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The opportunities and challenges of teaching and learning in the same and different space and time have been discussed in the field of distance education for several decades. Within COVID-19, a new type of experimenting and research interest in so-called hybrid learning has emerged. In this article, we present the results from exploring “hybridity” from the perspective of classical categorizations of different forms of learning in terms of time and space. We explored the phenomenon through two cases with the same high-level strategic objective, serving hybrid interaction. In case A, we evaluated university library spaces renovated to serve hybrid teaching and learning. In case B, the focus was on the implementation of a university course redesigned during the pandemic from blended learning to include more hybrid interaction. Multifaceted data was collected, including video recordings (case A), recorded videoconference sessions, and written student feedback (case B). Qualitative data analyses relied on ethnography and contextual inquiry. Based on the analyses of the case studies, we propose five design principles for designing hybrid teaching and learning that aim to overcome the limitations of the same space and time: (1) Ensuring access to required tools, infrastructure, and support; (2) Design primarily for same time, different place learning; (3) Design primarily for same time, same place learning; (4) Less is more; and (5) “Le bon Dieu est dans le détail.” These design principles provide guidance to the design process of hybrid teaching and learning to increase the chances of reaching a successful solution.

Affinity diagramming is an oft-used sense-making technique in design research and practice to analyze qualitative data, utilizing a large number of sticky notes on walls. Over the past two decades, several digital tools have been tried and tested to augment or even replace the physical affinity diagramming process. Even so, the analog process usually prevails. We developed an online collab- oration tool specifically tailored toward affinity diagramming to explore the challenges and opportunities of such a system in the particular case where the distributed teams do not have access to co-located settings. Here, we present a user experience study of five groups (dyads) of students based on a one-hour diagramming task under remote observation, followed by semi-structured interviews. Our study contributes three distinct insights to inform future work, namely that digital affinity diagrams 1) reduce the awareness of co-participants’ actions, 2) provide fewer cues about ownership and use than physical diagrams, and 3) save time, improve manipula- tion, and overview. We end with a discussion of the challenges and opportunities for the design of digital tools for distributed teams involved in sense-making tasks.

Despite the claimed relevance of user research for design, we know little about how it impacts creativity specifically. Our objective is to establish a foundation for answering this question. We review empirical findings from related domains to examine how the value of user research is linked to design creativity.

In this paper we present the history and declining participation in Danishresidents’ democracy, and we discuss the possibilities for ICT based solutionsexemplified in three design interventions in a housing organization. In particularwe discuss the relation between computerized democracy, ICT supported access todemocratic processes, and ITC support for community building and inclusion.

The key concern of CSCW research is that of understanding computing technologies in the social context of their use, that is, as integral features of our practices and our lives, and to think of their design and implementation under that perspective. However, the question of the nature of that which is actually integrated in our practices is often discussed in confusing ways, if at all. The article aims to try to clarify the issue and in doing so revisits and reconsiders the notion of ‘computational artifact’.

Non presente

In this paper I describe a perspective on ambient, ubiquitous, and pervasive computing called the happiness perspective. By using the happiness perspective, the application domain and how the technology is used and experienced, becomes a central and integral part of perceiving ambient technology.I will use the perspective in a case study on field test experiments with nomadic children in mixed environments using the eBag system.