Den teknologiska utvecklingen och intåget i eran av Agriculture 4.0 har en betydande inverkan på jordbruket. Studien undersöker den effekt nyttjandet av digitala tekniker har på svenska jordbrukare, samt barriärer och attityder som påverkar införandet av fler, och användandet av redan existerande, digitala verktyg. För att genomföra en kvalitativ fallstudie har observationer utförts på två gårdar. Där iakttogs jordbrukarnas arbete med de digitala praktikerna och dess attityder mot användandet. Observationerna följdes av totalt sju stycken intervjuer. Jordbrukare, en person från en större maskintillverkare och en expert i form av en professor inom forskningsområdet agerade respondenter. Genom intervjuer och observationer skapades en förståelse för de digitala praktikernas påverkan på jordbruket och vad som ligger till grund för att digitala hjälpmedel inte nyttjas i en större grad. Agriculture 4.0 har skapat ett digitalt ekosystem där maktbalanserna mellan de olika aktörerna förändrats. För att skapa en hållbar teknologisk utveckling inom jordbruket har diverse framgångsfaktorer identifierats. / The technological advancement and advent of the Agriculture 4.0 era have a significant impact on agriculture. The study examines the effect of the utilization of digital technologies on Swedish farmers, as well as barriers and attitudes affecting the adoption of additional, and the utilization of existing, digital tools. To conduct a qualitative case study, observations were carried out on two farms. These observations focused on farmers' work with digital practices and their attitudes towards usage. Subsequently, a total of seven interviews were conducted. Farmers, a representative from a major machinery manufacturer, and an expert in the research field acted as respondents. Through interviews and observations, an understanding of the impact of digital practices on agriculture and the underlying reasons for the limited adoption of digital tools was established. Agriculture 4.0 has created a digital ecosystem where power dynamics among different actors have shifted. Various success factors have been identified to foster sustainable technological development in agriculture.

Comment rendre compte des transformations opérées dans le champ culturel par les technologies numériques ? Au-delà des grands récits technicistes, quelle entrée choisir pour observer les mutations induites par le numérique dans les rapports qu’entretiennent les publics avec les objets culturels ? Sur quels terrains se placer pour tenter de saisir les transformations issues de l’émergence d’une technologie hybride et protéiforme, sans pour autant faire de l’informatique une pratique culturelle « comme les autres » ou verser dans le déterminisme médiatique ?En pointant les doutes et les hésitations ayant marqué ce travail de thèse, en les examinant et en les contextualisant diachroniquement, il s’est agi de contribuer à l’analyse de la réception et des dynamiques culturelles en lien avec les technologies numériques. Cette réflexion, construite sur une longue durée, s’est attachée à l’exploration d’usages du numérique qui, en leur temps, semblaient devoir s’imposer comme radicalement « modernes ». Ainsi, en trois temps et trois focales nous avons choisi d’étudier des objets apparemment hétéroclites mais qui devaient témoigner des profonds changements culturels engagés par l’émergence des technologies de l’information et de la communication. Ce cheminement nous a conduit à étudier des pratiques aux statuts sociaux et scientifiques divers, depuis les lectures en bibliothèques jusqu’aux jeux vidéo en passant par les écritures intimes sur les sites de rencontres ou les blogs. Cette méthodologie nous a finalement conduit à isoler un élément transversal aux objets étudiés, et dont le déploiement est favorisé par les technologies numériques : l’essor des capacités réflexives des publics de la culture. / How to demonstrate how the cultural arena has been changed by the digital technologies? Beyond the pro-technologies discourses, how to examine the variation (inferred by the digital technologies) between the audiences and the cultural objects? Which field to choose to try to understand the transformations resulting from the emergence of an hybrid and protean technology, without saying that computing is a cultural practice like the others?Describing the doubts and hesitations of this thesis, examining and contextualize them over time, make possible to contribute to the reception analysis and the cultural dynamics, in connection with the digital technologies. This long work has been exploring the uses of digital which, in their time, seemed to have to grow on as radically “modern”. So, in three times and three focal length, we chose to study three objects, apparently heterogeneous, but which must show the deep cultural changes due to the emergence of information and communication technologies. So, we have been studying some practices with different social and scientific status, from the readings in libraries to the videogames, along with dating sites or blogs.This methodology has finally led us to isolate a cross-disciplinary element of the studying objects and which the display is favored by the digital technologies: the rapid development of reflexive abilities of cultural audiences.

LIMA, Tereza Cristina Batista de. Ação educativa e tecnologias digitais: análise sobre os saberes colaborativos. 2006. 224 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-17T13:49:14Z No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T14:29:45Z (GMT) No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) / Made available in DSpace on 2012-07-17T14:29:45Z (GMT). No. of bitstreams: 1 2008_tese_TCBLima.pdf: 2568880 bytes, checksum: 1cb52cf4eca59d915679f37a630bab16 (MD5) Previous issue date: 2006 / The programs of distance learning that use digital technologies constitute pedagogical possibilities more and more frequent on the educational context. It is verified great expansion of experiences in distance learning that complement conventional systems, as well as the upcoming of hybrid forms of education that combine presence activities and distance activities, which promote the interchange e the integration of both systems. The digital media and the Web 2.0 tools, by collaborative platforms such as Moodle, possibilitate the communication, interactivity, collaboration and collective formulation of knowledge, transforming the traditional roles of teachers and students. Having this scenario as basis, the research tried to identify how the digital technologies and the pedagogical mediations based on co-authorship increases the collaborative knowledges - knowledge, abilities and attitudes related to collaboration - fundamental to life long learning. The theoretical approach tried to explore theories and researches about collaboration and collaborative learning; tried to define the concept of collaborative knowledge and to elect, among these, the five concepts most applicable to the collaborative dynamic in distance learning programs (EAD): autonomy, communication and sharing, exploration and resolution of conflicts, collaborative engagement and verification and synthesis. This study searched yet to retrieve central aspects of the use of digital technologies in EAD, such as digital media characteristics, hypertext, interactivity, interfaces and Web 2.0. The theoretical research highlighted the theoretic aspects that guide the concept of pedagogic mediation such as dialogue, symbolic and cultural elaboration and possibility of communication and critic. The investigation approached the relative communication models to the use of technologies in education, highlighting the EMEREC model and the concepts of authorship and co-authorship in the processes of distance teaching and learning. The field research was done in the discipline of Distance Education, of FACED-UFC, from august to December 2007, using the methodology of virtual ethnography. The data analysis is organized in three categories: collaborative knowledges, digital technologies and pedagogical mediations supported by authorship and co-authorship. The results indicate that the collaborative knowledges are lived and improved in context of use of digital technologies and pedagogical mediations based in authorship and co-authorship, which need to be improved. Indicate also that the Web 2.0 tools, although insufficiently explored, favors and induces collaborative practices and that pedagogical mediations based in authorship and co-authorship require great investment in docent formation. The research proposes the definition of public politics in management and financing, access to internet to different social segments and teacher formation towards critic and autonomy actions. / Os programas de educação a distância que utilizam tecnologias digitais constituem possibilidades pedagógicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansão de experiências de ensino a distância que complementam os sistemas convencionais, bem como o surgimento de formas híbridas de educação que combinam atividades presenciais e a distância que promovem o intercâmbio e a integração dos dois tipos de sistemas. As mídias digitais e as ferramentas da Web 2.0, por meio de plataformas colaborativas como o Moodle, possibilitam a comunicação, interação, colaboração e formulação coletiva dos conhecimentos, transformando os tradicionais papéis de professores e alunos. Com base nesse cenário, a pesquisa procurou identificar como as tecnologias digitais e as mediações pedagógicas baseadas na co-autoria potencializam os saberes colaborativos - conhecimentos, habilidades e atitudes relacionadas à colaboração - fundamentais para a aprendizagem ao longo da vida. A abordagem teórica procurou explorar teorias e pesquisas sobre colaboração e aprendizagem colaborativa; definir o conceito de saberes colaborativos e eleger, entre estes, cinco mais fortemente aplicáveis à dinâmica colaborativa em programas de EAD: autonomia, comunicação e compartilhamento, exploração e resolução de conflitos, engajamento colaborativo e verificação e síntese. Buscou ainda reaver aspectos centrais da utilização das tecnologias digitais na EAD, como as características das mídias digitais, integração multimídia, hipertexto, interatividade, interfaces e Web 2.0. A pesquisa teórica destacou os aspectos teóricos que norteiam o conceito de mediação pedagógica como diálogo, elaboração simbólica e cultural e possibilidade de comunicação e crítica. A investigação abordou os modelos de comunicação relativos ao uso das tecnologias na educação, com destaque para o modelo EMEREC e os conceitos de autoria e co-autoria nos processos de ensino e aprendizagem. A pesquisa de campo foi realizada na disciplina Educação a Distância, da FACED- UFC, de agosto a dezembro de 2007, utilizando a metodologia da etnografia virtual. A análise de dados está organizada em três categorias: saberes colaborativos, tecnologias digitais e mediações pedagógicas esteadas na autoria e co-autoria. Os resultados indicam que os saberes colaborativos são vivenciados e aprimorados em contexto de utilização de tecnologias digitais e de mediações pedagógica baseadas na autoria e na co-autoria, que precisam ser aprimoradas. Indicam, também, que as ferramentas da web 2.0, ainda que insuficientemente exploradas, favorecem e induzem às práticas colaborativas e que as mediações pedagógicas baseadas na autoria e co-autoria requerem grande investimento na formação docente. A pesquisa sugere a definição de políticas públicas em gestão e financiamento, acesso à internet das diversas camadas sociais e formação docente voltada para ações críticas e autônomas.

The present study has as its focal point the practice of literacy from the pedagogical possibilities of digital technologies through information and communication - TDIC practices of reading and writing. The purpose of this study, then, is to analyze, from the educational political reality, the effects of digital mediation processes in literacy in public schools in order to understand the influence and importance of the use of digital literacy, training / the student/ members of the early years of elementary school. In this sense we ask: to what extent the effects of mediation with the network in literacy processes interfere with the training of students in the early years of elementary school in the School Heribaldo Dantas Itabuna and what implicadores and tensions in this process? Then the guiding question, we present the related questions: 1 By what pathways and guidelines social, political and societal influences Itabuna, Bahia and the policy of the Department of Education and interfere bolster the educational practice of the School Heribaldo Dantas? 2 What is literacy and what constitutes the process from the digital mediation in contemporary society? The empirical field is the daily practice in the classroom of two teachers who work in the early years of elementary school. The path to building the present research, a qualitative nature, took place under the aegis of the praxeological approach of dialectical method par with fragments of an ethnographic approach to nature. Research / collection elected two essential procedures: observation and semi-structured interviews with footage based on a flexible itinerary with children and teachers. The results from the experiment in the field, point to the importance of a proposition literacy with the network, in the early years of elementary school, to contribute to social inclusion, citizen participation and experience of / the same / in the contexts of social uses of reading and writing, dialectically. A careful literacy humanizing the real needs of the child and, beside that, at the time, as much as possible of contemporary society. This study presents the theoretical framework socio-interactionist foundations based on Vygotsky in dialogue with Paulo Freire and other authors accordingly. / O presente estudo tem como ponto fulcral a prática da alfabetização a partir das possibilidades pedagógicas por meio das tecnologias digitais da informação e comunicação TDIC nas práticas de leitura e escrita. O objetivo desse estudo, então, é analisar, a partir da realidade política educacional, os efeitos da mediação digital nos processos de alfabetização na escola pública na perspectiva de compreender a influência e importância do uso do digital na alfabetização, na formação dos/as aluno/as integrantes dos anos iniciais do Ensino Fundamental. Nesse sentido indagamos: em que medida os efeitos da mediação com a rede nos processos de alfabetização interferem na formação dos alunos dos anos iniciais do ensino fundamental na Escola Heribaldo Dantas em Itabuna e quais os implicadores e tensões nesse processo? Seguida da pergunta norteadora, apresentamos as indagações correlatas: 1. Por quais vias e diretrizes as influências sociais, políticas e societárias de Itabuna, Bahia e a política da Secretaria de Educação interferem e amparam a prática educacional da Escola Heribaldo Dantas? 2. O que é alfabetização e em que consiste o seu processo a partir da mediação digital na contemporaneidade? O campo empírico é a prática cotidiana na sala de aula de duas professoras que trabalham nos anos iniciais do Ensino Fundamental. O caminho percorrido para construção da presente pesquisa, de índole qualitativa, ocorreu sob a égide da abordagem praxiológica do método dialético de par com fragmentos de uma abordagem de cunho etnográfica. A investigação/coleta elegeu dois procedimentos essenciais: a observação com filmagens e entrevistas semiestruturadas com base em um roteiro flexível, com crianças e professoras. Os resultados obtidos, a partir da experiência realizada em campo, apontam para importância de uma proposição de alfabetização com a rede, nos anos iniciais do Ensino Fundamental, por contribuir para inserção social, participação e vivência cidadã dos/as mesmos/as em contextos de usos sociais da leitura e da escrita, dialeticamente. Uma alfabetização humanizadora atenta as necessidades reais da criança e, ao lado disso, à altura, tanto quanto possível, da sociedade contemporânea. Este estudo, apresenta como marco teórico os fundamentos sócio-interacionista com base em Vigotski em diálogo com Paulo Freire entre outros autores em conformidade.

The main goal of the diploma thesis is to create a realictic business plan for the establishment of a company providing lessons for children in the field of digital technology. The diploma thesis is divided into three parts, theoretical, analytical and draft. The theoretical part contains the basic concepts of the problém. The second part analyzes the macoeconomic and the microeconomic environment of the market through strategic analysis. The last, draft part is the actual design of the business plan based on the previous information obtainded.

The aim of the study was to examine the implementation of digital preservation practices in academic libraries in South Africa in the light of the rapid changing information environment. The study looked into the strategies, systems and tools being employed to support digital preservation programmes and the costs associated with the various digital preservation programmes. The study was guided by various digital preservation theories and models,namely Davies’ (2000) Policy, Strategy and Resources (PSR) troika model, Kenney and McGovern’s (2003) three leg stool, Corrado and Moulaison‘s (2014) preservation triad and the Carnegie Mellon University’s (1990) Digital Preservation Capability Maturity (DPCM) model and Open Archival Information System (OAIS) model by OCLC (2002), underpinned by the survey research design, triangulation of questionnaires and document analysis as data collection methods. Out of 27 questionnaires distributed to academic institutions, 22 (81.5%) were completed. Quantitative data was analysed using descriptive analysis whilst content analysis was used for qualitative data obtained from document analysis. Findings revealed that academic libraries in South Africa were significantly affected by the changes to the digital environment. Most academic libraries face many challenges that hinder the effective implementation of digital preservation. The problems include: lack of funding, lack of skills and training and technology obsolescence. The study identified migration, bit preservation, replication and risk management approaches as the most widely implemented preservation strategies to address preservation challenges faced by academic libraries in South Africa. Although various preservation systems and tools are being developed to enable description, discovery, delivery and preservation of digital collections, there was expressed lack of awareness about digital preservation standards and preservation support organisations. The study also observed that, in some instances, the academic institutions were not fully involved in collaborative and partnerships with other institutions. By collaborating and partnering with other institutions, they would be exposed to new ideas, strategies and tools, and be able to acquire knowledge and skills needed to successfully preserve and manage their digital resources. The findings revealed that the implementation of policies and strategies, provision of adequate resources, sufficient funding and digital preservation knowledge and skills are some of the major factors influencing digital preservation sustainability in academic libraries. This study, therefore, recommends that these institutions can address some of the digital preservation challenges if they leverage on these factors. The study also made several recommendations on how digital preservation can be successfully implemented, and it further proposed a framework for preservation of digital resources in academic libraries, mapped to international preservation models and standards. / Information Science / D. Litt. et Phil. (Information Science)

Syftet med studien är att öka kunskapen om barn förmåga i olika åldrar att använda Green Screen. Studien undersöker barns förmåga till kritiskt förhållningssätt under en aktivitet där det digitala lärverktyget Green Screen används.Våra erfarenheter kring förskolors användande av Green Screen skiljer sig åt och därför ville vi undersöka området. Vi genomförde en deltagande observation som filmades i två aktiviteter med Green Screen, en med tvååringar och en med fyraåringar. Undersökningen gjordes på en förskola i medelstor kommun i Sverige. Insamlade data analyserades multimodalt med tematisk analysmetod utifrån Jean Piagets utvecklingsteori, lekteori och jämviktsteori. Resultatet visar att barn i två- respektive fyraårsåldern agerar olika i aktivitet med Green Screen. Tvååringarna upptäcker tekniken mer kroppsligt medan fyraåringarna använde tekniken som ett verktyg i leken vilket kunde antyda att fyraåringarnas kritiska förhållningssätt var mer utvecklat. Det finns begränsat med forskning inom Green Screen i förskolan, därför anser vi att den här studien kan bidra med att ämnet uppmärksammas så att vidare studier kan göras. / The aim of the study is to increase knowledge about childrens ability in different ages to use Green Screen. The study examines children's ability to take a critical approach during an activity where the digital learning tool Green Screen is used. Our experiences of preschools' use of Green Screen differ and therefore we wanted to investigate the area. We conducted a participant observation that was filmed in two activities with Green Screen, one with two-year-olds and one with four-year-olds. The study was conducted at a preschool in a medium-sized municipality in Sweden. The collected data were analyzed multimodally using the thematic analysis method based on Jean Piaget's theory of cognitive development, play and equilibrium. The results show that children aged two and four respectively act differently in activity with Green Screen. The two-year-olds discover the technology physically while the four-year-olds used the technology as a tool in play, which could suggest that the four-year-olds’ critical approach was more developed. There is limited research on Green Screen in preschool, therefore we believe that this study can contribute to the subject being noticed so that further studies can be done.

[ES] Imagina un mundo donde los barrios, calles y plazas de nuestras ciudades se transforman silenciosamente cada día, moldeados por fuerzas invisibles. Este es el fenómeno que hemos denominado "Digitropismo Urbano", foco central de esta tesis. En un mundo donde las redes digitales están redibujando el mapa urbano a una velocidad sin precedentes, estudiar estos procesos es esencial para el planeamiento urbanístico. Para contextualizar la investigación, hemos realizado un estudio cualitativo sobre la tendencia histórica de transformación espacial urbana impulsada por cada nueva ola de innovación tecnológica. A partir de esta base, hemos estudiado e identificado en la actualidad los factores socioeconómicos que, influenciados por las redes digitales, están moldeando la estructura urbana contemporánea. Con los resultados de este estudio hemos construido una taxonomía del Digitropismo Urbano. Esta clasificación nos ha permitido definir y categorizar los tipos de efectos y procesos de este fenómeno, un paso necesario para posteriormente identificarlos y analizarlos en la praxis. Estos resultados ofrecen una visión global sobre el por qué y cómo el espacio urbano está cambiando potenciado por las redes digitales. Finalmente, apoyados en esta investigación cualitativa hemos realizado un estudio de casos basado en procesos reales de Digitropismo Urbano en el centro de la ciudad de Róterdam (Países Bajos). Nuestra investigación concluye que, en la actualidad, observamos una tendencia similar a la de épocas anteriores, donde el espacio físico de las ciudades se ha visto afectado y moldeado por cada nueva ola de avances tecnológicos desarrollados por la humanidad. Hoy en día, la participación ciudadana en las redes digitales está acelerando el cambio de uso y percepción del espacio urbano, y con ello, moldeando el medio físico de la ciudad contemporánea. Además, concluimos que los estudios de los procesos de Digitropismo Urbano contemporáneo son esenciales para adaptarse a un mundo fluido y cada vez más difícil de planificar con los métodos tradicionales. Dicho esto, el estudio empírico puso de manifiesto que probablemente nos encontramos en un periodo de transición. Mientras que las metodologías actuales siguen basándose en una idea estática de la ciudad, están surgiendo intervenciones urbanas locales que ejemplifican el auge de un nuevo paradigma urbanístico y abren las puertas a una comprensión diferente de nuestro espacio urbano. / [CA] Imagina un món on els barris, carrers i places de les nostres ciutats es transformen silenciosament cada dia, modelats per forces invisibles. Aquest és el fenomen que hem denominat "Digitropisme Urbà", focus central d'aquesta tesi. En un món on les xarxes digitals estan redibuixant el mapa urbà a una velocitat sense precedents, estudiar aquests processos és essencial per al planejament urbanístic. Per a contextualitzar la recerca, hem realitzat un estudi qualitatiu sobre la tendència històrica de transformació espacial urbana impulsada per cada nova ona d'innovació tecnològica. A partir d'aquesta base, hem estudiat i identificat en l'actualitat els factors socioeconòmics que, influenciats per les xarxes digitals, estan modelant l'estructura urbana contemporània. Amb els resultats d'aquest estudi hem construït una taxonomia del Digitropisme Urbà. Aquesta classificació ens ha permès definir i categoritzar els tipus d'efectes i processos d'aquest fenomeno, un pas necessari per a posteriorment identificar-los i analitzar-los en la praxi. Aquests resultats ofereixen una visió global sobre el per què i com l'espai urbà està canviant potenciat per les xarxes digitals. Finalment, recolzats en aquesta recerca qualitativa hem realitzat un estudi de casos basat en processos reals de digitropismo urbà en el centre de la ciutat de Rotterdam (Països Baixos). La nostra recerca conclou que, en l'actualitat, observem una tendència similar a la d'èpoques anteriors, on l'espai físic de les ciutats s'ha vist afectat i modelat per cada nova ona d'avanços tecnològics desenvolupats per la humanitat. Avui dia, la participació ciutadana en les xarxes digitals està accelerant el canvi d'ús i percepció de l'espai urbà, i amb això, modelant el medi físic de la ciutat contemporània. A més, concloem que els estudis dels processos de Digitropisme Urbà contemporani són essencials per a adaptar-se a un món fluid i cada vegada més difícil de planificar amb els mètodes tradicionals. Dit això, l'estudi empíric va posar de manifest que probablement ens trobem en un període de transició. Mentre que les metodologies actuals continuen basant-se en una idea estàtica de la ciutat, estan sorgint intervencions urbanes locals que exemplifiquen l'auge d'un nou paradigma urbanístic i obren les portes a una comprensió diferent del nostre espai urbà. / [EN] Imagine a world where the neighbourhoods, streets and squares of our cities are silently transformed every day, shaped by invisible forces. This phenomenon was coined "Urban Digitropism", which is the central focus of this thesis. In a world where digital networks are redrawing the urban map at an unprecedented speed, studying these processes is essential for urban planning. To contextualise the research, a qualitative study was conducted to assess the historical trend lines of Urban spatial transformation through each new wave of technological innovation. From this basis, we studied and identified the current socio-economic factors that, influenced by digital networks, are shaping the contemporary urban structure. Through this analysis, a taxonomy of Urban Digitropism was constructed, which allowed us to define and categorise the different nuances of this phenomenon. In this sense, the taxonomy served as a necessary step to identify and study these various types processes in praxis. Subsequently, a cross-case study was conducted to look into Urban Digitropism through the lens of the city centre of Rotterdam (The Netherlands). Our research concludes that in our current day and age, similar transformative patterns as witnessed through history, can be observed: the physical space of cities being affected and shaped by each new wave of technological advances. Today, citizen participation in digital networks is accelerating the change of use and perception of urban space, and with it, shaping the physical environment of the contemporary city. Furthermore, we conclude that the study of this contemporary Urban Digitropism is essential to adapt to a fluid world that is increasingly difficult to plan with traditional methods. This said, the empirical study uncovered that we are probably in the midst of a transition period. While current methodologies are still based on a static idea of the city, there is an emergence of local urban interventions which exemplify the rise of a new urban planning paradigm and open the doors to a different comprehension of our urban space. / González Aurignac, EA. (2024). El Digitropismo Urbano. Transformaciones espaciales en la ciudad incitadas por las redes digitales [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/210924

This contributed book contains the short papers presented at the 1st International Conference on Hybrid Societies 2023. Organized by the DFG-funded Collaborative Research Centre 'Hybrid Societies' at Chemnitz University of Technology.:Flourishing from, for, and with Social Machines: Considering the Eudaimonics of Hybrid Societies - Banks J. How do vehicle size, speed, TTC, age and sex affect cyclists’ gap acceptance when interacting with (automated) vehicles? - Springer-Teumer S., Trommler D., Krems J.F. Assessing Driver Uncertainty Respecting Response Actions in Lane Change Maneuvers - Yan F., Eilers M., Baumann M. Using Functionally Anthropomorphic Eyes to Indicate Robotic Motion - Schweidler P. & Onnasch L. Living Labs as Third Spaces: Low-threshold participation, empowering hospitality, and the social infrastructures of continuous presence - Pentzold C., Rothe I., Bischof A. Artificial Morality - Armbruster D., Mandl S., Strobel A. Reducing Prejudice via Virtual Reality: A Meta-Analysis of Experimental Evidence - Stein J.-P., Gnambs T., Appel M. Policy Learning with Spiking Neural Network for Robot Manipulation Tasks - Abdelaal O. M. & Röhrbein F. / Dieser Konferenzband enthält die Kurzbeiträge, die auf der 1st International Conference on Hybrid Societies 2023 vorgestellt wurden. Veranstaltet vom DFG-geförderten Sonderforschungsbereich 'Hybrid Societies' der Technischen Universität Chemnitz.:Flourishing from, for, and with Social Machines: Considering the Eudaimonics of Hybrid Societies - Banks J. How do vehicle size, speed, TTC, age and sex affect cyclists’ gap acceptance when interacting with (automated) vehicles? - Springer-Teumer S., Trommler D., Krems J.F. Assessing Driver Uncertainty Respecting Response Actions in Lane Change Maneuvers - Yan F., Eilers M., Baumann M. Using Functionally Anthropomorphic Eyes to Indicate Robotic Motion - Schweidler P. & Onnasch L. Living Labs as Third Spaces: Low-threshold participation, empowering hospitality, and the social infrastructures of continuous presence - Pentzold C., Rothe I., Bischof A. Artificial Morality - Armbruster D., Mandl S., Strobel A. Reducing Prejudice via Virtual Reality: A Meta-Analysis of Experimental Evidence - Stein J.-P., Gnambs T., Appel M. Policy Learning with Spiking Neural Network for Robot Manipulation Tasks - Abdelaal O. M. & Röhrbein F.