Adopting a mojo mindset: Training newspaper reporters in mobile journalism

Due to the visual turn in journalism and the emergence of mobile journalism, many newspaper journalists have had to change the way they work and learn to use new tools. To face these changes, traditional news organizations apply different strategies to increase staff competencies in using new production tools and creating innovative content in new formats. In this paper, we investigate how a specific training arrangement was experienced by a group of 40 print editors and journalists in a German regional publishing house. The journalists were introduced to audio-visual storytelling and reporting with smartphones in a 2-week training course. The training arrangements were studied using participant observation and in-depth interviews, followed by a thematic analysis of the data. The study indicates that for print journalists and editors, the transition from the print to the mojo mindset depends on three dimensions: (i) mastering mojo skills, (ii) adopting visual thinking and (iii) integrating ethical and legal awareness.publishedVersio

Automatic Detection of Manipulative Consent Management Platforms and the Journey into the Patterns of Darkness

We study how to automatically classify different types of manipulative interface design pattern for Content Management Platforms (CMPs), also known as a cookie consents. Our approach uses a scraper to extract different features of CMPs. We then classify the CMP, based on these features, into one of five patterns defined specifically for CMPs. We evaluate our automatic "detector" using four different statistical measures. We also consider factors that cause misclassifications and discuss how to potentially avoid them.publishedVersio

Automation and redistribution of work: the impact of social distancing on live TV production

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Digitale presentasjonsteknologier i høyere utdanning - foreleseres holdninger og bruk

Forskningen på bruk av digitale presentasjonsteknologier (DPT), som PowerPoint, i undervisning har økt kraftig i omfang siden begynnelsen av 2000-tallet. Men vi vet fremdeles lite om foreleseres holdninger til slik teknologi. Denne artikkelen presenterer en undersøkelse av holdningene forelesere ved Universitetet i Bergen har til digitale presentasjonsteknologier, samt av deres bruk av slike teknologier. I spørreundersøkelsen oppgir 92 prosent av respondentene at de benytter seg av slik teknologi i sine forelesninger. Datamaterialet består også av mange utdypende, kvalitative kommentarer (762). Undersøkelsen viser at det er minst tre funksjoner slik teknologi har i undervisningen: som støtte til forberedelser, som manus eller disposisjon under forelesningen, og som visuell pedagogisk støtte. Materialet viser også at foreleserne generelt har et bevisst og reflektert forhold til bruk av presentasjonsteknologier. Vi diskuterer på bakgrunn av respondentenes svar hva som kan karakterisere informert bruk av digitale presentasjonsteknologier, og identifiserer noen konkrete aspekter av slik informert bruk.Research on the use of digital presentation technologies (DPT), such as PowerPoint, have increased dramatically over the last fifteen years. Still, not much is known about lecturers’ attitudes towards such technologies. This paper presents a survey of the attitudes that lecturers at the University of Bergen hold towards digital presentation technologies and their use of these technologies. The survey shows that ninety-two percent of the respondents apply these tools in their lectures. The empirical material also consists of many qualitative comments (762). This material shows that there are three different functions such technology can have in teaching: to support the preparation of lectures, as a manuscript during lectures, and as a visual pedagogic aid. Furthermore, the material shows that the lecturers have a conscious and reflective use of such technologies. We discuss, on the basis of the respondents’ answers, what characterizes an informed use of digital presentation technologies, and identify some concrete aspects of such informed use.publishedVersio

Designing Videos with and for Adults with ADHD for an Online Intervention: Participatory Design Study and Thematic Analysis of Evaluation

Background: Adults with attention deficit hyperactivity disorder (ADHD) represent a heterogeneous group with both strengths and difficulties associated with the diagnosis. An online intervention attuned to their needs may improve their everyday functioning. When designing online interventions, it is important to adapt the therapeutic content to the values and needs of the target group. Objective: This paper describes and evaluates a participatory process used to produce content for an online intervention for adults with ADHD by producing video vignettes clarifying core training principles grounded in the participants' everyday experiences. Methods: We report on the qualitative data from 2 research phases: the design and evaluation of video vignettes for an online intervention. In the first phase, 12 adults with ADHD, 2 clinicians, and 2 research assistants participated in the production of video vignettes for the online intervention. In the second phase, participants (n=109) gave feedback on the videos as part of a clinical trial of the intervention. A subgroup (n=7) was interviewed in-depth regarding their experiences with the videos. The qualitative data were analyzed using thematic analysis. Results: In the first phase, the participants with ADHD contributed with experiences from challenging everyday situations. In the process, we navigated between therapeutic principles and the participants' experiential perspectives to create content relevant and consistent with the target group's values and experiences. In the second phase, we identified 3 themes related to the participants' experiences and interpretation of the video vignettes: (1) recognition of ADHD-related challenges, (2) connection with the characters and the situations, and (3) video protagonists as companions and role models for change. Conclusions: A participatory design process for designing online mental health interventions can be used to probe and balance between the therapeutic principles defined by clinicians and the participants’ experiences with mental health issues in the production of therapeutic content. In our study, the inclusion of video vignettes in an online intervention enabled a contextualized and relevant presentation of everyday experiences and psychosocial factors in the life of an adult with ADHD.publishedVersio

Definition, conceptualisation and measurement of trust

This report documents the program and the outcomes of Dagstuhl Seminar 21381 "Conversational Agent as Trustworthy Autonomous System (Trust-CA)". First, we present the abstracts of the talks delivered by the Seminar’s attendees. Then we report on the origin and process of our six breakout (working) groups. For each group, we describe its contributors, goals and key questions, key insights, and future research. The themes of the groups were derived from a pre-Seminar survey, which also led to a list of suggested readings for the topic of trust in conversational agents. The list is included in this report for references

Towards Adaptive Technology in Routine Mental Healthcare

This paper summarizes the information technology-related research findings after 5 years with the INTROducing Mental health through Adaptive Technology project. The aim was to improve mental healthcare by introducing new technologies for adaptive interventions in mental healthcare through interdisciplinary research and development. We focus on the challenges related to internet-delivered psychological treatments, emphasising artificial intelligence, human-computer interaction, and software engineering. We present the main research findings, the developed artefacts, and lessons learned from the project before outlining directions for future research. The main findings from this project are encapsulated in a reference architecture that is used for establishing an infrastructure for adaptive internet-delivered psychological treatment systems in clinical contexts. The infrastructure is developed by introducing an interdisciplinary design and development process inspired by domain-driven design, user-centred design, and the person based approach for intervention design. The process aligns the software development with the intervention design and illustrates their mutual dependencies. Finally, we present software artefacts produced within the project and discuss how they are related to the proposed reference architecture. Our results indicate that the proposed development process, the reference architecture and the produced software can be practical means of designing adaptive mental health care treatments in correspondence with the patients’ needs and preferences. In summary, we have created the initial version of an information technology infrastructure to support the development and deployment of Internet-delivered mental health interventions with inherent support for data sharing, data analysis, reusability of treatment content, and adaptation of intervention based on user needs and preferences.publishedVersio

Infrastructures for Learning. Ethnographic Inquiries Into The Social And Technical Conditions Of Education And Training

The dissertation focuses on the notion of infrastructures for learning through a set ofempirical studies and explores how this notion can be applied to understand thetechnical and social conditions of activities that are aimed at learning (education andtraining). Drawing on Star & Ruhleder’s (1996) conceptualisation of infrastructure asecological and relational I examine both some of the theoretical and empiricalunderpinnings of the notion infrastructures for learning and some methodologicalchallenges related to studying such infrastructures.In order to investigate infrastructures for learning, ethnographic inquiries have beenmade into three different settings in which technology was introduced to supportactivities aimed at learning. The first case looks at an intervention in an educationalsetting where students were presented with a new pedagogical model (collaborativelearning) and a set of computerised tools to support their collaboration. The studyfocuses on the realisation of the infrastructural tools and the pedagogical model inrelation to the students’ work. I identified three interactional processes that constitutethe students’ efforts in relation to the infrastructure for learning: understanding theconditions of collaboration, coordinating collaborative efforts and commenting onproducts and events. In the second case study I analyse how a collaborative tool (anonline discussion forum) was introduced into an inter-organisational network forsupporting informal learning between the members of a subject group that already hadcertain arrangements to support their work/learning. The system was not successfullyadopted into the existing infrastructure for learning, and this is analysed in relation tothe participation structures and the participants’ knowledge interests. In the last case Istudied a large corporation that introduced a Learning Management System and a setof online tutorials to deliver training to more than 6000 employees that were movinginto a new headquarter. The study focuses on the organisation of the training activitiesand identifies three different rationalities that were critical to the introduction and useof the new infrastructure for learning: a pedagogical rationality, a logistic rationalityand a control rationality.The final discussion elaborates on how the technical and social arrangements in thedifferent situations that have been put under empirical scrutiny are constituted asinfrastructures for learning in relation to organised practices. The discussion furtherhighlights the relation between infrastructures for learning and pedagogical models. Ialso explore how the notion of infrastructures for learning can be used to capture thenetworked dimension of activities aimed at learning. Finally, the inherent tensionbetween design and use of technologies for learning is discussed. I address how thenotion of infrastructures for learning can be used as normative framework thatencourages a focus on technologies as part of a set of social and technicalarrangements when introducing technologies to support learning practices

“We in the Mojo Community” – Exploring a Global Network of Mobile Journalists

Mobile journalism is a fast-growing area of journalistic innovation that requires new skills and work practices. Thus, a major challenge for journalists is learning not only how to keep up with new gadgets but how to advance and develop a mojo mindset to pursue their interests and solidify future work options. This paper investigates a globally pioneering network of mojo journalism, the Mojo Community, that consists of journalists and practitioners dedicated to creating multimedia content using mobile technologies. The study is based on empirical data from interviews with and the observation of the participants of the community over a two-year period. The analysis draws on Wenger’s concept of “communities of practice” to explore the domain, structure, and role of this communal formation for innovation and change in journalistic practices. The community’s core group is comprised of journalists mainly affiliated with legacy broadcast organizations and with a particular interest in and extensive knowledge of mobile technologies. The participants perceive their engagement with the community as a way of meeting the challenges of organizational reluctance to change, fast-evolving technological advancements, and uncertain job prospects