På uppdrag av EQpack var projektets mål att utveckla ett koncept för en hyllvagn tänkt att användas i fabriksgolv av montörer. Hyllvagnen ska bära på kit-boxar med komponenter och ta upp mindre golvyta än befintliga hyllvagnar för kit-boxar. EQpacks idé var att till skillnad från konventionella hyllvagnar, i vilka kit-boxar placeras horisontellt till varandra och förs vidare med rullband, i stället ha hyllvagnar där kit-boxar kan placeras vertikalt i relation till varandra. Någon form av mekanism ska möjliggöra styckvis nedförsel av kit-boxar åt montören, i vilken form detta sker var föremål för utveckling i projektet. Utvecklingen av hyllvagnen skedde i fyra faser; analys och avgränsning, faktainsamling, genomförande samt utvärdering. Som förstudie har bland annat befintliga vagnar i en fabrik observerats vid arbete samt har samtal förts med de olika användarna om deras synpunkter. Under samtal med handledare sattes förväntningar, krav och avgränsningar. Genomförandet bestod av att ta fram diverse idéer och testa deras funktionsduglighet m.h.a bland annat lego. De olika koncepten analyserades och jämfördes med puhg matris. Med valda legomodellen som grund gjordes en CAD-modell med standardiserade komponenter som förslag på hur det skulle kunna konstrueras. Modellen uppmättes ta upp ca en fjärdedel av golvytan som en konventionell vagn tar. / The aim of the project was to develop a concept for a shelf trolley for EQpack, intended to be used on factory floors by assemblers. The shelf trolley must be able to carry kit boxes with components and take up less floorspace than existing shelf trolleys for kit boxes. EQpack's idea was to, unlike conventional shelf trolleys, in which kit boxes are placed next to each other horizontally and transported by conveyor belts, instead have shelf trolleys where kit boxes can be placed vertically in relation to each other. Some form of mechanism must enable piecemeal lowering of kit boxes for the assembler. How this is done was subject for development in the project. The development of the shelf trolley took place in four phases; analysis and boundaries, fact-gathering, exicution and evaluation. As a preliminary study, existing trolleys in a factory have been observed at work and discussions have been held with the various users about their views. Through discussion with supervisors the expectations, requirements and boundaries were set. The execution consisted of development of various ideas and testing their functionality with Lego. The different concepts were analyzed and compared with a puhg matrix. With the chosen Lego model as a basis, a CAD model was made with standardized components as suggestions for how a final product could be constructed. The final model was measured to take up about a quarter of the floorspace that the conventional trolley occupies.

This study used the Magical Garden software and earlier research into computational thinking as a point of departure to explore what metaphors could be used and how a teachable agent could be utilised to introduce debugging and error detection to preschool children between four and six years old. A research through design methodology allowed the researcher to iteratively work divergently and convergently through sketching, creating a Pugh matrix, conducting six formative interviews, and finally creating two hybrid-concepts as paths to teaching debugging in the form of concepts. Many metaphors discovered in the design process and in preschool teachers' daily practices were judged possible for teaching debugging and error detection. The analysis of these resulted in four recommendations for choosing a suitable metaphor when teaching debugging: it should have clear rights and wrongs, it should allow for variation, it should have an easily understandable sequentiality to it, and it should be appropriate for the age-group. Furthermore, six recommendations were formulated for utilising a teachable agent: have explicitly stated learning goals, review them and explore new ones as you go, have a diverse design space exploration, make the learning objective task complex, not the game in general, reflect on if using a TA is the best solution, make use of the correct terminology, and keep the graphical elements simple. These recommendations, together with the hybrid-concepts created, provide researchers and teachers with knowledge of how to choose appropriate metaphors and utilise teachable agents when aiming to teach debugging and error detection to children between four and six years old.