily installational in nature – in the sense that, although emphasis is put on the individual objects, they are viewed together in installations, not as separate entities. I aim to consider installation in terms of the language of painting, which constitutes the formal underpinning of my practice.

I am a painter with a huge attachment to objects. In this painting project I aim to make objects whose objecthood is formed by the collision of the different languages of both painting and sculpture – objects that negotiate the boundary line between traditional genre divisions. These objects react to one another, where an aspect of one suggests the next, so that they develop like an epidemic. And therefore this project functions in an accumulative way, where each work or body of work acts as a stepping-stone for the next, so that the objects descend from a common ancestor and have a common origin. The project is primarily installational in nature – in the sense that, although emphasis is put on the individual objects, they are viewed together in installations, not as separate entities. I aim to consider installation in terms of the language of painting, which constitutes the formal underpinning of my practice.

Tem havido um crescente interesse na inserção de atividades envolvendo programação física em ambientes educacionais, e há diversos trabalhos publicados que comentam sobre os benefícios propiciados por tais atividades, inclusive como forma de incentivar a criatividade em sala de aula. Entretanto, são ainda escassas as publicações científicas que apresentam análises empiricamente fundamentadas relacionadas à avaliação dos efeitos de atividades de programação física no desenvolvimento do potencial criativo de estudantes. A presente pesquisa investigou como a introdução de atividades de programação física no Ensino Fundamental II, a partir de uma abordagem que privilegia processos de exploração e experimentação, impactou o potencial e sentimento criativo dos estudantes. O currículo proposto, baseado no referencial teórico construcionista, foi elaborado com o objetivo de engajar cada estudante e de contribuir para o desenvolvimento de seu potencial criativo, confiança criativa e de novas perspectivas sobre o mundo e sobre si mesmo. Foi identificada a necessidade de adaptar e desenvolver materiais para a aplicação do currículo proposto, e para isso foi criado um kit de programação física, bem como novos recursos de aprendizagem. O currículo foi aplicado a partir de sucessivas reformulações em duas escolas particulares e em uma escola da rede pública. Durante a aplicação do currículo, além das observações em sala de aula e de conversas periódicas com os estudantes, foram utilizados três instrumentos de coleta de dados: (1) realização de entrevistas, (2) aplicação de questionários de percepção criativa e motivação para a aprendizagem e (3) aplicação de um teste de pensamento divergente. Os instrumentos (2) e (3) foram aplicados também a um grupo controle, com pré e pós-teste. A partir da análise das observações de sala de aula e das conversas realizadas com os estudantes, foram identificadas estratégias que podem auxiliar na implementação de currículos introdutórios de programação física no Ensino Fundamental II, bem como os desafios encontrados durante a aplicação da proposta. Os resultados indicam que o currículo proposto teve impacto positivo na criatividade dos estudantes, bem como em sua confiança criativa e motivação para aprendizagem. Os resultados sugerem ainda que os estudantes que participaram das atividades desenvolveram novas perspectivas a respeito de si mesmos e do mundo ao seu redor. / There has been a growing interest in introducing physical programming activities in educational environments, and there are several published works that comment on the benefits provided by such activities, stating they can provide a way to stimulate creativity in classrooms. However, there are still few scientific publications that present empirical analysis related to the evaluation of the effects of physical programming activities on the development of the creative potential of students. This research investigated how physical programming activities, designed from a tinkering approach, influenced the potential and creative feeling of Elementary School students. Our curriculum, based on the constructivist theoretical framework, was elaborated with the goal of engaging every student, and to develop their creative potential and creative confidence. Given the need to adapt and develop materials for the application of the proposed curriculum, we created a physical programming toolkit, as well as new learning resources. This curriculum was applied from successive reformulations at two private schools and one public school in Brazil. In addition to observing students\' behavior in classrooms and periodic follow-up interviews with them, three data collection instruments were used: (1) interviews, (2) questionnaires about creative self-efficacy and motivation for learning, and (3) a divergent thinking test. The instruments (2) and (3) were also applied to a control group, with pre and post tests. We share the learnings that emerged from the activities, the difficulties found during the development of the curriculum, and strategies that may help with the implementation of introductory physical programming curricula in Elementary School. The results indicate that the application of the activities had a positive impact on students , as well as in their creative confidence and motivation for learning. The results also suggest that students have developed new perspectives about themselves and about the world around them.

Tem havido um crescente interesse na inserção de atividades envolvendo programação física em ambientes educacionais, e há diversos trabalhos publicados que comentam sobre os benefícios propiciados por tais atividades, inclusive como forma de incentivar a criatividade em sala de aula. Entretanto, são ainda escassas as publicações científicas que apresentam análises empiricamente fundamentadas relacionadas à avaliação dos efeitos de atividades de programação física no desenvolvimento do potencial criativo de estudantes. A presente pesquisa investigou como a introdução de atividades de programação física no Ensino Fundamental II, a partir de uma abordagem que privilegia processos de exploração e experimentação, impactou o potencial e sentimento criativo dos estudantes. O currículo proposto, baseado no referencial teórico construcionista, foi elaborado com o objetivo de engajar cada estudante e de contribuir para o desenvolvimento de seu potencial criativo, confiança criativa e de novas perspectivas sobre o mundo e sobre si mesmo. Foi identificada a necessidade de adaptar e desenvolver materiais para a aplicação do currículo proposto, e para isso foi criado um kit de programação física, bem como novos recursos de aprendizagem. O currículo foi aplicado a partir de sucessivas reformulações em duas escolas particulares e em uma escola da rede pública. Durante a aplicação do currículo, além das observações em sala de aula e de conversas periódicas com os estudantes, foram utilizados três instrumentos de coleta de dados: (1) realização de entrevistas, (2) aplicação de questionários de percepção criativa e motivação para a aprendizagem e (3) aplicação de um teste de pensamento divergente. Os instrumentos (2) e (3) foram aplicados também a um grupo controle, com pré e pós-teste. A partir da análise das observações de sala de aula e das conversas realizadas com os estudantes, foram identificadas estratégias que podem auxiliar na implementação de currículos introdutórios de programação física no Ensino Fundamental II, bem como os desafios encontrados durante a aplicação da proposta. Os resultados indicam que o currículo proposto teve impacto positivo na criatividade dos estudantes, bem como em sua confiança criativa e motivação para aprendizagem. Os resultados sugerem ainda que os estudantes que participaram das atividades desenvolveram novas perspectivas a respeito de si mesmos e do mundo ao seu redor. / There has been a growing interest in introducing physical programming activities in educational environments, and there are several published works that comment on the benefits provided by such activities, stating they can provide a way to stimulate creativity in classrooms. However, there are still few scientific publications that present empirical analysis related to the evaluation of the effects of physical programming activities on the development of the creative potential of students. This research investigated how physical programming activities, designed from a tinkering approach, influenced the potential and creative feeling of Elementary School students. Our curriculum, based on the constructivist theoretical framework, was elaborated with the goal of engaging every student, and to develop their creative potential and creative confidence. Given the need to adapt and develop materials for the application of the proposed curriculum, we created a physical programming toolkit, as well as new learning resources. This curriculum was applied from successive reformulations at two private schools and one public school in Brazil. In addition to observing students\' behavior in classrooms and periodic follow-up interviews with them, three data collection instruments were used: (1) interviews, (2) questionnaires about creative self-efficacy and motivation for learning, and (3) a divergent thinking test. The instruments (2) and (3) were also applied to a control group, with pre and post tests. We share the learnings that emerged from the activities, the difficulties found during the development of the curriculum, and strategies that may help with the implementation of introductory physical programming curricula in Elementary School. The results indicate that the application of the activities had a positive impact on students , as well as in their creative confidence and motivation for learning. The results also suggest that students have developed new perspectives about themselves and about the world around them.

abstract: As interest in making and STEM learning through making and tinkering continue to rise, understanding the nature, process, and benefits of learning STEM through making have become important topics for research. In addition to understanding the basics of learning through making and tinkering, we need to understand these activities, examine their potential benefits, and find out ways to facilitate such learning experiences for all learners with resources that are readily available. This dissertation is a study of children’s learning while tinkering inspired by the Educational Maker Movement. It is motivated by the projects that children playfully create with broken toys, art and craft resources, and other found objects, and the connections of such activities to learning. Adopting a sociocultural lens this dissertation examines eight to twelve-year-olds’ learning while tinkering in collaboration with friends and family, as well as on their own. Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered. / Dissertation/Thesis / Doctoral Dissertation Learning, Literacies and Technologies 2018

Enligt den nya läroplanen 2018  ingår programmering som ett centralt innehåll i matematik och matematiklärare ska använda sig av programmering som ett problemlösningsverktyg i vissa matematikkurser på gymnasiet.  I studien undersöks hur sex gymnasielärare i matematik beskriver hur de använder programmering som ett verktyg för problemlösning i sin undervisning. Metoden är en tematisk analys av svaren på en intervjuundersökning med dessa lärare. Resultatet är att de anser att programmering är ett bra verktyg för att utveckla problemlösningsförmågan hos eleverna, eftersom eleverna analyserar problem, skriver pseudokod och programkod i rätt ordning eller modifierar en kod för att hitta och åtgärda fel. Lärarna anser att programmering lämpar sig för gymnasiematematik inom områdena taluppfattning, procent, algebra, geometri, sannolikhetslära, kombinatorik, grafteori och numeriska beräkningar för gränsvärden, integraler och derivator. Lämpliga problemtyper är dels sådana, där lösning på sluten form är svår eller omöjlig, dels rutinuppgifter med stor beräkningsvolym. Lärarna ser  elevers otillräckliga programeringskunskaper som den största svårigheten, men också bristen på tid och lämpliga arbetsmaterial ger stora svårigheter, när  programmering ska användas som ett problemlösnogsverktyg i matematikundervisningen. / According to the curriculum 2018 for upper secondary school, programming is a part of the central content in mathematics, and programming is to be used as a tool for problem solving in certain mathematics courses. In the study, I explore how six upper secondary school mathematics teachers describe their use of programming as a tool for problem solving in their teaching. The method is a thematic analysis of the result of a qualitative interview with these teachers. The findings are that they consider programming as an appropriate tool for developing the students' problem-solving ability, because they analyze problems, write pseudocode and program code in the correct order or modify the code to find and correct errors. Appropriate areas are understanding of numbers, percetage, algebra, geometry, probability theory, combinatorics, graph theory and numerical calculations of limits, integrals and derivatives,.Appropriate problem types are, firstly, tasks, difficult or impossible to solve in closed form, secondly, routine tasks involving a substantial volume of calculations. The main difficulties are students´ insufficient programming knowledge, lack of time and lack of appropriate instructional material.

Ce travail aborde la question de l'intégration des médias sociaux dans les stratégies de recrutement des organisations. Bien que les recruteurs ayant recours à des sites comme Facebook, Twitter, Linkedin ou Viadeo sont sans cesse plus nombreux, la connaissance, à la fois théorique et pratique, de ces usages innovants demeure limitée. Deux champs théoriques complémentaires ont été mobilisés, la théorie du capital social et la théorie improvisationnelle, afin de mieux comprendre ces usages et construire un cadre d'analyse adapté. Suite à une étude préliminaire visant à affiner le questionnement initial, 4 études de cas ont été conduites auprès de 2 cabinets de recrutement et 2 entreprises ayant mis en place des stratégies innovantes. Afin de valider certains résultats et d'ajouter une vision prospective à la recherche, une étude Delphi a ensuite été réalisée à l'aide d'un panel de 34 experts du domaine. Ces différents éléments mettent en évidence deux principales pratiques développées par les organisations : la gestion de la marque employeur et le recrutement opérationnel. Les médias sociaux apparaissent comme complémentaires et non substituables aux précédents moyens de recrutement. Ils permettent aux organisations de s'adapter aux nouveaux comportements des candidats et de développer leur capital relationnel. Néanmoins, leur simple usage n'est pas systématiquement synonyme d'approche relationnelle. Par ailleurs, la valorisation du bricolage et de l'improvisation s'avère pertinente afin d'intégrer au mieux les médias sociaux dans les stratégies de recrutement. Leur intégration modifie la place et le rôle des professionnels RH en termes de compétences, de responsabilités et d'importance stratégique. Cependant, cette étude souligne différents défis à relever.relationnelle. Par ailleurs, la valorisation du bricolage et de l'improvisation s'avère pertinente afin d'intégrer au mieux les médias sociaux dans les stratégies de recrutement. Leur intégration modifie la place et le rôle des professionnels RH en termes de compétences, de responsabilités et d'importance stratégique. Cependant, cette étude souligne différents défis à relever. / This work addresses the issue of the integration of social media in recruitment strategies of organizations. Although the number of recruiters using websites like Facebook, Twitter, Linkedin or Viadeo is constantly growing, both theoretical and practical knowledge of these innovative usages remains limited. In order to better understand these usages and build an appropriate analytical framework, two complementary theoretical fields were mobilized, social capital theory and improvisational theory. Following a preliminary study to refine the initial questioning, four case studies were conducted among two recruitment agencies and two companies that have implemented innovative strategies. Finally, to validate a part of the results and add a prospective vision, a Delphi study was then carried out on a panel of 34 experts.These different studies reveal two main practices developed by organizations: employer brand management and operational recruitment. Social media appear not to be similar but complementary with the previous means of recruitment. They allow organizations to adapt to new applicant behaviors and develop their relational capital. However, their mere usage is not always synonymous with relational approach. In addition, the valuation of tinkering and improvisation proves pertinent to better integrate social media in recruitment strategies. Their integration modifies the place and role of HR professionals in terms of skills, responsibilities and strategic importance. However, this study highlights different challenges to overcome.

Au cours de mes travaux de thèse, je me suis penché sur le pendant génétique de l'adaptation. Certes, les mutations sont générées au hasard; mais quelles sont celles que l'évolution retient et pourquoi? Peut-on définir certains principes qui déterminent les chemins génétiques favoris qu'emprunte et ré-emprunte l'évolution ? Ces principes génétiques bornent-ils parfois le jeu des adaptations possibles ? Le substrat génétique qui nourrit la sélection est-il le même lorsqu'il s'agit de l'émergence d'un caractère nouveau ou bien lorsqu'il s'agit de la diversification ou le raffinement d'un caractère existant ?Pour répondre à ces questions, je me suis penché sur des drosophiles à pois noirs. En particulier, des drosophiles du groupe melanogaster, dont un ancêtre s'est paré d'une tache noire sur le bout de l'aile, il y a environ 20 millions d'années. Cette tache s'est transmise de génération en génération, en se modifiant de façon spectaculaire dans certaines lignées.J'ai d'abord tenté de mettre à jour la logique génétique du bricolage qui a fondé l'émergence puis la diversification de cette tache. Ces travaux suggèrent un modèle général dans lequel les deux versants de l'adaptation, émergence et diversification, correspondent à deux bricolages génétiques distincts.Dans un deuxième temps, je me suis concentré sur l'émergence de cette tache. Ce travail en cours a permis de dégager certaines caractéristiques génétiques du module de régulation qui sous-tend le développement de cette tache. Mon travail de thèse contribue, dans son ensemble, à une meilleure compréhension des ressorts génétiques sur lesquels repose l'adaptation. / In my thesis, I studied the genetics of adaptation. Certainly, mutations are randomly generated, yet evolutionary relevant mutations are not randomly distributed; why? Can we define some principles that determine the most favorable genetic paths, in the light of evolution? Would these principles sometimes limit the range of possible adaptations? Are mutations that feed emergence of a new character and diversification or refinement of an existing character the same? To answer these questions, I studied fruit flies with black spots. In particular, fruit flies from the melanogaster group, whose ancestor evolved a black spot on the tip of its wing, about 20 million years ago. This spot has been inherited through generations, and diversified dramatically in some lineages.I first tried to uncover the logic of genetic tinkering underlying the emergence and diversification of the spot. Our results suggest a general model in which the two sides of adaptation, emergence and diversification, correspond to two distinct genetic tinkering.Second, I focused strictly on the emergence of this spot. This ongoing work has identified some general genetic features of the regulatory module underlying the development of this spot.Overall, my thesis contributes to a better understanding of the genetics of adaptation.