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This thesis explores co-design as an approach to designing products by involving nondesigners. Co-design’s strength lies in involving end-users in product specification and development, through creative co-creation in collaboration with designers and researchers, to create products that serve the people who use them. However, there is a gap in co-design research regarding how to practically apply co-design, in situations where online collaboration becomes a necessity. This thesis will therefore also investigate the aspects of distributed collaboration that are challenging, especially when conducting co-design activities, as they require a high level of interaction between participants. To explore this further this thesis asks this research question, “What influence does collaborative technologies and distributed collaboration have on a Co-design process, and how can the result of this process be formulated as guidelines for online Co-design?”. To best answer this, the thesis conducted three Co-design workshops in collaboration with a case company, where the participants had the task of exploring a problem area and designing a product. The authors facilitated these workshops, by guiding the participants in design activities, mediated through various collaboration technologies. The empirical material consists of observations, focus groups, interviews as well as generative methods, which are methods specific to Co-design. The analysis consists of five main categories that characterise a Co-design process, physical methods, levels of creativity, facilitation, Co-design values and phases, and user as expert. The first three categories are influenced heavily by the online aspect, whereas the others are not. The main elements that influence the Co-design process are technical problems that occur when participants use technologies, they are unfamiliar with. This affects how they express themselves creatively and how they understand the activities they are faced with in the workshops. Additionally, it was challenging for the authors to assist the participants, when they were not physically present. The resulting guidelines of this thesis focuses on creating a virtual space where participants are free to express themselves, while being supported by facilitators. This needs to be supported by technologies that enable real-time interaction between participants, while also fitting their technical ability

Den moderne underviser skal konstant være forandringsparat, synlig og møde studerende i mange kontekster. Brugen af video kan være et redskab til asynkron introduktion, information og facilitering af undervisning. Denne workshop vil introducere til brugen af simple og korte videoer som format og diskutere, hvordan video kan være med til at understøtte allerede eksisterende undervisningspraksis.

Purpose The purpose of this study was to describe the level of moral distress experienced by nurses, situations that most often caused moral distress, and the intentions of the nurses to leave the profession. Methods A descriptive, cross-sectional, correlational design was applied in this study. Registered nurses were recruited from five large, urban Lithuanian municipal hospitals representing the five administrative regions in Lithuania. Among the 2,560 registered nurses, from all unit types and specialities (surgical, therapeutic, and intensive care), working in the five participating hospitals, 900 were randomly selected to be recruited for the study. Of the 900 surveys distributed, 612 questionnaires were completed, for a response rate of 68%. Depending on the hospital, the response rate ranged from 61% to 81%. Moral distress was measured using the Moral Distress Scale-Revised (MDS-R). The MDS-R is designed to measure nurses' experiences of moral distress in 21 clinical situations. Each of the 21 items is scored using a Likert scale (0-4) in two dimensions: how often the situation arises (frequency) and how disturbing the situation is when it occurs (intensity). On the Likert scale, 0 correlates to situations that have never been experienced, and 4 correlates to situations that have occurred very often. Results Among the 612 participants, 206 (32.3%) nurses reported a low level of moral distress (mean score 1.09); 208 (33.9%) a moderate level of distress (mean score 2.53), and 207 (33.8%) a high level of distress (mean score 3.0). The most commonly experienced situations that resulted in moral distress were as follows: "Carrying out physician's orders for what I consider to be unnecessary tests and treatments" (mean score 1.66); "Follow the family's wishes to continue life support even though I believe it is not in the best interest of the patient" (mean score 1.31); and "Follow the physician's request not to discuss the patient's prognosis with the patient or family" (mean score 1.26). Nurses who had a high moral distress level were three times more likely to consider leaving their position compared with respondents who had a medium or low moral distress level (8.7% and 2.9%, respectively; p Conclusions Our findings provide evidence on the association between moral distress and intention to leave the profession. Situations that may lead health professionals to be in moral distress seem to be mainly related to the unethical work environment. Clinical relevance The findings of this study reported that moral distress plays a role in both personal and organizational consequences, including negative emotional impacts upon employees.

På Aarhus Universitet er der i 2018 en ny educational IT-satsning, hvor det overordnede formål er, med de studerende i centrum, at styrke og forny den forskningsbaserede undervisning med teknologi som katalysator og skabe bedre læringsresultater gennem opmærksomhed på pædagogisk-didaktisk udvikling i sammenhæng med teknologisk understøttelse. Denne nye virkelighed møder mange studerende, undervisere, og undervisningsudviklere, hvorfor denne workshop vil introducere til simple og korte undervisningsvideoer som format og diskutere, hvordan video kan være med til at understøtte allerede eksisterende undervisningspraksis.Undervisningsvideoer kan bruges ind i konceptet flipped classroom, da undervisningsvideo out-of-class kan være med til at vende det traditionelle læringsmiljø på hovedet. Videoer er multimodale både gennem billede, lyd og tekst og kan understøtte forskellige læringsmetoder. Det gør det muligt at præsentere både det simple og det komplekse faglige stof samt informere, instruere, introducere og demonstrere centrale emner. Videoer kan være med til at give de studerende fleksibilitet, og de giver mulighed for gentagelse og justering af læringshastighed. Digitalisering og videoer kan fremme og understøtte en nytænkning af de pædagogiske og didaktiske tilgange tilundervisning. For den studerende betyder educational IT, at den enkelte sættes i centrum for sin egen læring. For det pædagogiske betyder det, at studerende tilbydes valg, der skaber en personaliseret og relevant undervisning samtansvar og kontrol over egen læring.