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Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy works on people in schools through meaning-making objects for thinking and acting towards digitalization in schools. A case of Swedish principals working with digitalization in schools was investigated in their municipal context of school development, where they were guided by a policy instrument of the Swedish National Agency for Education. Policy documents, from the agency’s instrument, transcribed interviews with principals, and principals ‘development plans’ (local policy), were analyzed with a focus on what objects seem to guide the thinking and actions of the principals. Specifically, the focus of the analysis regards what meaning digitalization school policy may be conveying to principals in schools, what meanings they attribute to edtech, and how they orient their and teachers’ work towards objects of digitalization in schools., Originally included in thesis in manuscript form.

The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy works on people in schools through meaning-making objects for thinking and acting towards digitalization in schools. A case of Swedish principals working with digitalization in schools was investigated in their municipal context of school development, where they were guided by a policy instrument of the Swedish National Agency for Education. Policy documents, from the agency’s instrument, transcribed interviews with principals, and principals ‘development plans’ (local policy), were analyzed with a focus on what objects seem to guide the thinking and actions of the principals. Specifically, the focus of the analysis regards what meaning digitalization school policy may be conveying to principals in schools, what meanings they attribute to edtech, and how they orient their and teachers’ work towards objects of digitalization in schools., Originally included in thesis in manuscript form.

Denna studies syfte är att belysa hur schemat utformas för att tillgängliggöra utbildning och undervisning för elever inom anpassad grundskola och i elever i grundskolan i behov av särskilt stöd. Detta görs genom att undersöka vilka avvägningar, prioriteringar och hinder som uppstår i schemaläggningsprocessen. Tidigare forskning som presenteras i studien utgörs av faktorer som direkt eller indirekt kan ha betydelse i schemautformningen såsom dygnsrytm, tidspreferenser för lärande, undervisningstidens utformning, elevers behov, exkluderingsfaktorer och elevdelaktighet. Studien är en kvalitativ intervjustudie där fem rektorer och en biträdande rektor intervjuats. För studien har verksamhetsteorin använts vid utformandet av intervjuguide, i bearbetning av transkribering samt i resultatgenomgången. Därtill har aktör-nätverksteorin kopplats in i resultatets avslutande del. Resultatet påvisar att schemat tillgängliggör utbildning och undervisning genom att vara ett verktyg som garanterar undervisningstiden formellt, men som utformas utifrån skolans kontext. Där utgör främst lokaler, personal, ekonomi och skolskjutsar aktörer som både möjliggör utbildning och undervisning, men även exkluderar elever i behov av särskilt stöd eller inom anpassad grundskola schemamässigt. Studien slutsats är att det finns potential i schemat som aktör och verktyg. Avsaknaden av lärarnas och elevernas röst likväl som specialpedagogiken i schemaläggningsprocessen utgör grund för förslag till ytterligare studier. Detta då de behöver beaktas och utforskas vidare i relation till schemats potential specialpedagogiskt och skolutvecklingsmässigt för tillgängliggörandet av utbildning och undervisning., The purpose of this study is to highlight how the schedule is designed to make education and teaching accessible for students in adapted elementary schools and for students in need of special support in regular schools. This is achieved by examining the trade-offs, priorities, and obstacles that arise in the scheduling process. The previous research presented in the study consist of factors that can directly or indirectly influence schedule design, such as circadian rhythms, time preferences for learning, the structure of instructional time, students’ needs, exclusion factors, and student participation. The study is a qualitative interview study in which five principals and one assistant principal were interviewed. For the study, activity theory has been used in the design of the interview guide, in the processing of transcription, and in the review of results. In addition, actor-network theory has been linked to the concluding part of the results. The results show that the schedule makes education and teaching available by being a tool that formally guarantees teaching time, but which is designed based on the school’s context. Here, primarily facilities, staff, finances, and school transport are actors that both enable education and teaching, but also exclude students in need of special support or within adapted primary education in terms of scheduling. The study concludes that there is potential in the schedule as an actor and tool. The absence of teachers and students’ voices as well as special education in the scheduling process forms the basis for suggestions for further studies, as they need to be considered and further explored in relation to the schedule’s potential in special education and school development for making education and teaching accessible.

Digital innovation och digitala verktyg har stor påverkan på sättet som arbete utförs i dagens samhälle. Det påverkar både låg- och högutbildad arbetskraft, men olika arbetsroller blir påverkade på olika sätt. Denna kvalitativa studie har samlat in intervjuer från fondförvaltare till en fallstudie på tre svenska fondbolag. Dessa intervjuer har använts för att skapa en tematisk analys av hur fondförvaltarnas praktiker har förändrats när digitala verktyg implementeras. Studien visade att digitala verktyg på flera sätt har påverkat hur fondförvaltare jobbar, men till skillnad från många andra yrkesgrupper har de fondförvaltare som ingick i fallstudien god möjlighet att påverka de system som implementeras. De ansåg att digitala system var väldigt användbara, så länge det inte tog bort deras kontroll av fonderna. Detta var dock inget de var oroade över då utöver kontroll har de också ett lagligt ansvar för fonden vilket gör implementering av digitala verktyg som automatiserar fondförvaltning omöjligt i Sverige. Därav blir deras praktiker påverkade på ett positivt sätt, fondförvaltare ser positivt på digitala innovationer som underlättar de processer som tidigare varit tidskrävande och ger utrymme för fondförvaltare att spendera mer tid på den typ av arbete som kräver deras expertis., Digital innovation and digital tools have a broad impact on the way that work is done in today's society. It impacts both low- and high skill labour but different professions get impacted in differing ways. This qualitative study has gathered interviews from fund managers to create a case study on three Swedish fund companies. These interviews have been used to create a thematic analysis of how fund managers' practices have changed when digital tools are implemented. The study showed that digital tools in many ways have impacted how fund managers work, but unlike many other professions the fund managers that were part of the case study believed they have a great impact on influencing what type of system is implemented. They felt that digital systems are very useful, as long as it does not impede on their control of the funds. However this was not a great concern of theirs as they felt they had legal security as the ones responsible for the funds, thus making digital tools that automate fund management impossible in Sweden. Therefore their practises are impacted in a positive way, the fund manager looks favourably on digital innovations that eases practices that used to take up more time and gives the fund managers space to spend more time doing the tasks that require their expertise.

PurposeMedical schools have a duty of care to support student wellbeing but there is little guidance on how to translate this mandate into practice. Often schools focus on implementing and reporting individual-level interventions which typically only address one aspect of wellbeing. Conversely, less attention has been paid to holistic school-wide approaches towards student wellbeing that address multiple wellbeing dimensions. Thus, this review sought to improve our understanding of how support is mediated within such school-wide wellbeing programmes.MethodThis critical narrative review was conducted in two stages. First, the authors searched several key databases for papers published up to 25th May 2021, using a systematic search strategy and TREND checklist to guide our data extraction process. We later expanded our search to include literature published from the original date to 20th May 2023. Second, the identified articles were critically analysed using activity theory as a theoretical lens to aid explanation.ResultsWe found school-wide wellbeing programmes emphasize social connectivity and building a sense of community. Tutors take a key role in the activity of supporting students' wellbeing. We mapped out the activity system components to describe the complexity of this tutor role. This analysis illustrated: tensions and contradictions in the system which may open up opportunities for change; the importance of context for influencing how system components interact; and that students' trust underpins the whole activity system.ConclusionsOur review shines a light into the black-box of holistic school-wide wellbeing programmes. We identified that tutors play a key role in wellbeing systems but confidentiality is a recurring tension which may jeopardise a wellbeing system. The time has come to investigate these systems in more detail, embracing and exploring the role of context at the same time as looking for common threads.

Bakgrund Behandlingsriktlinjer omsätter vetenskaplig evidens till praktiska regler. De är en del av sjukvårdens säkerhetsåtgärder och syftar till att göra vården säker, enhetlig, möjliggör kvalitetskontroll och minskar sjukvårdskostnader. Men det är också viktigt att inte förväxla skapande eller hantering av dokument med att hantera faktisk säkerhet. Ett strikt fokus på följsamhet till regler kan vara problematisk på grund av skriftliga reglers begränsningar och antaganden om användarna och situationerna de ställs inför, vilket kan leda till sämre anpassningsförmåga vid hantering av komplexa situationer. Syfte Att undersöka hur behandlingsriktlinjer används i prehospital akutsjukvård. Detta innefattar att undersöka hur de används, i vilka situationer, deras roll ur ambulanspersonalens perspektiv och hur de samspelar inom ett komplext nätverk av åtgärder, flera målsättningar och andra faktorer. Metod En kvalitativ metod som kombinerar observationer och intervjuer användes för att förstå hur ambulanspersonal agerar och hur behandlingsriktlinjer påverkar deras handlingar. Aktivitetsteori användes kunde för att analysera behandlingsriktlinjernas roll i ett aktivitetssystem, bestående av aktörer, mål, verktyg, mål, samverkan och fördelning av arbetsuppgifter. Resultat I rutinmässiga situationer tenderar erfarna ambulansteam att förlita sig på internaliserade regler snarare än att läsa behandlingsriktlinjerna. Riktlinjer används främst inför en förväntad patientkontakt, i synnerhet vid ovanligare eller potentiellt kaotiska situationer. De används också till att förbereda för situationer där regler behöver individuellt anpassas, till exempel vid omhändertagande av barn, eller för att eliminera osäkerhet när snabba åtgärder är nödvändiga. Erfarna team söker oftare efter specifik information såsom läkemedelsdoser eller undantag från inlärda regler medan oerfarna team i större utsträckning läser material i sin helhet. Slutsats Användning av behandlingsriktlinjer i prehospital, Background: Clinical practice guidelines (CPGs) translate scientific knowledge into practical rules. They aim to improve safety, ensure consistency, enable quality control, and mitigate rising healthcare costs. CPGs and other written instructions are often the target or result of safety interventions in healthcare, but it is important to avoid the trap of managing documents rather than actual safety. Strict adherence to rules is often impractical due to their inherent limitations, structural incompleteness, variability in persons and processes, assumptions about users, undefined application conditions, organisational variability, and references to ideal situations. Overemphasising compliance can shift priorities, making adherence to rules an aim rather than a means to achieve goals, and leading to requests for written rules for tasks previously managed locally. It also reduces practitioners' capacity to adapt and balance competing rules, which are essential for managing safety in complex environments. By understanding practitioners’ use of CPGs and their role in prehospital care, we can address conflicts and inform development of structure, content, and design more effectively. Aim: To explore how CPGs mediate action in prehospital emergency care. This includes examining their use, understanding their role from the perspective of practitioners, and investigating how they interplay within a complex network of actions, multiple goals, objectives, and other factors. Methods: A qualitative approach combining observational and interview data examines the actions of ambulance teams and the mediating effect of CPGs on action. Activity theory is used as a framework, analysing how CPGs function within an activity system portrayed by subject, goals or objects, rules and norms, interactions, task division, and the mediating role of CPGs. Results: In routine situations, experienced ambulance teams tend to rely more on internalised rules and norms than on consulting CPGs. CPGs a

This research explores the use of Artificial Intelligence (AI), specifically Large Language Models (LLMs), into the operationalization of Government Technology (GovTech) benchmarks to increase their utility for policymakers. Research and practice consistently highlight persistent challenges in GovTech benchmarking, such as resource-intensive methodologies that provide retrospective rather than real-time analysis, a lack of complexity that overlooks digital infrastructures and emerging technologies in favor of simpler metrics, and improper levels of aggregation that can render results less useful. Considering that benchmarks can significantly influence political outcomes and shape the development of GovTech services, refining benchmarking methodologies using LLMs can mitigate these issues and potentially improve the responsiveness and relevance of government actions that better serve societal needs. Using Design Science Research Methodology and Activity Theory, an artefact is developed that combines an LLM with Retrieval-Augmented Generation (RAG), fine-tuning and prompt-engineering. The artefact is used to operationalize the GTMI-benchmark by the World Bank. The development of a benchmark specifically tailored for operationalization by LLMs is proposed, with a preliminary design for an AI-Supported GovTech Index (AGTI) outlined., Engineering and Policy Analysis

Two educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

Bakgrund Behandlingsriktlinjer omsätter vetenskaplig evidens till praktiska regler. De är en del av sjukvårdens säkerhetsåtgärder och syftar till att göra vården säker, enhetlig, möjliggör kvalitetskontroll och minskar sjukvårdskostnader. Men det är också viktigt att inte förväxla skapande eller hantering av dokument med att hantera faktisk säkerhet. Ett strikt fokus på följsamhet till regler kan vara problematisk på grund av skriftliga reglers begränsningar och antaganden om användarna och situationerna de ställs inför, vilket kan leda till sämre anpassningsförmåga vid hantering av komplexa situationer. Syfte Att undersöka hur behandlingsriktlinjer används i prehospital akutsjukvård. Detta innefattar att undersöka hur de används, i vilka situationer, deras roll ur ambulanspersonalens perspektiv och hur de samspelar inom ett komplext nätverk av åtgärder, flera målsättningar och andra faktorer. Metod En kvalitativ metod som kombinerar observationer och intervjuer användes för att förstå hur ambulanspersonal agerar och hur behandlingsriktlinjer påverkar deras handlingar. Aktivitetsteori användes kunde för att analysera behandlingsriktlinjernas roll i ett aktivitetssystem, bestående av aktörer, mål, verktyg, mål, samverkan och fördelning av arbetsuppgifter. Resultat I rutinmässiga situationer tenderar erfarna ambulansteam att förlita sig på internaliserade regler snarare än att läsa behandlingsriktlinjerna. Riktlinjer används främst inför en förväntad patientkontakt, i synnerhet vid ovanligare eller potentiellt kaotiska situationer. De används också till att förbereda för situationer där regler behöver individuellt anpassas, till exempel vid omhändertagande av barn, eller för att eliminera osäkerhet när snabba åtgärder är nödvändiga. Erfarna team söker oftare efter specifik information såsom läkemedelsdoser eller undantag från inlärda regler medan oerfarna team i större utsträckning läser material i sin helhet. Slutsats Användning av behandlingsriktlinjer i prehospital, Background: Clinical practice guidelines (CPGs) translate scientific knowledge into practical rules. They aim to improve safety, ensure consistency, enable quality control, and mitigate rising healthcare costs. CPGs and other written instructions are often the target or result of safety interventions in healthcare, but it is important to avoid the trap of managing documents rather than actual safety. Strict adherence to rules is often impractical due to their inherent limitations, structural incompleteness, variability in persons and processes, assumptions about users, undefined application conditions, organisational variability, and references to ideal situations. Overemphasising compliance can shift priorities, making adherence to rules an aim rather than a means to achieve goals, and leading to requests for written rules for tasks previously managed locally. It also reduces practitioners' capacity to adapt and balance competing rules, which are essential for managing safety in complex environments. By understanding practitioners’ use of CPGs and their role in prehospital care, we can address conflicts and inform development of structure, content, and design more effectively. Aim: To explore how CPGs mediate action in prehospital emergency care. This includes examining their use, understanding their role from the perspective of practitioners, and investigating how they interplay within a complex network of actions, multiple goals, objectives, and other factors. Methods: A qualitative approach combining observational and interview data examines the actions of ambulance teams and the mediating effect of CPGs on action. Activity theory is used as a framework, analysing how CPGs function within an activity system portrayed by subject, goals or objects, rules and norms, interactions, task division, and the mediating role of CPGs. Results: In routine situations, experienced ambulance teams tend to rely more on internalised rules and norms than on consulting CPGs. CPGs a

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

Curriculum resources such as textbooks and lesson guides communicate messages about the social relations between the teacher, students, artefacts, and the mathematics. Because of their implicit nature, these messages can be hard to surface and perhaps therefore are not frequently covered in curriculum resource analysis. Tackling this shortcoming, we examine mathematics lesson guides or the daily lesson descriptions written for elementary teachers. Drawing on multimodality and activity theory, we characterize the social relations messaged in the lesson guides in terms of two constructs: authority and distance. We present and illustrate an analytical approach to uncovering these messages in lesson guides from Sweden, USA, and Flanders. Our analytical approach enabled us to distinguish configurations of social relations that vary primarily across the three educational contexts, which strengthens our argument for viewing the configuration of social relations as a cultural script.

Informed by Sociocultural approaches to learning, collaborative activities in general and collaborative writing (CW), in particular, have attracted the attention of both educators and researchers in the field of second language learning (e.g., Storch, 2013). Several studies (see Storch, 2017) reported on the language learning benefits of CW and how different factors (e.g., task type) impact on the affordance of language learning opportunities. However, to date, despite research demonstrating the range of factors affecting group dynamics, the effect of group size and partner change has been under-researched. Adopting a Sociocultural perspective, this research project addressed these gaps in the literature in two separate Studies: Study 1 investigated the impact of group size and Study 2 looked at partner change. The findings were interpreted from an Activity Theory perspective to gain a deeper understanding of the interaction between individual and contextual factors affecting the participants’ behaviour. This research project was conducted in a private English college in Australia. Collectively, 23 high-intermediate to advanced English as a Second Language (ESL) students participated in the research project in two separate Studies. In Study 1 (i.e., Group size), carried out over five weeks, three pairs and three triads wrote three collaborative essays and collaboratively processed the teacher’s feedback in two Collaborative Feedback Processing (CFP) activities. In Study 2 (partner change), which was conducted over a longer period of time (8 weeks), the participants were required to collaborate in six CW and four CFP tasks. To collect data, I used a mixed-methods research design to collect both qualitative and quantitative data using a pre-study survey, Zoom video recording of the student interactions, Google Docs (CW and CFP tasks), interviews and individual essay writing tasks. It should be noted that, despite the initial in-person data collection design, due to th

This article aims to contribute to an understanding of how social and institutional factors affect the language learning environments of university students studying less-commonly taught languages (Turner, 1958), at beginner level by distance online. The empirical material is drawn from longitudinal case studies of students who enrolled in beginner-level distance courses in LCTLs at a regional Swedish university in the early 2010s. The study supports previous research illustrating the importance of sociocultural factors in learning activities. Furthermore, the study adds to research showing that for LCTLs an online learning context provides affordances that simply may not exist in campus settings and makes the study of LCTLs accessible to people for whom it would otherwise not be, an important contribution to linguistic diversity. The novel finding of this study is the direct and clearly articulated effect of different policies and frameworks on individuals’ choices of how, when and where to study, which suggests a need to examine further the ways that government and supranational entities shape the decisions made by adult learners.

Purpose The purpose of this paper is to describe and explore the current state of internet regulation through content filters in Swedish public libraries. Design/methodology/approach Data was collected through an electronic survey directed to library managers of Sweden’s 290 main municipal libraries. 164 answers were returned, yielding a 57% response rate. The analysis comprises descriptive statistics for quantitative data and an activity theory approach with focus on contradictions for qualitative counterparts. Findings In total, 33% of the responding libraries report having content filters; 50% have not; and a surprising 18% do not know. There is a strong correlation between internet misuse and positive attitudes towards filters, and, reversely, between lack of misuse and lack of active stances concerning filters. Rather than seeing this as weakness, the authors suggest that there is strength in a context-bound flexibility open to practical experience and weighting of values, ethics, legislation and local circumstances. More troublesome indications concern the high deferral of decision-making to local authorities (municipalities) whereby libraries are left with limited insight and influence. Research limitations/implications The situation calls for professional organisations to address political mandate questions, and educational programs to strengthen future information professionals’ knowledge of IT in general; filter issues in specific; and local authority decision-making. The study highlights the need of adequate information professional competences and mandates to decide on and oversee internet regulation. Originality/value To the best of the authors’ knowledge, this is the first internationally published study on content filters in Swedish public libraries.

Research aim and relevance to Nordic educational research: This study examines two of the mayor paradigms that in the last decade has gained impact on educational policies in Europe: inclusive education and the digitalisation of education. Although the amount of research about each paradigm is vast, there is less known about the relation between the two. The Nordic schools are among the most technology dense schools in Europe (IMD, 2021). In Sweden, several governmental initiatives to implement digital technology in education have been launched since the late 1960’s (e.g, Gu & Lindberg, 2021) and new curricula and policies accentuates the importance of ensuring every child’s ability to participate in and contribute to the digitalised society. Concerns about ‘every child’ is also the foundation of the so called Nordic model of education (e.g. Lundahl, 2016). To that end, this study adds knowledge to the sparsely researched area of the special education practice in digitalised school systems guided by the RQ: How can inclusive education and the digitalisation of education be understood in relation to the special education practice? Theoretical framework: To analyse how structural and educational changes transform object-oriented special education activities for SENCOs and SETs, this article uses the theoretical framework CHAT (Engeström, 1987, 2015). The analytical focus of this study is to analyse how the SENCOs and SETs describe the object of inclusive education in a digitalised special education practice by using the concepts of contradictions and congruencies. Methods: The study was conducted in a mid-sized municipality in Sweden and combines data from seven interviews and 36 surveys with special education practitioners. The motive for the mixed method was to gain both deep and broad knowledge about the studied phenomena (Johnson et al., 2007) – the special education practice in digitalised school systems. Expected results: The yet tentative results are exp

This article aims to contribute to an understanding of how social and institutional factors affect the language learning environments of university students studying less-commonly taught languages (Turner, 1958), at beginner level by distance online. The empirical material is drawn from longitudinal case studies of students who enrolled in beginner-level distance courses in LCTLs at a regional Swedish university in the early 2010s. The study supports previous research illustrating the importance of sociocultural factors in learning activities. Furthermore, the study adds to research showing that for LCTLs an online learning context provides affordances that simply may not exist in campus settings and makes the study of LCTLs accessible to people for whom it would otherwise not be, an important contribution to linguistic diversity. The novel finding of this study is the direct and clearly articulated effect of different policies and frameworks on individuals’ choices of how, when and where to study, which suggests a need to examine further the ways that government and supranational entities shape the decisions made by adult learners.

Purpose The purpose of this paper is to describe and explore the current state of internet regulation through content filters in Swedish public libraries. Design/methodology/approach Data was collected through an electronic survey directed to library managers of Sweden’s 290 main municipal libraries. 164 answers were returned, yielding a 57% response rate. The analysis comprises descriptive statistics for quantitative data and an activity theory approach with focus on contradictions for qualitative counterparts. Findings In total, 33% of the responding libraries report having content filters; 50% have not; and a surprising 18% do not know. There is a strong correlation between internet misuse and positive attitudes towards filters, and, reversely, between lack of misuse and lack of active stances concerning filters. Rather than seeing this as weakness, the authors suggest that there is strength in a context-bound flexibility open to practical experience and weighting of values, ethics, legislation and local circumstances. More troublesome indications concern the high deferral of decision-making to local authorities (municipalities) whereby libraries are left with limited insight and influence. Research limitations/implications The situation calls for professional organisations to address political mandate questions, and educational programs to strengthen future information professionals’ knowledge of IT in general; filter issues in specific; and local authority decision-making. The study highlights the need of adequate information professional competences and mandates to decide on and oversee internet regulation. Originality/value To the best of the authors’ knowledge, this is the first internationally published study on content filters in Swedish public libraries.

References: • Acaso, M. (2013). Reduvolution. Paidós Ibérica. • Chen, K.H. (2019). Self-identity and self-esteem during different stages of adolescence: The function of identity importance and identity firmness. Chinese Journal of Guidance and Counseling, 55, 27-56. • Biesta, G. (2020). Educational research: An unorthodox introduction. Bloomsbury. • Burnard, P. (2012). Musical creativities in practice. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199583942.001.0001 • Burnard, P., & Dragovic, T. (2014). Collaborative creativity in instrumental group learning as a site for enhancing pupil wellbeing. Cambridge Journal of Education: Special Issue ‘Creativity and Wellbeing’, 45(3), 371-392. https://doi.org/10.1080/0305764X.2014.934204 • Castells, M. (2012). Networks of outrage and hope: Social movements in the Internet Age. Polity Press. • Cochran-Smith, M., & Litle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press. • Craft, A., Cremin, T., Burnard, P., & Chappell, K. (2007). Developing creative learning through possibility thinking with children aged 3-7. In A. Craft, T., Cremin, & P. Burnard (Eds.), Creative Learning 3-11 and How We Document It. Trentham. • Cremades, R., Lorenzo, O., & Turcu, I. R. (2015). Raï music as a generator of cultural identity among young Maghrebies. International Review of the Aesthetics and Sociology of Music, 175-184. • Csikszentmihalyi, M. (1998). Creatividad: el fluir y la psicología del descubrimiento y la invención. Paidós. • Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), The Handbook of Creativity (pp. 313-335). Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.018 • Decreto 23/2007, de 10 de mayo, del Consejo de Gobierno, por el que se establece para la Comunidad de Madrid el currículo de la Educación Secundaria Obligatoria (BOCM nº. 126, de 29 de mayo de 2007). • DeNora, Music plays an important role in the construction of identity in adolescence. However, few studies have explored the relationship between the formation of group identities in adolescence and musical creation as an experiential group activity in secondary school. Therefore, the aim of the present study was to shed light on the formation of group identities in the classroom and determine the factors involved in this process. An educational project focusing on participatory musical creation was carried out in three Spanish secondary schools, involving 267 students. Data were collected by means of participant and non-participant observation, a classroom diary, a questionnaire and video recordings, analysed within the framework of activity theory. The results revealed the influence of a number of interconnected determinants on the formation of group identity in the classroom: (1) student involvement in all stages of the project; (2) the construction of meaningful musical experiences through the students’ role as musicians; (3) the classroom climate; (4) the emergence of positive emotions; (5) high motivation to learn; and (6) student identification with their own music. These results indicate the useful role of music creation in the formation of group identity., Glazba ima važnu ulogu u izgradnji identiteta tijekom adolescencije. Unatoč tome, malo je studija istraživalo odnos između oblikovanja grupnih identiteta u adolescenciji i glazbenoga stvaranja kao iskustvene grupne aktivnosti u srednjoj školi. Stoga je cilj ovoga istraživanja bio osvijetliti oblikovanje grupnih identiteta u razredu i utvrditi čimbenike uključene u taj proces. Proveden je obrazovni projekt s fokusom na participacijsko glazbeno stvaranje u tri srednje škole u Španjolskoj. U projektu je sudjelovalo 267 učenika. Podatci su sakupljeni metodama sudioničkoga promatranja, promatranja bez sudjelovanja, razrednoga dnevnika, upitnika i videozapisa, a analizirani su unutar okvira teorije aktivnosti. Rezultati pokazuju utjecaj određenoga broja međusobno povezanih faktora na oblikovanje grupnoga identiteta u učionici: (1) učenički angažman u svim stadijima projekt, (2) stvaranje značajnih glazbenih iskustava kroz učeničke uloge glazbenika, (3) razredno ozračje, (4) javljanje pozitivnih emocija, (5) visoka motivacija za učenje i (6) poistovjećivanje učenika s vlastitom glazbom. Navedeni rezultati otkrivaju pozitivno djelovanje glazbenoga stvaralaštva na oblikovanje grupnoga identiteta., AEI Agencia Estatal de Investigación, Spanish Ministry of Science and Innovation, State Research Agency (grant number RTI2018-096532-A-I00), Depto. de Didáctica de las Lenguas, Artes y Educación Física, Fac. de Educación, TRUE, pub

Contribution: This article presents a comprehensive overview of characteristics of educational designs of collaborative engineering design activities found in literature and how these characteristics mediate students' collaboration. Background: Engineers have to solve complex problems that require collaboration. In education, various collaborative engineering design activities have been implemented to prepare students for these professional practices. According to cultural historical activity theory (CHAT), educational activities can be described in terms of interrelated elements, i.e., subject, object, tools, rules, division of labor, and community, that influence learning outcomes. A key issue is how these elements mediate students' collaborative efforts and how they contribute to learning. Research Questions: 1) How is collaborative learning implemented in engineering design education? 2) How do the elements of CHAT and their interrelations mediate collaborative learning? and 3) What is the evidence that the implementation of collaborative learning contributed to the achievement of desired learning outcomes? Methodology: A systematic literature review following preferred reporting items for systematic review and meta-analyses protocols guidelines was conducted, including 111 articles published between 2011 and 2021. CHAT was used as analytical framework. Findings: Collaborative learning was implemented in engineering design activities to develop technical as well as nontechnical skills. For the CHAT elements, it was found that establishing a common object, rules for collaboration, and division of labor are essential for effective collaboration and can be enhanced through digital technologies (tools) and support from a community, for example, educators. Finally, results showed that there is evidence that described implementations contribute to learning. However, this evidence needs to be interpreted with care, due to methodological issues in some included artic, Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public, Space Systems Egineering, Web Information Systems

The study examines how a small-scale formative intervention and concepts from both activity theory and salutogenic perspective can be used to support teachers' transformative agency and school development work. The research questions have focused on capacity for change, sense of coherence (SOC) and the significance of local conditions for change initiatives. The theoretical and methodological framework in the study stems from third generation activity theory and salutogenic perspective. The study has a qualitative approach and was conducted through a formative intervention with six teachers, in collaboration with a municipal secondary school. Data have been collected through participant observation, reflection logs and semi-structured interviews, and processed through thematic analysis based on the theoretical standpoints. In addition, the studied school and the intervention group have been analysed as two interacting activity systems. The results show that the prevailing conditions of the individual school greatly affect development initiatives and change processes, as well as the teachers' transformative agency. Furthermore, it appears that emotional aspects and intra- and interpersonal factors have a significant impact on the actions of both teachers and school management. The results also suggest that the SOC concept can be incorporated in formative interventions, both as a facilitating instrument and as a secondary stimulus., I studien undersöks hur en småskalig formativ intervention och koncept från både aktivitetsteori och salutogent perspektiv kan användas för att stödja lärares transformativa agentskap och skolans utvecklingsarbete. Forskningsfrågorna har fokuserat på förändringskapacitet, känsla av sammanhang (KASAM) och de lokala villkorens betydelse för förändringsinitiativ. Studiens teoretiska och metodologiska ramverk utgår från tredje generationens aktivitetsteori och salutogent perspektiv. Undersökningen har en kvalitativ ansats och genomfördes inom ramen för en formativ intervention med sex lärare, i samarbete med en kommunal högstadieskola. Data har samlats in via deltagande observation, reflektionsloggar och semistrukturerade intervjuer, och bearbetats genom tematisk analys utifrån de teoretiska utgångspunkterna. Därtill har den studerade verksamheten och interventionsgruppen analyserats som två interagerande aktivitetssystem. Resultatet visar att den enskilda skolans rådande villkor i hög utsträckning påverkar utvecklingsinitiativ och förändringsprocesser, liksom lärarnas transformativa agentskap. Vidare framgår att emotionella aspekter och intra- och interpersonella faktorer har en betydande inverkan både lärarnas och skolledningens agerande. Resultatet tyder också på att KASAM-konceptet kan inkorporeras i formativa interventioner, både som ett möjliggörande instrument och som sekundär stimulus.

Kako bismo pristupili sistemskom sagledavanju kompleksne umreženosti aktera jedne školske zajednice usmerenih na postizanje obrazovnih ciljeva, oslanjamo se na koncept škole kao zajednice učenja (ZU). Integrativni model škole kao zajednice učenja (OECD, 2016) specifikuje 7 dimenzija koje konstituišu ZU: 1) postojanje ciljeva, misije i vizije škole, a koji su usmereni na učenje učenika; 2) postojanje jake podrške profesionalnom razvoju zaposlenih; 3) izražena kultura kolaboracije kojom se uvezuje delovanje različitih aktera; 4) postojanje klime koja podržava eksploraciju strategija rada i razmatranje inovativih pristupa; 5) donošenje odluka koje počivaju na rezultatima stanja i/ili napretka; 6) povezanost ustanove sa njenim spoljašnjim okruženjem; 7) praktikovanje liderstva direktora škole koje je usmereno na učenje. OECD model predstavlja značajan napredak u sistematizaciji dimenzija ZU. Međutim, izostaje konceptualizacija njihove međupovezanosti, koja bi omogućila razumevanje dinamike, tj. funkcionisanja škola kao ZU i mapiranja dinamičkih aspekata sistema koji oblikuju dalju transformaciju škole u ZU. Kako bismo prevazišli identifikovani nedostatak, predlažemo proučavanje ZU, koncipirane preko OECD modela, kroz okvir kulturno-istorijske Teorije delatnosti (KITD) treće generacije (Sannino & Engestrom, 2018). Cilj ovog rada je predstavljanje konceptualne kompatibilnosti ovih pristupa, te komparativne prednosti proučavanja ZU kroz okvir KITD. Na osnovu konceptualne analize, identifikovana je epistemološka kompatibilnost dva pristupa, koju prepoznajemo u tome što su oba: a) sistemski pristupi; b) stanovišta da su psihološki procesi i praksa posredovani simboličkim i materijalnim socio-kulturnim resursima; c) uverenja da je ZU sistem koji je fleksibilan, tj. prilagođava se spoljašnjim promenama; d) usmereni na unapređenje prakse. Komparativne prednosti proučavanja ZU kroz okvir KITD mapirane su u: a) naglašavanju značaja dijahrone dimenzije, tj. u praćenju istorijskih, In order to systematically study the complex network of school actors who work together in achieving educational goals, we rely on the concept of school as a learning community (LC). The Integrative model of the school as a learning organization (OECD, 2016) specifies 7 dimensions that constitute the LC: 1) establishment of school mission and vision aimed at student learning; 2) devotion to the professional development of the staff; 3) culture of collaboration that binds the actions of different actors; 4) culture that supports the exploration and innovative approaches; 5) data-based decision making; 6) collaboration of the school and the external environment; 7) school principal leadership focused on learning. OECD model represents a significant improvement in the systematization of the dimensions of LC. However, it lacks conceptualization of their interconnectedness, which would advance our understanding of the dynamic aspects of the schools as LSs and, hence, dynamic factors that affect further transformation of the schools into LC. In order to overcome this shortcoming, we suggest studying the LCs, defined in the OECD model, through the lens of cultural-historical Activity theory (CHAT) of the third generation (Sannino & Engestrom, 2018). The aim of this paper is to present a conceptual overview of the compatibility of these frameworks, and comparative advantages of studying the LC through the lens of CHAT. Conceptual analysis revealed the epistemological compatibility of the two approaches, in sense that both: a) are systemic approaches; b) view psychological processes and practice as mediated by symbolic and material socio-cultural resources; c) define LC as a flexible system, i.e. adaptable to external changes; d) aim at improving practice. The comparative advantages of studying LC through the lens of CHAT are recognized in: a) emphasizing the importance of the diachronic dimension - mapping the historical transformations of the system, which shows how the ob

The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.

Against the backdrop of English being the academic lingua franca, Chinese medical doctors are under tremendous pressure to get their research published in English-medium journals. This paper reports on a multiple-case study of Chinese medical doctors’ scholarly publishing in English. Drawing on multiple types of data collected from two doctors at a major hospital affiliated with a top research-intensive university in mainland China, we explored the focal participants’ perspectives on their difficulties in scholarly publishing, their strategies for addressing these difficulties, and the factors and resources at work in their navigation of the publishing processes. Informed by Activity Theory, we identified contradictions within the doctors’ scholarly publishing activity systems. We focused on the rules and tools that framed the doctors’ scholarly publishing activities, and our findings revealed how they drew on an array of tools and signs to resolve the contradictions and meditate their scholarly publishing endeavors. Our study points to the need for institutional policies and initiatives to support Chinese medical doctors aspiring for international publication, En un contexto en el que el inglés es la lengua franca académica, los médicos chinos se ven sometidos a una enorme presión para publicar sus investigaciones en revistas anglosajonas. Este artículo presenta un estudio de varios casos centrado en las publicaciones académicas en inglés por parte de médicos chinos. Con base en diferentes tipos de datos recogidos de dos médicos de un prestigioso hospital afiliado a una universidad de perfil investigador en China continental, exploramos las perspectivas de los participantes sobre sus dificultades en la publicación académica, sus estrategias para hacer frente a estas ellas y los factores y recursos que intervienen en los procesos de publicación. Basándonos en la Teoría de la Actividad, identificamos contradicciones en los sistemas de actividad de publicación académica de los doctores. Nos centramos en las reglas y herramientas que enmarcaban las actividades de publicación académica de los doctores. Nuestros hallazgos evidenciaron cómo recurrían a una serie de herramientas y signos para resolver esas contradicciones y reflexionar acerca de sus esfuerzos de publicación académica. Nuestro estudio pone de manifiesto la necesidad de políticas e iniciativas institucionales para apoyar a los médicos chinos que aspiran a publicar a nivel internacional

The purpose of this study was to use activity theory to analyze the mathematics difficulties of indigenous low-achieving students, to develop culturally integrated mathematics remedial modules to solve this difficulty and test the student's learning outcomes. This research applied the case study method and invited twelve grade 4-5 Truku indigenous students as the participants. The research tools used for analysis included a teacher-student interview outline, an indigenous culture integration mathematics remedial teaching module, classroom videos, and reflection logs. The results showed that the difficulties of indigenous low-achieving students were among the tools, community, rule, and division of labor by activity theory analysis, which caused them to produce contradictory emotions towards mathematics. In the second stage, the study team developed an indigenous culture integrated into the mathematics remedial module to solve the difficulties. After teaching, 70% of the indigenous low-achieving students improved their math performance. The cultural dual-guidance teaching strategy expanded the indigenous students' ability to use multiple representations to solve problems, promoted confidence to present their solving method, and showed the ability to contribute to the group.

Productivity in the Architecture, Engineering, and Construction (AEC) industry is lacking. Projects in the industry have become larger and complex, leading to increasing amounts of information involved in the life cycle of a project. The low productivity of the construction industry over the previous decades has been linked to a ‘lack of communication and collaboration through information sharing’ (Boktor et al., 2014). In response, the industry has been searching for ways to systematize information sharing in a project. Building Information Modelling (BIM) has been widely embraced by the AEC industry as the answer to the difficulties in the industry. However, the implementation of BIM has not gone as smoothly as hoped. Extensive research has been done towards the barriers to BIM implementation and has resulted in the identification of three main categories of barriers: people, process, and technology. However, these results fail to acknowledge BIM is not the only method for communication in a project. The AEC industry is a knowledge-based industry that heavily relies on the experience of the people and their ability to collaborate with one another. This research considers a communication processes adept to the exchange of tacit knowledge, messy talk. In this research, the relationship between BIM and messy talk will be studied using activity theory. The main question reads: How can an organization enable effective project team context communication practices in BIM-enabled construction projects? The research is made up of three phases and was conducted using qualitative methods. The first phase consisted of creating a comprehensive understanding of the two concepts of this research, the use of BIM in BIM-enabled construction projects and messy talk. The second phase of the research was focused on testing this research proposition based on empirical data, collected through interviews and a case study. The empirical analysis was done using activity, Civil Engineering | Construction Management and Engineering

This article aims to contribute to an understanding of how social and institutional factors affect the language learning environments of university students studying less-commonly taught languages (Turner, 1958), at beginner level by distance online. The empirical material is drawn from longitudinal case studies of students who enrolled in beginner-level distance courses in LCTLs at a regional Swedish university in the early 2010s. The study supports previous research illustrating the importance of sociocultural factors in learning activities. Furthermore, the study adds to research showing that for LCTLs an online learning context provides affordances that simply may not exist in campus settings and makes the study of LCTLs accessible to people for whom it would otherwise not be, an important contribution to linguistic diversity. The novel finding of this study is the direct and clearly articulated effect of different policies and frameworks on individuals’ choices of how, when and where to study, which suggests a need to examine further the ways that government and supranational entities shape the decisions made by adult learners.

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1-5), preschool class (age 6) and grade 1-3 (age 7-9) in three Swedish school units. The teachers' descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children's initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1-3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical, The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

The justice system is undergoing an intense digital transformation, which demands adaptations to new processes and work dynamics, with the consequent development of skills for creating, using and sharing information throughout life. This article is a multiple case study with a qualitative approach, carried out in institutions of the justice system, with the objective of identifying convergences and conflicts between theory and practice on the topics information literacy and social innovation in the practiceof actors in the justice system, verifying the existence of possible gaps in the development of these processes. Data collection techniques consisted of documentary research and semi-structured interviews. Data analysis was performed using Activity Theorytofind ambiguities and contradictions between theory and practice in the justice system. The results point to the importance of continued training and an interdisciplinary approach between information literacy and social innovation, in order to overcome challenges related to the use of information. One concludes that there is a potential field of research related to the development of information literacy for the implementation of social innovations, such as the 2030 Agenda., O sistema de justiça passa por uma intensa transformação digital, o que demanda a adequação aos novos processos e dinâmicas de trabalho, com o consequente desenvolvimento de habilidades para a criação, uso e compartilhamentoLda informação ao longo da vida. O presente artigo se trata de estudo de caso múltiplo com abordagem qualitativa, realizado em instituições do sistema de justiça, com o objetivo de identificar convergências e conflitos entre teoria e prática sobre os temascompetência em informação e inovação social na prática dos atores do sistema de justiça, verificando-se a existência de possíveis lacunas no desenvolvimento desses processos. As técnicas de coleta de dados consistiram de pesquisa documental e de entrevistas semiestruturadas. A análise dos dados foi feita por meio da Teoria da Atividade com vistas a encontrar ambiguidades e contradições entre teoria e prática no sistema de justiça. Os resultados apontam para a importância da capacitação continuada e de uma abordagem interdisciplinar entre a competência em informação e a inovação social, para superar desafios ligados ao uso informacional. Conclui-se que há um potencial campo de pesquisa relacionado ao desenvolvimento da competência em informação para a implementação de inovações sociais, tais como a Agenda 2030.

Recently, campus strategies have become popular in managing portfolios of real estate. The growth of business and employment on campuses has continued unabated in recent years, leading to the conclusion that campuses are a popular location and an engine for new and innovative activity. Because of the thirteen added values that a campus can offer to an organization, the Landelijke Eenheid wants to implement a campus to support the organization and consequently also support future operational processes. However, for the Landelijke Eenheid it is still unclear and abstract what a police campus looks like because they have never developed a police campus so there is not a campus assessment framework on how to make a police campus yet. What we know about the police campus at the moment is not enough. Therefore, this research will investigate what a campus can offer to the organization of the Landelijke Eenheid for the location of Driebergen. By making use of the four perspectives of den Heijer, a new campus assessment framework is made to help the Landelijke Eenheid with an overview of their ambition and vision document and the four real estate documents that are used within this research. The empirical part will focus on the new campus assessment framework and how the occurring contradictions can be solved. The input for the research will be conducted through both qualitative and inductive research. Semi-structured interviews are held and a case study about a campus with similar contradictions (Brightlands Chemelot campus) is executed. The theoretical review will focus on the campus, its management and the operationalization of a campus. The Activity Theory by Engeström is used to examine the activity of creating a police campus and serves as the conceptual framework. The goal in this research is to formulate an outcome of how a campus can support the organization of the Landelijke Eenheid., Architecture, Urbanism and Building Sciences | Management in the Built Environment

Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system of efl pre-service teachers (pst). As novice practitioners, efl pst are exposed to these con­tradictions while engaging in new activity systems, particularly when learning to put theory into practice. Hence, this case study examines the contradictions that an efl pst, from a university in Córdoba, Colombia, faced when incorporating digital literacy practices (dlp) in her planning as a result of her interaction with the activity theory (at) ele­ments. It also describes the shifts in agency that occurred when she was exposed to contradictory dynamics of teaching. The study involved the pst and a group of 35 students in 10th grade. Class observations and semi-structured inter­views with the pst revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules. They also indicated how the identified contradictions could form the basis for a shift in her teaching activity system. These results suggest teaching programs should not only concentrate on how much our students learn new strat­egies but also on how much they have acquired transferable skills for transforming their contexts. Keywords: Activity theory; contradictions; digital literacy practices; pre-service teachers; efl; teacher education., Les réformes pédagogiques, les méthodes d’enseignement de l’anglais et les exigences institutionnelles présentent un nombre important de contradictions dans le système d’activité des enseignants en formation initiale. En tant que praticiens novices, les futurs enseignants sont exposés à ces contradictions tout en s’engageant dans de nouveaux systèmes d’activités, en particulier lorsqu’ils apprennent à mettre la théorie en pratique. Par conséquent, cette étude de cas a examiné les contradictions auxquelles une enseignante d’efl en formation initiale a été confrontée lors de l’incorporation de pratiques d’alphabétisation numérique (dlp) dans sa planification en raison de son interaction avec les éléments de la théorie de l’activité (ta). Il décrivait également les changements d’agence qui se produisaient lorsqu’elle était exposée à des dynamiques d’enseignement contradictoires. L’étude a impliqué l’enseignant en formation initiale et un groupe de 35 élèves en 10e année. Les observations et les entretiens semi-structurés ont révélé des contradictions en termes d’artefacts médiateurs, d’objets, de division du travail et de règles. Ils ont également indiqué comment les contradictions identifiées pourraient constituer la base d’un changement dans son système d’activités d’enseignement. Ces résultats suggèrent que les programmes d’enseignement ne devraient pas seulement se concentrer sur la façon dont nos élèves apprennent de nouvelles stratégies, mais aussi sur la façon dont ils ont acquis des compétences transférables pour transformer leurs contextes., As reformas educacionais, os métodos de ensino do inglês e os requisitos institucionais apresentam um número significativo de contradições no sistema de atividade dos professores em formação de inglês como língua estrangeira. Como praticantes novatos, os professores em formação estão expostos a essas contradições enquanto se envolvem em novos sistemas de atividades, especialmente quando aprendem a colocar a teoria em prática. Portanto, este estudo de caso examinou as contradições que uma professora efl enfrentou ao incorporar práticas de letramento digital (pld) em seu planejamento como resultado de sua interação com elementos da teoria da atividade (ta). Também descreveram-se as mudanças no desempenho que ocorreram quando ela foi exposta a dinâmicas contraditórias de ensino. O estudo envolveu a professora inicial e um grupo de 35 alunos do 10º ano de ensino médio. As observações e entrevistas semiestruturadas revelaram contradições em termos de artefatos de mediação, objetos, divisão do trabalho e regras de mediação. Estas também indicaram como as contradições identificadas poderiam formar a base para uma mudança em seu sistema de atividade de ensino. Estes resultados sugerem que os programas de ensino não devem se concentrar apenas em quanto os nossos alunos aprendem novas estratégias, mas também em como eles adquirem habilidades transferíveis para transformar seus contextos., Las reformas en la educación, los métodos de enseñanza del inglés como lengua extranjera (ile) y los requisitos institucionales presentan un número significativo de contradicciones en el sistema de actividad de los docentes de ile en formación. Los practicantes están expuestos a estas contradicciones cuando se involucran en nuevos sistemas de actividades, particularmente cuando tratan de poner en práctica la teoría. Así, este estudio examina las contradicciones que enfrentó una profesora de inglés como lengua extranjera al incorporar prácticas letradas digitales (pld) en su planificación como resultado de su interacción con los elementos de la teoría de la actividad (ta). También describe los cambios en la praxis docente que ocurrieron cuando esta estuvo expuesta a dinámicas contradictorias de enseñanza. El estudio involucró a un estudiante en formación y 35 alumnos de décimo grado. Las observaciones de clase y entrevistas semiestructuradas a la practicante revelaron contradicciones en las herramientas mediadoras, los objetos, la división del trabajo y las reglas. Además, descubrieron cómo las contradicciones identificadas podrían formar la base para un cambio en su sistema de la actividad docente. Los resultados sugieren que los programas de enseñanza no solo deben concentrarse en cuánto aprenden nuestros estudiantes nuevas estrategias, sino también habilidades transferibles para lograr transformar sus contextos.

Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students’ perceptions on identity construction through the incorporation of multiliteracies and multimodal texts (digital stories), by six participants in a second-year foundational Spanish course and an Advanced Spanish Grammar course in a Study Abroad (SA) program. Analyses of surveys, DSs, and final artifacts were grounded in Rogers’ notion of self-concept and Activity Theory (Leontiev, 1978). Results suggest that the digital and multimodal nature of DS creation facilitated greater opportunities for students to document their self-perceived gains in identity., Estudiar en el extranjero (EE) se considera una de las mejores formas de aprender una lengua extranjera (LE) o una segunda lengua (L2) a la vez que se desarrolla una mentalidad abierta y conciencia intercultural. Sin embargo, se ha prestado poca atención a la percepción de los estudiantes sobre su desarrollo de la identidad en este proceso. Este estudio explora las percepciones de seis estudiantes de EE sobre la construcción de la identidad a través de la incorporación de multialfabetizaciones y textos multimodales (historias digitales), en un curso de español de segundo año y un curso de Gramática Española Avanzada en un programa de EE. Los análisis de encuestas, historias digitales y artefactos finales se basaron en la noción de autoconcepto de Rogers y la teoría de actividad (Leontiev, 1978). Los resultados sugieren que la naturaleza multimodal y digital en la creación de las historias digitales ofreció más oportunidades para que los estudiantes documentaran el crecimiento autopercibido de su identidad.

Accounts of how scholarly information is produced are crucial for understanding and using the information yet they are often criticized for being incomprehensive or even non-existent. This article aims to increase the understanding of how scholarly information-making is conceived and documented by information-makers. By analyzing how a set of archaeological field reports describe different aspects of the information-making activities (cf. Activity Theory) pertaining to the research documented in the reports, the study suggests that scholars might have a tendency to focus on reporting tools, outcomes and physical location of activities while descriptions of especially rules/norms, community factors and division of labour are rare and expected to be known tacitly. The findings suggest also that the descriptions of information-making activities become comprehensible in relation to their related activities. Therefore, an increased emphasis on explicating their underpinning social factors and how activity systems and their elements link to other activity systems could improve the comprehensiveness of documentation and decrease the need of tacit contextual knowledge.

This position paper suggests digital development of the Change Laboratory (CL), a third-generation, activity theo-retical, educational participatory methodology. Moreover, it provides a blueprint of developing educational meth-odology through acknowledging and building upon methodologies foundational assumptions. Examples are givenof the CL in contemporary educational research, where the methodology is seeing continued use for developmentof educational work practice. This is followed by a principled argument for the development of the Digital ChangeLaboratory. By using both synchronous and asynchronous digital technologies, the Digital Change Laboratory maygive educational researchers additional pragmatic, collaborative, and participative-focused research tools that specifi-cally enable collaborative engagements between research and practice to cross the boundaries of time and space. Theunique contribution of the paper is a conceptual development of the CL methodology, which is of importance consid-ering that publications using the methodology with digital technologies for collaboration are hard to find. Moreover,the contribution is to educational research methodology in general, where there may be an increasing need to crossthe boundaries of time and space to meet future societal challenges via digital technologies.

Purpose: The purpose of this study is to explore how older, middle aged and younger adults perceive breakdown situations caused by lack of or inconsistent knowledge, sudden focus shifts, and conflicting intentions in dialogues between a human and a socially intelligent robot in a home environment, and how they perceive strategies to manage breakdown situations. Methods: Scenarios embedding dialogues on health-related topics were constructed based on activity-theoretical and argumentation frameworks. Different reasons for breakdown situations and strategies to handle these were embedded. The scenarios were recorded in a Wizard-of-Oz setup, with a human actor and a Nao robot. Twenty participants between 23 and 72 years of age viewed the recordings and participated in semi-structured interviews conducted remotely. Data were analyzed qualitatively using thematic analysis. Results: Four themes relating to breakdown situations emerged: expecting, understanding, relating, and interacting. The themes span complex human activity at different complementary levels and provide further developed understanding of breakdown situations in human–robot interaction (HRI). Older and middle-aged adults emphasized emphatic behavior and adherence to social norms, while younger adults focused on functional aspects such as gaze, response time, and length of utterances. A hierarchical taxonomy of aspects relating to breakdown situations was formed, and design implications are provided, guiding future research. Conclusion: We conclude that a socially intelligent robot agent needs strategies to 1) construct and manage its understanding related to emotions of the human, social norms, knowledge, and motive on a higher level of meaningful human activity, 2) act accordingly, for instance, adhering to transparent social roles, and 3) resolve conflicting motives, and identify reasons to prevent and manage breakdown situations at different levels of collaborative activity. Furthermore, the novel meth

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

Even though construction tasks have a long history as an activity in the Swedish preschool, technology as a content matter (e.g., construction) is relatively new. Hence, preschool teachers are generally unsure of the content of technology and how to handle it from a teaching perspective. Thus, there is need for deeper understanding of how construction tasks in preschool can be enacted and what kind of premises are offered to the children. To investigate this, we took our stance in activity theory and the concepts of mediating artifacts, rules and division of labour. This helped us discern what type of instructional practices that were enacted by preschool teachers when working with construction tasks. Activity theory in combination with thematic analysis helped us distinguish four general didactic actions that the teachers used to bring about the construction task-to engage, to guide, to coordinate, to show. These four strategies were then formulated into specific technology didactic actions through the perspectives of technology as product, process and concepts.

Accounts of how scholarly information is produced are crucial for understanding and using the information yet they are often criticized for being incomprehensive or even non-existent. This article aims to increase the understanding of how scholarly information-making is conceived and documented by information-makers. By analyzing how a set of archaeological field reports describe different aspects of the information-making activities (cf. Activity Theory) pertaining to the research documented in the reports, the study suggests that scholars might have a tendency to focus on reporting tools, outcomes and physical location of activities while descriptions of especially rules/norms, community factors and division of labour are rare and expected to be known tacitly. The findings suggest also that the descriptions of information-making activities become comprehensible in relation to their related activities. Therefore, an increased emphasis on explicating their underpinning social factors and how activity systems and their elements link to other activity systems could improve the comprehensiveness of documentation and decrease the need of tacit contextual knowledge.

Purpose: The purpose of this study is to explore how older, middle aged and younger adults perceive breakdown situations caused by lack of or inconsistent knowledge, sudden focus shifts, and conflicting intentions in dialogues between a human and a socially intelligent robot in a home environment, and how they perceive strategies to manage breakdown situations. Methods: Scenarios embedding dialogues on health-related topics were constructed based on activity-theoretical and argumentation frameworks. Different reasons for breakdown situations and strategies to handle these were embedded. The scenarios were recorded in a Wizard-of-Oz setup, with a human actor and a Nao robot. Twenty participants between 23 and 72 years of age viewed the recordings and participated in semi-structured interviews conducted remotely. Data were analyzed qualitatively using thematic analysis. Results: Four themes relating to breakdown situations emerged: expecting, understanding, relating, and interacting. The themes span complex human activity at different complementary levels and provide further developed understanding of breakdown situations in human–robot interaction (HRI). Older and middle-aged adults emphasized emphatic behavior and adherence to social norms, while younger adults focused on functional aspects such as gaze, response time, and length of utterances. A hierarchical taxonomy of aspects relating to breakdown situations was formed, and design implications are provided, guiding future research. Conclusion: We conclude that a socially intelligent robot agent needs strategies to 1) construct and manage its understanding related to emotions of the human, social norms, knowledge, and motive on a higher level of meaningful human activity, 2) act accordingly, for instance, adhering to transparent social roles, and 3) resolve conflicting motives, and identify reasons to prevent and manage breakdown situations at different levels of collaborative activity. Furthermore, the novel meth

This position paper suggests digital development of the Change Laboratory (CL), a third-generation, activity theo-retical, educational participatory methodology. Moreover, it provides a blueprint of developing educational meth-odology through acknowledging and building upon methodologies foundational assumptions. Examples are givenof the CL in contemporary educational research, where the methodology is seeing continued use for developmentof educational work practice. This is followed by a principled argument for the development of the Digital ChangeLaboratory. By using both synchronous and asynchronous digital technologies, the Digital Change Laboratory maygive educational researchers additional pragmatic, collaborative, and participative-focused research tools that specifi-cally enable collaborative engagements between research and practice to cross the boundaries of time and space. Theunique contribution of the paper is a conceptual development of the CL methodology, which is of importance consid-ering that publications using the methodology with digital technologies for collaboration are hard to find. Moreover,the contribution is to educational research methodology in general, where there may be an increasing need to crossthe boundaries of time and space to meet future societal challenges via digital technologies.

Robotic telepresence systems enable humans to be present physically and socially in a distant environment. Robotic telepresence technology is the latest in the line of communication technology development. The unique feature of such technology is that its users can act in a distant environment and interact with other people through these systems. The robot is the user’s physical avatar through which they act. This thesis aims to understand how people connect to the world through robotic telepresence. The aim includes addressing how humans operate the robotic telepresence system, how the robotic telepresence supports performing actions in a distant location and supports social interaction, and how a human experience being in a robotic body. The thesis is based on five studies, reported in five papers, that explore different aspects of robotic telepresence. The theoretical foundations consist of activity theory and phenomenology, two traditions that are arguably compatible and complementary. The concept of remote embodiment is proposed to describe the relationship between the human and robotic telepresence systems. Remote embodiment is a phenomenon, design concept, and feature that enables robotic telepresence to be used in a wide variety of activities. Furthermore, I use the concept of remote embodiment to outline possible futures of robotic telepresence.

Purpose: The purpose of this study is to explore how older, middle aged and younger adults perceive breakdown situations caused by lack of or inconsistent knowledge, sudden focus shifts, and conflicting intentions in dialogues between a human and a socially intelligent robot in a home environment, and how they perceive strategies to manage breakdown situations. Methods: Scenarios embedding dialogues on health-related topics were constructed based on activity-theoretical and argumentation frameworks. Different reasons for breakdown situations and strategies to handle these were embedded. The scenarios were recorded in a Wizard-of-Oz setup, with a human actor and a Nao robot. Twenty participants between 23 and 72 years of age viewed the recordings and participated in semi-structured interviews conducted remotely. Data were analyzed qualitatively using thematic analysis. Results: Four themes relating to breakdown situations emerged: expecting, understanding, relating, and interacting. The themes span complex human activity at different complementary levels and provide further developed understanding of breakdown situations in human–robot interaction (HRI). Older and middle-aged adults emphasized emphatic behavior and adherence to social norms, while younger adults focused on functional aspects such as gaze, response time, and length of utterances. A hierarchical taxonomy of aspects relating to breakdown situations was formed, and design implications are provided, guiding future research. Conclusion: We conclude that a socially intelligent robot agent needs strategies to 1) construct and manage its understanding related to emotions of the human, social norms, knowledge, and motive on a higher level of meaningful human activity, 2) act accordingly, for instance, adhering to transparent social roles, and 3) resolve conflicting motives, and identify reasons to prevent and manage breakdown situations at different levels of collaborative activity. Furthermore, the novel meth

This position paper suggests digital development of the Change Laboratory (CL), a third-generation, activity theo-retical, educational participatory methodology. Moreover, it provides a blueprint of developing educational meth-odology through acknowledging and building upon methodologies foundational assumptions. Examples are givenof the CL in contemporary educational research, where the methodology is seeing continued use for developmentof educational work practice. This is followed by a principled argument for the development of the Digital ChangeLaboratory. By using both synchronous and asynchronous digital technologies, the Digital Change Laboratory maygive educational researchers additional pragmatic, collaborative, and participative-focused research tools that specifi-cally enable collaborative engagements between research and practice to cross the boundaries of time and space. Theunique contribution of the paper is a conceptual development of the CL methodology, which is of importance consid-ering that publications using the methodology with digital technologies for collaboration are hard to find. Moreover,the contribution is to educational research methodology in general, where there may be an increasing need to crossthe boundaries of time and space to meet future societal challenges via digital technologies.