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This dissertation explores the potential of digital resources to support students' participation in learning environments. The research questions focus on the student perspective on participation in formal and informal learning environments, as well as the role digital resources can play in promoting student participation in school instruction. Four participant-based studies investigate students' and teachers' views on how technology-enhanced learning can benefit the significant interactions that promote participation in learning environments. Students express a lack of digital resources actively supporting their participation in school compared to experiences from their personal lives. They emphasize the need for increased use of digital resources for information management and interactions in the learning process. Teachers stress the importance of being able to provide timely and specific feedback to students through digital platforms. They also express the need to visualize students' reasoning and to compile and have updated results at both individual and group levels. Both teachers and students identify the potential of digital resources to increase student participation, for example, by developing digital resources that can handle information flows and provide a common platform for interaction and collaboration. Learning is facilitated and strengthened by meaningful social participation, which needs to be related to the ongoing development of learning environments in the rapidly changing digital landscape. To promote student participation with the support of a technology-enhanced learning environment, a balance is required between meeting students' needs, content requirements, and teachers' challenges in conducting quality teaching with digital resources as support. The dissertation presents principles regarding the use of digital resources to promote student participation. The principles focus on accessibility, individual adaptation to different learning style, I denna avhandling undersöks potentialen som digitala resurser kan ha för att stödja elevers delaktighet i lärmiljöer. Forskningsfrågorna fokuserar på elevperspektivet på delaktighet i formella och informella lärmiljöer, samt vilken roll digitala resurser kan ha i att främja elevdelaktighet i skolans undervisning. Fyra deltagarbaserade studier undersöker elevers samt lärares syn på hur teknikförstärkt lärandet kan gynna de betydande interaktioner som främjar delaktighet i lärandemiljöer. Elever uttrycker brist på digitala resurser som aktivt stödjer deras delaktighet i skolan, jämfört med erfarenheter från deras privatliv. De betonar behovet av ökad användning av digitala resurser när det kommer till informationshantering och interaktioner i lärprocessen. Lärare betonar vikten av att kunna ge aktuell och snabb feedback till eleverna via digitala plattformar. Lärarna uttrycker även behovet av att kunna visualisera elevernas resonemang och av att kunna sammanställa och ha uppdaterade resultat på både individ- och gruppnivå. Både lärarna och eleverna identifierar potentialen hos digitala resurser för att öka elevernas delaktighet, ex. genom att utveckla digitala resurser som kan hantera informationsflöden och tillhandahålla gemensam plattform för interaktion och samarbete. Lärande underlättas och stärks av ett meningsfullt socialt deltagande, vilket behöver relateras till den pågående utvecklingen av lärmiljöer i det snabbt föränderliga digitala landskapet. För att främja elevdelaktighet med stöd av en teknikförstärkt lärmiljö krävs en balans mellan att tillgodose elevernas behov, innehållskrav och lärarnas utmaningar för att bedriva kvalitativ undervisning med digitala resurser som stöd. I avhandlingen presenteras principer kring användning av digitala resurser för att främja elevdelaktighet. Principerna är fokuserar på tillgänglighet, individanpassning till olika lärstilar, och att stärka elevernas gemenskap. Dessa principer, som härrör från lärarnas erfarenheter, tr

In the current digital era, technology plays a crucial role in facilitating diverse interactions that are essential for pupil engagement in the learning process. This article delves into the perspectives of secondary school teachers regarding the active participation of pupils in school activities through the utilization of digital technologies. The concept of participation is approached from two dimensions: passive presence and active involvement, with a specific focus on the latter, emphasizing active engagement. The study centers on the application of digital resources in Swedish grades 7–9 to promote pupil participation and enhance the learning experience. We examine the use, effectiveness, and areas requiring improvement of existing digital resources. Drawing from prior workshops involving teachers, we aim to elucidate educators’ viewpoints on the role of technology in enhancing pupil participation. Grounded in the Garrison and Andersson’s theoretical framework, the study advances the comprehension of the interactions necessary to foster an effective learning environment, as perceived by educators. The results derived from the thematic analysis yield four themes: 1) Interaction between teacher and pupil, 2) Interaction between pupil and content, 3) Interaction between pupil and pupil and 4) Extended interaction. The study concludes by outlining a set of guidelines in how digital resources can support pupil participation as the response to identified challenges.

Context Longitudinal data regarding vitamin D status in adolescence is scarce. This study presents population-based data from an Arctic adolescent population (n = 589) at 16 and 18 years. Objective The aims of this study were to investigate changes in vitamin D status during 2 years in adolescence, and whether lifestyle changes were associated with serum 25-hydroxyvitamin D (s-25(OH)D) at follow-up. Methods Fit Futures is a longitudinal study at 69°N in Norway. Participants had their s-25(OH)D levels analyzed in their first and third year of upper secondary school (median age 16 and 18 years), in Fit Futures 1 (FF1) and Fit Futures 2 (FF2), respectively. Self-reported lifestyle habits were registered through questionnaires. The association between lifestyle changes and s-25(OH)D levels at follow-up were calculated by regression analyses, controlling for baseline s-25(OH)D levels. Results Longitudinal data were available for 309 girls and 280 boys. The proportion of adolescents with s-25(OH)D <50 nmol/L were 73.7% in FF1 and 77.1% in FF2, while the proportion <30 nmol/L constituted 35.7% in FF1 and 40.9% in FF2. Of those with s-25(OH)D <30 nmol/L (severe vitamin D deficiency) in FF1, 73.3% remained severely deficient in FF2. Among boys, an increase in UV exposure was significantly associated with higher s-25(OH)D levels in FF2 (beta; CI [nmol/L] 12.9; 9.1, 16.7). In girls, decreased vitamin/mineral supplement intake was significantly associated with lower s-25(OH)D at FF2 (−6.7; −10.2, −3.1), while increased UV (10.8; 7.0, 14.7) and combined hormonal contraceptive exposure (12.1; 6.0, 18.1) in FF2 was significantly associated with higher s-25(OH)D levels in FF2. Conclusion Severe vitamin D deficiency was prevalent throughout adolescence. Lifestyle changes may alter s-25(OH)D levels in this age group., AIM: The aims of this study were to investigate changes in vitamin D status during two years in adolescence, and whether lifestyle changes were associated with serum 25-hydroxyvitamin D (s-25(OH)D) at follow-up.METHODS: Fit Futures is a longitudinal study at 69°N in Norway. Participants had their s-25(OH)D levels analysed in their first and third year of upper secondary school (median age 16 and 18 years), in Fit Futures 1 (FF1) and Fit Futures 2 (FF2), respectively. Self-reported lifestyle habits were registered through questionnaires. The association between lifestyle changes and s-25(OH)D levels at follow-up were calculated by regression analyses, controlling for baseline s-25(OH)D levels.RESULTS: Longitudinal data were available for 309 girls and 280 boys. The proportion of adolescents with s-25(OH)D < 50 nmol/L were 73.7% in FF1 and 77.1% in FF2, while the proportion <30 nmol/L constituted 35.7% in FF1 and 40.9% in FF2. Of those with s-25(OH)D < 30 nmol/L (severe vitamin D deficiency) in FF1, 73.3% remained severely deficient in FF2. Among boys, an increase in ultraviolet (UV)-exposure was significantly associated with higher s-25(OH)D levels in FF2 [beta; CI (nmol/L)] [12.9; 9.1, 16.7]. In girls, decreased vitamin/mineral supplement intake was significantly associated with lower s-25(OH)D at FF2 [-6.7; -10.2, -3.1], while increased UV [10.8; 7.0, 14.7] and combined hormonal contraceptive (CHC) exposure [12.1; 6.0, 18.1] in FF2 was significantly associated with higher s-25(OH)D levels in FF2.CONCLUSION: Severe vitamin D deficiency was prevalent throughout adolescence. Lifestyle changes may alter s-25(OH)D levels in this age group.

It has been argued that participation as involvement as well as taking part in decision making is a fundamental part of learning. The first large arena for experiencing this for many young people is the school. This paper investigates how 16 pupils at grade eight view their own and their teacher’s role when it comes to facilitating participation. The pupils are interviewed the semester after a long researcher led participation project and the interviews are analyzed using thematic analysis. The analysis identifies four different types of participation from the pupils’ responses. These four types can be connected to passive and active participation as well as participation as involvement and participation as influence

A learning activity inspired by game-informed learning was designed with the aim of promoting participation and critical thinking. The observed learning activity was analysed in order to understand how pupils act within the given and created roles, frames, and positions. The learning activity was based on role play, in which the pupils assumed the role of co-researchers. The implemented role-playing activity included gamification elements (e.g. rewards, narrative, and feedback). We explored the question: How does game-informed learning promote participation? A total of 15 pupils participated in the activity over the course of 16 weeks. When role-playing as co-researchers, the pupils chose their own research question and research methods. The process of this research game was documented in 16 field notes, two interviews with the participating teachers, and several observations. This data was analysed according to Goffman’s and Mead’s concepts of role. The findings indicate that several factors affect pupils’ engagement in the role of co-researchers: being perceived as professionals, interacting and communicating in a new location and setting, giving and receiving feedback, and being recognised through the results obtained. The study contributes to the understanding that a design focused on such factors can facilitate children’s participation.

Participatory methods are becoming more and more commonly used in social research. These methods are used in a variety of research fields, such as; Human Computer Interaction, Education, Public Health, Civic Engagement, and so on. Participatory methods are valuable because they utilize the knowledge and experience of all the collaborators. The paper focuses on the participatory design process performed with a group of junior high school teachers and the conditions for the development of a pedagogical practice. The process, which aimed for supporting increased pupil participation, was fuelled by the development of a pedagogical model at four workshops during 2015 (April to September). Main findings from the analysis of these workshops propose that participatory design as an action research method support the appropriation of new pedagogical approaches in general, and the understanding of the possibilities of supporting pupil participation in formal education in particular.

Magnetic resonance can be used for non-invasive studies of the body without the use of ionizing radiation. Magnetic resonance imaging and magnetic resonance spectroscopy have proven to be valuable utilities for research in life sciences. This thesis deals with magnetic resonance investigations of the central nervous system in vivo and is based on four studies. In studies I-III in vivo proton magnetic resonance spectroscopy data were acquired in three animal models. These models were designed to monitor Alzheimer’s disease, spinal cord injury and premature aging. We wanted to quantify and evaluate the differences in metabolite levels in diseased animals in comparison with controls. In study IV, resting-state functional magnetic resonance imaging was applied to investigate young and elderly human subjects. Three different pre-processing procedures were also evaluated. Furthermore, in this thesis we aimed to explore how data acquired with magnetic resonance spectroscopy and functional magnetic resonance imaging can be extracted and analyzed using model free and model driven multivariate data analyses. The linear multivariate data analysis methods principal components analysis and partial least squares projections to latent structures were applied to magnetic resonance spectroscopy data acquired in rodents. Independent component analysis was applied to the resting-state functional magnetic resonance imaging data acquired in human subjects. Group differences in brain metabolites between diseased and control animals were observed and reported in study I-III. By applying the method partial least squares projections to latent structures to all detected metabolites, we were able to develop models that could differentiate the diseased rodents from the normal controls and evaluate the sensitivity and specificity of the models. In study IV we investigated the effects of preprocessing prior to independent component analysis. We found that global signal removal can enhance anti-c

BACKGROUND AND PURPOSE: Frontotemporal lobar degeneration (FTLD) is a primary neurodegenerative disease comprising 3 clinical subtypes: frontotemporal dementia (FTD), semantic dementia (SD), and progressive nonfluent aphasia (PNFA). The subdivision is primarily based on the characteristic clinical symptoms displayed by each subtype. We hypothesized that these symptoms would be correlated to characteristic patterns of brain atrophy, which could be indentified and used for subclassification of subjects with FTLD. MATERIALS AND METHODS: Volumes of 9 cortical regions were manually parcellated and measured on both hemispheres on 27 controls, 12 patients with FTD, 9 patients with PNFA, and 13 patients with SD. The volumetric data were analyzed by traditional t tests and by a multivariate discriminant analysis (partial least squares discriminant analysis). RESULTS: The ensemble or pattern of atrophy was a good discriminator in pair-wise comparison between the subtypes: FTD compared with SD (sensitivity 100% [12/12], specificity 100% [13/13]); FTD compared with PNFA (sensitivity 92% [11/12], specificity 89% [8/9]); and SD compared with PNFA (sensitivity 86% [11/13], specificity 100% [9/9]). Temporal-versus-frontal atrophy was the most important pattern for discriminating SD from the other 2 subtypes. Right-sided versus left-sided atrophy was the most important pattern for discriminating between subjects with FTD and PNFA. CONCLUSIONS: FTLD subtypes generally display a characteristic pattern of atrophy, which may be considered in diagnosing patients with FTLD.