Profiles

Tessy cerato pargman

Teresa Cerratto-Pargman

Universitetslektor,

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Works at Department of Computer and Systems Sciences
Telephone 08-16 16 98
Email tessy@dsv.su.se
Visiting address Nodhuset, Borgarfjordsgatan 12
Postal address Institutionen för data- och systemvetenskap 164 07 Kista

About me

I am an associate professor (docent) of Human-Computer Interaction (HCI). Past head of the research unit  Interaction Design and Learning (IDEAL) at the Dept. of Computer and Systems Sciences at Stockholm University (SU) in Sweden.

I hold a PhD in Cognitive Psychology granted by the University of Paris 8, France. My dissertation, “Collaborative networked activities: An instrumental approach to collaborative writing”, dealt with the problem of appropriating computer tools for collaborative writing activities and my principal advisor was Professor Pierre Rabardel, University of Paris 8. My dissertation obtained the highest degree of the five possible degrees within the French educational system.

Prior to joining Stockholm University, I was a postdoc researcher at the Royal Institute of Technology (KTH) and after joining Stockholm University, I was a visiting professor at the Donald Bren School of Information and Computer Sciences, University of California Irvine (UCI) in the USA.

At Stockholm University, my research is situated within the field of HCI and it seeks to contribute to the study of how digital technologies and applications reflect and configure socio-material practices and how emerging practices shape the development and design of digital technologies. In HCI, my work is focused on the design and appropriation of novel technologies in the educational sector and particularly on the epistemic, value-laden and social infrastructures, these technologies make possible but also disrupt. I apply a critical lens on computing from perspectives focused on socio-materiality of human practices, environmental sustainability, and existential HCI. 

The red thread running across my research has been that of explaining the interplay between material, semiotic and cultural aspects that is constitutive of contemporary socio-technical practices.

My work has been published in high-quality peer-reviewed journals and books and presented in several national and international conferences. My recent book "Emergent practices and material conditions in teaching and learning with technologies" is featured by Springer Nature.

I have lead and participated in several national and international research projects funded by the Swedish Research Council, Vinnova, Stockholms Stad, Region Kronoberg, NordForsk, EU Horizon 2020 and Stockholm university. In this context, I have collaborated with schools, museums, academia, NGOs and the industry.

I have obtained a personal research grant to female academics awarded by Stockholm University in 2013.

I am a member of the board of the Dept. of Computer and Systems Sciences

I am a past member of the board of the Centre for the Advancement of the University Teaching (CEUL) at Stockholm university.

 

 

 

Teaching

I teach several courses in the Interaction Design Bachelor Programme. For instance, I am responsible for Advanced HCI (ADV-HCI) and I teach courses such as Behavioral and Social Sciences, Cognitive Psychology, Evaluation Methods and Participatory Design.

In the past, I have taught in the joint - SU & KTH master programme on Engineering interactive Systems and I have been responsible for the following PhD courses: Theoretical Perspectives in HCI, Mobile Learning, Interaction Design, Multimodality and Learning as well as Interaction, Cognition and CSCL.

I am an examiner of bachelor and master thesis at the department.

 

 

Research

I regularly review for peer-review international journals such as for instance TOCHIJournal of Human-Computer InteractionLearning, Media and TechnologyTransactions on Learning TechnologiesNew Media and Society and others.

I have recently served as programme committee member for ICLS 2018NordiCHI 2018, ACM Limits 2018, EC-TEL 2018 I am a technical program chair for ACM DIS 2018 and a conference chair Designs for Learning 2018.

I'm a member of the editorial board of the Designs for Learning  Revue Internationale du CRIRES: Innover dans la tradition de Vygotsky and Interaction Design and Architecture (s).

 

Publications

A selection from Stockholm University publication database
  • 2016. Teresa Cerratto-Pargman, Marcelo Milrad. Mobile learning, 154-178
  • 2016. Teresa Cerratto-Pargman, Somya Joshi.

    Discourses on participation, democracy and politics are today profoundly questioned and challenged. Internet and the entrance of open source software into the governmental sphere have much contributed toward the shift in understandings of citizen participation, their rights and representation. In the field of participatory design such an inquiry is reflected in a shift of focus regarding the study of the use of technologies within government. From being concerned by issues on transparency and equity researchers are nowadays more prone to explore issues regarding the transformative power or/and performativity of open source software in contexts such as government. This paper describes the case of the political “Net Party” which in 2013 introduced the platform “Democracy OS” into the legislature of the Ciudad de Buenos Aires in Argentina. The question that motivates the study is: Do open source tools redefine the political space and reconfigure citizen civic participation? And if so, how? The paper contributes five analytical axes for scrutinizing the entrance of open source tools into the political space.

  • 2016. Teresa Cerratto-Pargman, Daniel Pargman, Bonnie Nardi. First Monday 21 (5)

    Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defining what alternative ways of living might look like in the twenty-first century. Drawing on a social-ecological perspective, the analysis illustrates, on the one hand, that the Internet, along with the digital devices we use to access it, capitalizes and mobilizes values, knowledge and social relationships that in turn enhance resilience in the eco-village. On the other hand, the analysis shows that an explicit focus on ecological values is not sufficient for a community of individuals to significantly transform Internet use to conform to ecological ideals. This work contributes to a deeper understanding of the imbrication of social technologies with practices that are oriented to perform sustainable and resilient ways of living.

  • 2016. Pernilla Josefsson (et al.). Education and Information Technologies 21 (6), 1583-1594

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course “Social media technologies”. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

  • 2016. Karin Hansson (et al.). Proceedings of the 14th Participatory Design Conference: Short Papers, Interactive Exhibitions, Workshops, 109-110

    In Swedish the word "ting" has different meanings. It can mean "things", "matters" and "a session at court" as well as the act of appropriating space. This one-day workshop starts in the notion of the artifact as a "ting", and design as something that raises a question, provokes a discussion, and creates a public through which agonistic encounters occur. This particular lens allows us to approach design beyond 'merely producing artifacts'. Instead, we come to see it as a production of provocations, speculations, and alternative interpretations of the social world as well as new sets of relationships between participants in this public.

    Because of the importance of the role and embodiment of the designer/artist in making publics, this workshop calls attention to self-reflective practices in participatory design, and questions how these practices can be embedded in the functionality of new publics and design practices.

  • 2016. Jalal Nouri, Teresa Cerratto-Pargman. Adaptive and Adaptable Learning, 179-192

    Research on tablets in schools is currently dominated by the effects these devices have on our children’s learning. Little has yet been said about how these devices contribute and participate in established school practices. This study delves into the questions of what do tablet-mediated teaching practices look like in Swedish schools and how are these practices valued by teachers? We collected data in four Swedish schools that were part of the one-to-one program financed by their municipalities. We apply qualitative and quantitative analysis methods on 22 deep interviews, 20 classrooms observations and 30 teachers’ responses to an online survey. The study identifies a set of tablet-mediated teaching practices that lead to a deeper understanding of how affordances of media tablets configure contemporary forms of learning.

  • 2016. Somya Joshi (et al.). LIMITS '16

    In the age of Big Open Linked Data (BOLD), we inhabit a landscape where future scenarios are imagined, modeled, planned for and embedded in policy. Between the euphoric techno-utopian rhetoric of the boundless potential of BOLD innovations and the dystopian view of the dangers of such innovations (e.g. ubiquitous surveillance etc.), this paper offers a critical understanding of the boundaries that are traversed by the implementation of BOLD within policy modeling. We examine BOLD as a tool for imagining futures, for reducing uncertainties, for providing legitimacy and for concentrating power. In doing so we further develop the LIMITs community's conceptualization of the societal limitations on computing, with specific reference to the assumptions, interpretations and trust that we place in these models when making socio-environmental policy decisions. We use an illustrative case of policy modeling, which provides a much-needed critical discussion of the inherent limitations and risks as well as the promises that are offered by BOLD.

  • 2015. Somya Joshi, Teresa Cerratto Pargman. Proceedings of The Fifth Decennial Aarhus Conference on Critical Alternatives, 37-40

    Caught between the infinite promise unleashed by technology proliferation and the unprecedented scale of resource depletion, waste and inequity, we inhabit a space where critical alternatives are sought more than ever. As a reflection of the above, we find in HCI, a slant towards technological fixes to existing sustainability problems, as opposed to a more holistic approach that includes behavioural and societal change. It is within this context that this paper is situated, where we propose a socio-ecological approach and argue our case for a life-cycle lens towards building systems that are in line with current understanding of the earth’s finite resources. We do so by presenting an illustrative case study of what such critical alternatives might look like, by examining the Fairphone movement. We contribute to a deeper understanding of how social value laden enterprises along with open technological design can shape sustainable relationships between our environment and us.

  • 2015. Teresa Cerratto-Pargman, Ola Knutsson, Petter Karlström. Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, 308-315

    In spite of the widespread use of technology in higher education, discourses on learning technologies commonly account for their features as disembodied from their use. There has so far been few theoretical approaches which have delved into "the technology question" in CSCL. We present an empirical study that investigates how students’ peer-review activities are entangled with sociomaterial aspects of mediated collaborative learning. The students' peer-review activities were analyzed according to the Collective Instrument-mediated Activity Situation (CIAS) model, and findings show that the materiality of two different tools had considerable influenced how students engaged with the texts and how they interacted with each other.

  • 2015. Teresa Cerratto-Pargman, Somya Joshi. First Monday 20 (8)

    The latest developments in the field of HCI have given rise to an increasing interest in issues pertaining to global warming, resource depletion and environmental degradation. Concern about such issues has contributed to give shape to the design space of sustainable HCI (SHCI); a space whose boundaries are at times blurred. On the one hand, some, design “sustainable” information technology based on visions of the world that do not really question limits to continuous economic growth and, on the other hand, others embrace the design of information technology from stances that acknowledges limits (i.e., economic, ecological, energetic). This paper introduces the perspective of social ecology into SHCI. This perspective provides us with a core set of principles that makes us situate computing at the intersection of physical (natural) and moral (human) qualities of our human environment systems. As such it confronts us with choices to be made in the challenging years to come and invites us to argue about the very purpose of information technology in a world of limitations.

  • 2014. Mónica Pini, Sandra I. Musanti, Teresa Cerratto Pargman. Designs for Learning 7 (2), 58-79

    Media and technological devices function as socializing agents during children’s leisure and entertainment time. Drawing from the theory of cultural consumption, a socio educational approach to students’ digital practices, and media literacy, this qualitative study seeks to explore and describe students’ cultural consumption profile. The authors explore the representations and meanings of digital practices of public school students of a predominately working class neighborhood situated in the periphery of Buenos Aires, Argentina. Findings highlight different aspects of youth cultural consumption profile. Two themes were identified: a) children use computers for a multiplicity of different activities enacting multitasking practices; and b) children develop new forms of digital practices for social digital interaction that are expressed in the “need” to be connected, the production and use of shared codes and the establishment of ambivalent relations with social media platforms. Implications for education are explored.

  • 2014. Teresa Cerratto-Pargman, Chiara Rossitto, Louise Barkhuus. Proceeding NordiCHI '14 Proceedings of the 8th Nordic Conference on Human-Computer Interaction, 608-617

    This article presents an empirical study investigating audience participation in an interactive theater performance. During the performance, audience members were enticed to act upon and contribute to the performance by sharing their opinions, emotions, values and other thoughts, by means of text messages that were integrated into the performance itself. The study aimed at understanding the main characteristics of audience participation in the interactive performance, as well as the role of communication technology as a medium enabling social participation. The results draw attention to the immediate and reflective facets of audience participation, both unfolding at two different but interrelated levels of interactions: an individual and collective one.

  • 2013. Jalal Nouri, Teresa Cerratto-Pargman, Karwan Zetali. Human-Computer Interaction. Applications and Services, 464-473

    This paper presents a study on mobile learning that could be viewed as a manifestation of strong voices calling for learning in natural contexts. The study was based on a sequence of inquiry-based mobile learning activities within the domain of natural sciences and mathematics education. We questioned the effects of collaborative scaffolding, and the effects scaffolding provided by technology have on learning and performance. Based on a quantitative interaction analysis, findings suggest that low-achievement students benefit from inquiry-based mobile activities; that the use of mobile technologies bring multiple effects on students’ learning, both positive and negative, and that the roles of teachers remains as crucial as before the introduction of learning technologies.

  • 2013. Chiara Rossitto, Teresa Cerratto-Pargman.

    This paper introduces a project proposal that contextualizes sustainability in educational settings, particularly intergenerational learning of sustainable environmental practices. It raises questions concerned with the role that groups and institutions, learning, and a care for place can play in developing awareness about sustainability.

  • 2012. Teresa Cerratto-Pargman, Sanna M. Järvela, Marcelo Milrad. The Internet and higher education 15 (4), 227-230

    The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.

  • 2012. Teresa Cerratto-Pargman (et al.). Human-Computer Interaction, Tourism and Cultural Heritage, 154-156

    In Sweden, the use of e-mail by the public sector has become a key communication service between citizens and governmental authorities. Although the integration of e-mail in the public sector has certainly brought citizens and handling officers closer, it has also introduced a particular vision on governmental authorities such as for instance the idea that public service and information should be available to citizens any time, anywhere. Such a belief among citizens puts certainly high demands on the quality and efficiency of the e-service governmental authorities are capable to provide. In fact, the growing number of citizens’ electronic requests must be accurately answered in a limited time. In the research project IMAIL (Intelligent e-mail answering service for eGovernment) [1], we have focused on the work carried out at the Swedish Social Insurance Agency (SSIA) that exemplifies a governmental authority dealing with 500,000 emails per year on top of face-to face meetings, phone calls and chat communication. With the objective of creating an e-mail client capable to ease and ensure the quality of SSIAs’ handling officers public service, we have developed a prototype that: (1) automatically answer a large part of simple questions in the incoming e-mail flow, (2) improve the quality of the semi- automatic answers (i.e. answer templates), and finally, (3) reduce the workload for the handling officers. The development of the prototype is grounded in an empirical study conducted at the SSIA. The study comprises the analysis and clustering of 10,000 citizens e-mails and the working activity of 15 handling officers that were collected through questionnaires, interviews and workshops [2].

Show all publications by Teresa Cerratto-Pargman at Stockholm University

Last updated: September 16, 2019

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