Currently, I am the program director of the master's program on Design for creative and immersive technologies. I am responsible and examinator for the introduction course (15 ECTS) in the master's program. I have been past responsible for Interaction Design Bachelor Programme. I am also accountable and examinator for Advanced HCI (ADV-HCI) in the bachelor program.  I teach in the Behavioral and Social Sciences, Cognitive Psychology, Evaluation Methods, and Participatory Design courses.

In the past, I have taught in the joint - SU & KTH master program on Engineering interactive Systems, and I have been responsible for the following Ph.D. 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 theses at the department.

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 regularly review for peer-review international journals such as TOCHI, Journal of Human-Computer Interaction, Learning, Media and Technology, Transactions on Learning Technologies, New Media and Society, and others.

I often serve as a program committee member for ICLS, NordiCHI, ACM Limits, EC-TEL, and others. I was a technical program chair for ACM DIS 2018 and a conference chair for Designs for Learning 2018.

I'm a Section Editor for Designs for Learning, Stockholm University Press, and I am a member of the Editorial Board of the International Journal of Research and Practice in Technology Enhanced Learning, Springer, Revue Internationale du CRIRES: Innover dans la tradition de Vygotsky, Laval University and Interaction Design and Architecture (s).

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.

I urval från Stockholms universitets publikationsdatabas

• Beyond Innovation in Mobile Learning

  2016. Teresa Cerratto-Pargman, Marcelo Milrad. Mobile learning, 154-178

  Kapitel

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• The Internet at the eco-village

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

  Artikel

  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.

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• The student, the private and the professional role

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

  Artikel

  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.

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• Ting: making publics through provocation, conflict and appropriation

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

  Konferens

  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.

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• When Teaching Practices Meet Tablets’ Affordances

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

  Konferens

  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.

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• Whose Future Is It Anyway? Limits within Policy Modeling

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

  Konferens

  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.

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• In Search of Fairness

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

  Konferens

  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.

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• Materiality of Online Students’ Peer-Review Activities in Higher Education

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

  Konferens

  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.

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• Understanding Limits from a Social-Ecological perspective

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

  Artikel

  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.

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• Digital Cultural Consumption and Education

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

  Artikel

  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.

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• Understanding Audience Participation in Interactive Theater Performances

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

  Konferens

  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.

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• Mobile inquiry-based Learning

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

  Konferens

  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.

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• Sustainability in Education

  2013. Chiara Rossitto, Teresa Cerratto-Pargman.

  Konferens

  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.

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• Designing Nordic Technology-enhanced Learning

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

  Artikel

  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.

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• User Centered Development of Automatic E-mail Answering for the Public Sector

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

  Konferens

  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].

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• Taking an instrumental genesis lens

  2018. Teresa Cerratto Pargman, Jalal Nouri, Marcelo Milrad. British Journal of Educational Technology 49 (2), 219-234

  Artikel

  In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.

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• Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching

  2017. Teresa Cerratto-Pargman (et al.). Making a Difference: Prioritizing Equity and Access in CSCL, 905-908

  Konferens

  The way in which digital technologies take part and contribute to configuring teaching and collaborative learning practices has become a timely research matter in our field. Current studies in the CSCL field, and particularly on the use of tablets in education, draw attention to how everyday educational practices are entangled with contemporary technologies and, how these technologies shape in turn such practices, in schools and higher education. This half-day workshop aims specifically at accounting for emergent practices in tablet-mediated collaborative learning and teaching, with a particularly focus on the material conditions that constitute such practices. The workshop invites researchers, designers and practitioners to contribute and engage with in-depth analyses of the use of tablets in everyday teaching and learning, in schools and higher education contexts. Furthermore, the workshop intends to trigger and facilitate participants to generate/propose conceptual and methodological analytical tools for examining the material conditions of tablet-mediated collaborative learning and teaching practices. The outcomes of the workshop will consist of (1) a repertoire of (identified) emergent practices bounded to the use of tablets in schools and higher education, reported by the participants, (2) a set of conceptual and analytical tools for the study of material conditions of CSCL practices and (3) a network bringing together researchers, practitioners and designers to set up a research agenda and initiate a consortium including the organisation of a special issue in an International journal.

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• Students' perspective on the use of digital tools for participation in the school/classroom

  2018. Johanna Öberg (et al.). EDULEARN18, 5291-5297

  Konferens

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• Every Little Bit Makes Little Difference

  2018. Somya Joshi, Teresa Cerratto Pargman. Digital Technology and Sustainability

  Kapitel

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• One Tablet, Multiple Epistemic Instruments in the Everyday Classroom

  2017. Teresa Cerratto-Pargman, Jalal Nouri. Data Driven Approaches in Digital Education, 379-384

  Konferens

  Grounded in the analyses of 23 semi-structured interviews and 31 field notes from classroom observations, this study scrutinizes the relationships that teachers and learners entertain with/through the tablet in their process of technology appropriation in the classroom. The results reveal that, on the one hand, the learners elaborate a variety of instruments from their interactions with the tablet and, on the other hand, that the teachers’ appropriation plays a central role in configuring a creative, critical and participatory pedagogy in the contemporary classroom.

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• Tablets in the CSCL Classroom

  2017. Teresa Cerratto-Pargman, Jalal Nouri. Making a Difference: Prioritizing Equity and Access in CSCL, 837-838

  Konferens

  Most educational research on tablets in schools seeks to find out whether children learn more efficiently with or without such devices. This study differs from such research as it instead investigates how tablets take part in the everyday CSCL classroom? Grounded in the instrumental genesis theory, this study focuses on the multifarious relationships between teacher-tablets-learner(s) to inform the processes of tablet appropriation in the classroom. Analysis of the instrumental processes observed reveals that learners on the one hand develop usage schemes that challenge those developed by the teachers. Teachers on the other hand are forced to review their competence, rethinking power-relationships vis-à-vis learners and have to reflect/design a creative, critical and participatory pedagogical practice that is aligned with learners’ utilization schemes and the instruments they bring to our contemporary classrooms.

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• Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning (#TMCL15)

  2015. Isa Jahnke (et al.). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, 889-893

  Konferens

  Läs mer om Changing Teaching and Learning Practices in Schools with Tablet-Mediated Collaborative Learning (#TMCL15)

• On fairness & sustainability

  2015. Somya Joshi, Teresa Cerratto Pargman. Proceedings of EnviroInfo and ICT for Sustainability 2015, 335-344

  Konferens

  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 quick-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 our 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.

  Läs mer om On fairness & sustainability

• Characterizing learning mediated by mobile technologies

  2015. Jalal Nouri, Teresa Cerratto-Pargman. IEEE Transactions on Learning Technologies 8 (4), 357-366

  Artikel

  Mobile technologies have not yet triggered the knowledge revolution in schools anticipated, in particular, by the telecommunications industry. On the contrary, mobile technologies remain extensively used outside the frontiers of formal education. The reasons for this are many and varied. In this paper, we concentrate on those associated with the prevalent methodological weakness in the study of innovative educational interventions with mobile technologies. In this context, the paper investigates the following question: what is the potential of second-generation cultural-historical activity theory (CHAT) for characterizing learning activities mediated by mobile technologies? To this end, an empirical study was designed with the goal of examining five small groups of students (fifth grade, age 12) who were using mobile devices in authentic educational settings, within a natural science inquiry-based learning activity outdoors. Second-generation CHAT was operationalized as an analytical and dialectic methodological framework for understanding learning activities mediated by mobile devices. The study contributes a characterization of mobile learning and identification of constraints and transformations introduced by mobile technology into students’ tasks.

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• Literate tools or tools for literacy?

  2008. Petter Karlström, Teresa Cerratto-Pargman, Ola Knutsson. Digital Kompetanse - Nordic Journal of Digital Literacy 3 (2), 97-112

  Artikel

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• Provocation, Conflict, and Appropriation

  2018. Karin Hansson (et al.). Desidades 34 (4), 3-7

  Artikel

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• Tools, language technology and communication in computer assisted language learning

  2006. Petter Karlström, Teresa Cerratto-Pargman, Robert Ramberg. Writing and digital media

  Kapitel

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• Pour une conception des technologies centrée sur l'activité du sujet

  2006. Teresa Cerratto-Pargman. Modèles du sujet pour la conception, 157-188

  Kapitel

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• Designing and developing a language environment for second language writers

  2007. Ola Knutsson (et al.). Computers and education 49 (4), 1122-1146

  Artikel

  This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different linguistic and cultural backgrounds participated in the study. A judgment procedure was conducted by the learners on the alarms from the grammar checker. The students’ texts were also collected in two versions; a version written before the session with the grammar checker, and a version after the session. This procedure made it possible to study to what extent the students followed the advice from the grammar checker, and how this was related to their judgments of its behavior.

  The results obtained demonstrated that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly. The results also showed that providing the student with feedback on different aspects of their target language use; not only on their errors, and facilitating the processes of language exploration and reflection are important processes to be supported in second-language learning environments.

  Based on these results, design principles were identified and integrated in the development of Grim, an interactive language-learning program for Swedish. We present the design of Grim, which is grounded in visualization of grammatical categories and examples of language use, providing tools for both focus on linguistic code features and language comprehension.

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• Proceedings of the 2018 Designing Interactive Systems Conference

  2018. Ilpo Koskinen (et al.).

  Konferens

  We are pleased to welcome Designing Interactive Systems DIS 2018 to Hong Kong. DIS 2018 is the first of its kind in two ways. It is in Asia for the first time. It is also in an art and design school for the first time. The theme of the conference is Design and Diversity. The theme reflects a classic design theme - and also a foundational distinction in philosophy - of universals and particulars. Should we, as designers, follow Silicon Valley in its quest for products that engage everyone on the planet, or the architect Glenn Murcutt's conviction that he can only build in places he knows so well that his designs can be outstanding? The underlying logic of this question divides designers and design disciplines and emerges in every design process. This theme operated as a guiding tool for selecting our four keynotes, professors Jodi Forlizzi, Kun-pyo Lee, Phoebe Sengers and Erik Stolterman. During their years in design, they have lived through its diversities. We were happy that they accepted the challenge to share their experiences and thoughts about diversity to the benefit of our community. The theme was also our tool for directing the DIS community into the future. A few years from now, we hope, we will start to see answers to the challenges our keynotes are posing to us. The nucleus of the conference organization were two chairs and three technical chairs. This small group invited sixteen Subcommittee Chairs, three Pictorials chairs, and two chairs each for Workshops, Provocations and Work-in-Progress, Doctoral Consortium, and Demos. These chairs recruited 100 Associate Chairs, who recruited 1818 reviewers. Our review and decision schedule was brutal, but the organization worked through it efficiently, always with humor, and with collegial respect. DIS 2018 received 645 submissions: 405 for full papers and notes submissions; 71 for pictorials; 23 for workshops submissions; 107 for Provocations and Work-in-Progress (out of these, 19 were Provocations); 20 for Doctoral Consortium Submissions; and 19 for Demos. Acceptance rates were: 23% for papers and notes, 24% Pictorials, 55% for Workshops, 73% for Demos, 53% for PWiPs, and 50% for Doctoral Consortium. All this work led into a highly competitive conference between 9-13 June. June 9-10 were reserved for Workshops and Doctoral Consortium, and June 11-13 for 28 paper sessions. Pictorials are not in separate sessions; they are treated the same way as Full Papers. The 11th of June became an Experience Night of Demos, PWiPs, and a small design exhibition, which illuminated interaction design in Hong Kong and the Pearl River Delta. As extra, we organized a postconference trip to a few technology companies in Shenzhen, China.

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• Learning with or without mobile devices? A comparison of traditional school field trips and inquiry-based mobile learning activities

  2014. Jalal Nouri (et al.). Research and Practice in Technology Enhanced Learning 9 (2), 241-262

  Artikel

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• The use of social annotations tools in higher education

  2014. Teresa Cerratto-Pargman (et al.). Conference proseedings

  Konferens

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• Purposeful Learning Across Collaborative Educational Spaces

  2014. Teresa Cerratto-Pargman (et al.). 11 th International conference of the learning sciences, 1597-1598

  Konferens

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• Using smartphones and QR codes for supporting students in exploring tree species

  2013. Johan Eliasson (et al.). Scaling up Learning for Sustained Impact, 436-441

  Konferens

  Smartphones are increasingly being used on field trips to support students in exploring the natural world. In this paper we present a design and analysis of an inquiry-based learning field trip for primary school students. One problem for design is how to make use of smartphones to support, rather than distract, students in interacting with the physical environment. We approach this problem by comparing two alternative designs, where students use smartphones for identifying tree species either by using an identification instrument or by reading a text description. The results show that students made use of the instrument for identification, QR codes, for identifying tree species and made use of the text descriptions for searching for tree species. In this sense, QR codes, connecting contextual information on smartphones to the physical environment, work as a learning tool that may be used for orienting students in their interaction with the physical environment.

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• Exploring the Design Space of Genre Pedagogy and Virtual Learning Environments

  2012. Mona Blåsjö, Ola Knutsson, Teresa Cerratto-Pargman. Designs for Learning 2012, 75-77

  Konferens

  This paper explores the design space of genre pedagogy and virtual learning environments. This is done by examining the cornerstones of genre pedagogy and the main activities they give raise to, and how the activities are transformed when they are partly or completely moved from the classroom to virtual learning environments, and what implications for interaction design they give raise to.

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• Mobile Devices as Support Rather than Distraction for Mobile Learners

  2011. Johan Eliasson (et al.). International Journal of Mobile and Blended Learning 3 (2), 1-15

  Artikel

  This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

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• Get the bees away from the hive

  2010. Johan Eliasson (et al.). IADIS International Conference Mobile Learning 2010, Porto, Portugal

  Konferens

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• Tool Mediation in Focus on Form Activities

  2007. Petter Karlström (et al.). ReCALL 19 (1), 39-56

  Artikel

  We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

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• The use of synchronous text-based environments for teacher professional development

  2001. Teresa Cerratto-Pargman. Chat-Kommunikation

  Kapitel

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• A Learning Activity Design Framework for Supporting Mobile Learning

  2016. Jalal Nouri, Daniel Spikol, Teresa Cerratto-Pargman. Designs for Learning 8 (1), 1-12

  Artikel

  This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.

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• Tools, language technology and communication in computer assisted language learning

  2006. Petter Karlström, Teresa Cerratto-Pargman, Robert Ramberg. Writing and digital media, 189-198

  Kapitel

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• Pekplattor, undervisning och lärande

  2017. Jalal Nouri, Teresa Cerratto-Pargman. Didaktik i omvandlingens tid, 150-157

  Kapitel

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• Exploring Teachers’ perspectives on the use of Mobile devices for Math and Language Learning

  2014. Teresa Cerratto-Pargman (et al.). Conference proceedings

  Konferens

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• Evaluating Interaction with Mobile Devices in Mobile Inquiry-Based Learning

  2012. Johan Eliasson (et al.). WMUTE '12 Proceedings of the 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, 92-96

  Konferens

  We evaluate to what extent students are interacting with mobile devices in one of four ways intended in the design of a mobile learning activity. Video data from one class of fifth grade students were analyzed using a model of four different types of interaction. The evaluation shows that the students interacted with the devices in the ways intended in design 64% of the time. The contribution is an approach for translating learning goals to interaction design goals in mobile learning research. We conclude that this approach can be of value in designing and evaluating interaction with mobile devices for an entire mobile learning activity.

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• Multiple effects of collaborative mobile inquiry-based learning

  2013. Jalal Nouri, Teresa Cerratto-Pargman, Karwan Zetali. To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale, 323-324

  Konferens

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• Design Heuristics for Balancing Visual Focus on Devices in Formal Mobile Learning Activities

  2010. Johan Eliasson (et al.).  

  Konferens

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• Analyzing student activity in computer assisted language learning

  2006. Petter Karlström, Teresa Cerratto-Pargman. The Sixth IEEE International Conference on Advanced Learning Technologies (ICALT 2006), 222-226

  Kapitel

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• Tool mediation in Focus on Form activities

  2007. Petter Karlström (et al.). ReCALL 19 (1), 39-56

  Artikel

  We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

  Läs mer om Tool mediation in Focus on Form activities

• Exploring the challenges of supporting collaborative mobile learning

  2011. Jalal Nouri (et al.). International Journal of Mobile and Blended Learning 3 (4), 70-85

  Artikel

  Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

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• Situating Nomadic Writing: The Materiality of Places

  2012. Chiara Rossitto, Teresa Cerratto-Pargman.

  Övrigt

  Despite the extensive body of publications exploring the potential of mobile devices in learning settings, little research is today concerned with how issues of mobility and place shape high-demanding cognitive activities such as writing. This paper investigates mobile learning practices while university students write technical reports collaboratively. The paper draws on a body of HCI research that seeks to elucidate how the growing use of ubiquitous and mobile technologies redefines our relationtionship and experience of place and time. While such technologies and applications allow people to be mobile and engage with activities at a variety of physical locations, understanding their use raises analytical issues concerning the situated nature of the very practices mobile technologies facilitate. According to Dourish (2006), for instance, when the technologies of interest are portable, distributed and embedded in our physical and social environment (i.e. wireless services), it becomes central to understand how such technologies transform people’s interactions with a specific location (i.e. how they navigate or represent it), or how they can enable a meaningful engagement with a given physical environment. This, in turn, draws attention to the social, emotional and corporeal aspects concerned with people’s experience of being in place, rather than merely investigating the physical affordance determined by its structural dimension (McCarthy et al., 2005). This paper investigates the role of physical place in the context of mobile learning activities. More specifically, it focuses on reciprocal transactions between places occupied, technologies used and the specific activities undertaken. Our interest in place is, therefore, tightly interwoven with the use of technologies, how they are appropriated in the context of the group activities to distribute the various writing tasks to a number of different locations, and to practically turn locations into appropriate places for writing. In terms of analysis, this entails to draw attention to writers’ psychological, social and practical orientation to the places they occupy, and not merely to their writing tools and resource, tasks and objective. Our interest in understanding the materiality of place, and the different ways in which it can practically shape the mobile collaborative writing activities, draws therefore on the idea that place does not merely entail geometrical and physical properties, but it also encompasses facets of human experience and activities within it. The empirical material examined comes from two investigations of university students engaged in collaborative writing activities within two different courses. The theoretical approach chosen for the examination of the materiality of place, and how issues of mobility reflect on writing, is grounded in Casey’s phenomenological theorization of “place”. The analysis of the data shows the role of physical environments and contexts on mobile collaborative writing activities. These results contribute to a move away from the conception of mobile learning occurring anytime and anywhere. Instead it call for an understanding of the material “here” and “now” of a particular “mobile” collaborative writing activities.

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• Reconfiguring civic participation

  2016. Teresa Cerratto-Pargman, Somya Joshi.

  Konferens

  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.

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• Multimodal, game-based and mobile learning practices with tablets in Swedish schools

  2017. Jalal Nouri, Terese Sundman, Teresa Cerratto Pargman. EDULEARN17, 8964-8969

  Konferens

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• Emerging Design

  2017. Daniel Spikol (et al.). IxD&A (34), 5-6

  Artikel

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