Grundtvig-litteratur 1952. En bibliografisk oversigt

Grundtvig literature 1952. A bibliographical overviewBy Steen Johanse

Changing Family Practices with Assistive Technology: MOBERO Improves Morning and Bedtime Routines for Children with ADHD

Families of children with Attention Deficit Hyperactivity Disorder (ADHD) often report morning and bedtime routines to be stressful and frustrating. Through a design process involving domain professionals and families we designed MOBERO, a smartphone-based system that assists families in establishing healthy morning and bedtime routines with the aim to assist the child in becoming independent and lowering the parents’ frustration levels. In a two-week intervention with 13 children with ADHD and their families, MOBERO significantly improved children’s independence and reduced parents’ frustration levels. Additionally, use of MOBERO was associated with a 16.5% reduction in core ADHD symptoms and an 8.3% improvement in the child’s sleep habits, both measured by standardized questionnaires. Our study highlights the potential of assistive technologies to change the everyday practices of families of children with ADHD

Virtual Power Plant for Smart Grid Ready Buildings and Customers

This report contains a summary of results from the ForskEL project: Virtual Power Plant for Smart Grid Ready Buildings and Customers

Cooperative Prototyping: Users and Designers in Mutual Activity

In most development projects, descriptions and prototypes are developed by system designers on their own, utilizing users as suppliers of information on the use domain. In contrast, we are proposing a cooperative prototyping approach where users are involved actively and creatively in design and evaluation of early prototypes. This paper illustrates the approach by describing the design of computer support for casework in a technical department of a Danish municipality. Prototyping is viewed as an on-going learning process, and we analyze situations where openings for learning occur in the prototyping activity. The situations seem to fall into four categories: 1) Situations where the future work situation with a new computer application is simulated to some extent to investigate the future work activity. 2) Situations where the prototype is manipulated and used as a basis for idea exploration. 3) Situations focusing on the designers' learning about the users' work in practice. 4) Situations where the prototyping tool or the design session as such becomes the focus. Lessons learned from the analysis of these situations are discussed. In particular we discuss a tension between the need for careful preparation of prototyping sessions and the need to establish conditions for user and designer creativity. Our conclusion is that users and designers should prepare to learn from breakdowns and focus shifts in cooperative prototyping sessions rather than they should try to avoid them

Children with ADHD and their Care Ecosystem: Designing Beyond Symptoms

Designing for children with ADHD has been of increasing interest to the HCI community. However, current approaches do not adequately involve all relevant stakeholders, and primarily focus on addressing symptoms, following a medical model of disability that is extrinsic to neurodivergent interests. To address this, we employed a multi-step, multi-stakeholder approach (N=31). First, we conducted 1) interviews with children with ADHD and their care ecosystem followed by 2) a co-design pilot with one child with ADHD and his therapists and an interview with a UX designer and an occupational therapist. We then employed 3) co-design sessions with neurotypical children and children with ADHD, and 4) a focus group with their therapists. We identified communication and reflection as key concepts for empowering and promoting the well-being of children with ADHD and their care ecosystem. We contribute design implications for future systems aiming to promote the overall well-being of this population

Differentiation of Students in the Early Danish Welfare State:Professional Entanglements Between Educational Psychologists and Psychiatrists

Historically, numerous contextual factors have influenced the practice of differentiating students. Scholars and practitioners consider it a context-sensitive practice subject to negotiations and entanglements among various agents, groups, interests, ideas, and values. Drawing on Foucault, this article pursues the practices, negotiations, and entanglements surrounding differentiation processes and IQ testing’s use in the early Danish welfare state. We argue that the differentiating practice of IQ testing in the Danish educational system resulted from various factors, including the increasing professionalisation of the educational system. This practice entailed an increased division of labour among professional groups; debates reflecting differing ideas about eugenics, heredity, and social equality; the schooling of psychologists and psychiatrists in Denmark; and the development of psychology and psychiatry as academic disciplines. In that sense, we will demonstrate that changes in society’s understanding of intelligence incorporating a greater use of environmental explanations can be said to reflect the emerging welfare society’s security mechanisms, and a willingness to cope with and address social inequality in an evolving and supposedly universalistic Danish welfare state

Pervasive Gaming: Testing Future Context Aware Applications

More and more technical research projects take place that weave together elements of real and virtual life to provide a new experience defined as pervasive. They bank on the development of mobile services to drive the expansion of pervasive applications and in particular pervasive games. Using geolocalisation, local networks and short range radio frequencies technologies like RFID or other tagging technologies, pervasive games rely on a close relationship to the environment and thus explore the space between fiction and reality. This is their main quality but possibly their main weakness as the development relies on the production of specific contents in relation to the context of use. In this article, we propose to explore what this entirely new paradigm for game design implies in terms of production and how to overcome the limitations due to this dependency of contents and context. Based on our experience of three pervasive games developed within research projects on adhoc wifi (ANR-Safari and ANRTranshumance) and RFID networks (ANR-PLUG), this paper presents different options to reducing the cost of content production relying on either traditional editors or grass root contributions.pervasive games, content production, game design, geolocalised technologies.

Using gaming paratexts in the literacy classroom

This paper illustrates how digital game paratexts may effectively be used in the high school English to meet a variety of traditional and multimodal literacy outcomes. Paratexts are texts that refer to digital gaming and game cultures, and using them in the classroom enables practitioners to focus on and valorise the considerable literacies and skills that young people develop and deploy in their engagement with digital gaming and game cultures. The effectiveness of valorizing paratexts in this manner is demonstrated through two examples of assessment by students in classes where teachers had designed curriculum and assessment activities using paratexts