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  • 1.
    Alenljung, Beatrice
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Andreasson, Rebecca
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Department of Information Technology, Visual Information & Interaction. Uppsala University, Uppsala, Sweden.
    Billing, Erik A.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lowe, Robert
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    User Experience of Conveying Emotions by Touch2017In: Proceedings of the 26th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN), IEEE, 2017, p. 1240-1247Conference paper (Refereed)
    Abstract [en]

    In the present study, 64 users were asked to convey eight distinct emotion to a humanoid Nao robot via touch, and were then asked to evaluate their experiences of performing that task. Large differences between emotions were revealed. Users perceived conveying of positive/pro-social emotions as significantly easier than negative emotions, with love and disgust as the two extremes. When asked whether they would act differently towards a human, compared to the robot, the users’ replies varied. A content analysis of interviews revealed a generally positive user experience (UX) while interacting with the robot, but users also found the task challenging in several ways. Three major themes with impact on the UX emerged; responsiveness, robustness, and trickiness. The results are discussed in relation to a study of human-human affective tactile interaction, with implications for human-robot interaction (HRI) and design of social and affective robotics in particular. 

  • 2.
    Alenljung, Beatrice
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Andreasson, Rebecca
    Department of Information Technology, Uppsala University.
    Lowe, Robert
    Department of Applied IT, University of Gothenburg.
    Billing, Erik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Conveying Emotions by Touch to the Nao Robot: A User Experience Perspective2018In: Multimodal Technologies and Interaction, ISSN 2414-4088, Vol. 2, no 4, article id 82Article in journal (Refereed)
    Abstract [en]

    Social robots are expected gradually to be used by more and more people in a widerrange of settings, domestic as well as professional. As a consequence, the features and qualityrequirements on human–robot interaction will increase, comprising possibilities to communicateemotions, establishing a positive user experience, e.g., using touch. In this paper, the focus is ondepicting how humans, as the users of robots, experience tactile emotional communication with theNao Robot, as well as identifying aspects affecting the experience and touch behavior. A qualitativeinvestigation was conducted as part of a larger experiment. The major findings consist of 15 differentaspects that vary along one or more dimensions and how those influence the four dimensions ofuser experience that are present in the study, as well as the different parts of touch behavior ofconveying emotions.

  • 3.
    Alenljung, Beatrice
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    User Experience of Socially Interactive Robots: Its Role and Relevance2015In: Handbook of Research on Synthesizing Human Emotion in Intelligent Systems and Robotics / [ed] Jordi Vallverdú, Hershey, Pennsylvania, USA: IGI Global, 2015, p. 352-364Chapter in book (Refereed)
    Abstract [en]

    Socially interactive robots are expected to have an increasing importance in everyday life for a growing number of people, but negative user experience (UX) can entail reluctance to use robots. Positive user experience underpins proliferation of socially interactive robots. Therefore, it is essential for robot developers to put serious efforts to attain social robots that the users experience as positive. In current human-robot interaction (HRI) research, user experience is reckoned to be important and is used as an argument for stating that something is positive. However, the notion of user experience is noticeably often taken for granted and is neither described nor problematized. By recognizing the complexity of user experience the intended contributions can be even more valuable. Another trend in HRI research is to focus on user experience evaluation and examination of user experience. The current research paths of user experience of socially interactive robots are not enough. This chapter suggests that additional research directions are needed in order accomplish long-term, wide-spread success of socially interactive robots.

  • 4.
    Alenljung, Beatrice
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Andreasson, Rebecca
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Department of Information Technology, Visual Information & Interaction. Uppsala University, Uppsala, Sweden.
    Ziemke, Tom
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Department of Computer & Information Science, Linköping University, Linköping, Sweden.
    User Experience in Social Human-Robot Interaction2017In: International Journal of Ambient Computing and Intelligence (IJACI), ISSN 1941-6237, E-ISSN 1941-6245, Vol. 8, no 2, p. 12-31Article in journal (Refereed)
    Abstract [en]

    Socially interactive robots are expected to have an increasing importance in human society. For social robots to provide long-term added value to people’s lives, it is of major importance to stressthe need for positive user experience (UX) of such robots. The human-centered view emphasizes various aspects that emerge in the interaction between humans and robots. However, a positive UX does not appear by itself but has to be designed for and evaluated systematically. In this paper, the focus is on the role and relevance of UX in human-robot interaction (HRI) and four trends concerning the role and relevance of UX related to socially interactive robots are identified, and three challenges related to its evaluation are also presented. It is argued that current research efforts and directions are not sufficient in HRI research, and that future research needs to further address interdisciplinary research in order to achieve long-term success of socially interactive robots.

  • 5.
    Andreasson, Rebecca
    et al.
    Uppsala universitet.
    Jansson, Anders A.
    Uppsala universitet.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Past and Future Challenges for Railway Research and the Role of a Systems Perspective2019In: Proceedings of the 20th Congress of the International Ergonomics Association (IEA 2018): Volume VII: Ergonomics in Design, Design for All, Activity Theories for Work Analysis and Design, Affective Design / [ed] Sebastiano Bagnara, Riccardo Tartaglia, Sara Albolino, Thomas Alexander, Yushi Fujita, Cham: Springer, 2019, p. 1737-1746Chapter in book (Refereed)
    Abstract [en]

    Operational train traffic is dependent on an efficient traffic plan monitored and executed by the traffic controllers, the proficient maneuvering of the trains by the train drivers, and on the interaction, communication, and coordination between these two work roles. The railway research community, and the branch of industry itself, has called for an integrated systems perspective for the whole train traffic system to achieve an efficient performance. As human-human and human-technology interactions are natural parts of the socio-technical system of train traffic, the aim of this paper is to provide illustrative examples for why a systems perspective is needed for the future of railway research. Furthermore, we present the theoretical framework of distributed cognition (DCog) as a necessary addition to the theoretical and methodological toolbox of the Human Factors and Ergonomics (HF&E) discipline. To realize efficient and coordinated processes involved in organizing and executing operational train traffic, the paper proposes that the DCog framework should be implemented in the train traffic domain as a viable approach forward.

  • 6.
    Andreasson, Rebecca
    et al.
    Uppsala University.
    Jansson, Anders A.
    Uppsala University.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    The coordination between train traffic controllers and train drivers: a distributed cognition perspective on railway2018In: Cognition, Technology & Work, ISSN 1435-5558, E-ISSN 1435-5566, p. 1-27Article in journal (Refereed)
    Abstract [en]

    Although there has long been a call for a holistic systems perspective to better understand real work in the complex domain of railway traffic, prior research has not strongly emphasised the socio-technical perspective. In operational railway traffic, the successful planning and execution of the traffic are the product of the socio-technical system comprised by both train drivers and traffic controllers. This paper presents a study inspired by cognitive ethnography with the aim to characterise the coordinating activities that are conducted by train traffic controllers and train drivers in the work practices of the socio-technical system of Swedish railway. The theoretical framework of distributed cognition (DCog) is used as a conceptual and analytical tool to make sense of the complex railway domain and the best practices as they are developed and performed “in the wild”. The analysis reveals a pattern of collaboration and coordination of actions among the workers and we introduce the concept of enacted actionable practices as a key concern for understanding how a successfully executed railway traffic emerges as a property of the socio-technical system. The implications for future railway research are briefly discussed.

  • 7.
    Andreasson, Rebecca
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Distributed Cognition in Manufacturing: Collaborative Assembly Work2016In: Advances in Manufacturing Technology XXX / [ed] Yee Mey Goh, Keith Case, IOS Press, 2016, p. 243-248Conference paper (Refereed)
    Abstract [en]

    Cognitive science is becoming increasingly central within humanfactors and ergonomics (HF&E) and there has long been a call for a more systemicperspective in the area with a somewhat broader unit of analysis. This paperpresents a case study applying the theoretical framework of distributed cognition(DCog), which shows how DCog would offer a more complete understanding ofmanufacturing within its greater context, including the social, cultural, andmaterial surroundings. This paper aims to characterize and analyse dock assemblyof forest machines as a complex socio-technical system from a DCog perspective;focusing on the creation of enacted landscapes in this particular setting. The paperalso exemplifies benefits of using the DCog framework in the manufacturingdomain as a way of grasping the assembly workers’ tacit competence and skills.

  • 8.
    Andreasson, Rebecca
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Interruptions in the wild: portraying the handling of interruptions in manufacturing from a distributed cognition lens2017In: Cognition, Technology & Work, ISSN 1435-5558, E-ISSN 1435-5566, Vol. 19, no 1, p. 85-108Article in journal (Refereed)
    Abstract [en]

    This paper presents a study examining interruptionsin the wild by portraying the handling of interruptionsin manufacturing from a distributed cognitionlens. By studying how interruptions occur and are handledin the daily activities of a work team at a large foundry forcasting heavy diesel engines, we highlight situations whenthe propagation, transformation, and representation ofinformation are not supported by prescribed work processesand propose recommendations for how this can beamended. The study was conducted by several visits to theaforementioned factory with cognitive ethnography as thebasis for the data collection. The focus was on identifyinginterruptions and analysing these through a distributedcognition framework as an initial step towards studyinginterruptions in a manufacturing environment. The keyfindings include the identification of three, previouslyundefined, types of interruptions and the conclusion thatinterruptions do indeed affect the distributed workload ofthe socio-technical system and thus the overall productionperformance at the casting line.

  • 9.
    Andreasson, Rebecca
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Department of Information Technology, Visual Information and Interaction, Uppsala University, Uppsala, Sweden.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Tool use and collaborative work of dock assembly in practice2017In: Production & Manufacturing Research, ISSN 2169-3277, Vol. 5, no 1, p. 164-190Article in journal (Refereed)
    Abstract [en]

    In order to deepen the understanding of the intrinsic interactions andinterplay between humans, tools, and environment from a systemsperspective, research in the wild (RITW) approaches have gainedtraction during recent decades as they provide a higher ecologicalvalidity of findings. This paper presents a RITW study, investigatinghow assembly, in this case dock assembly of forwarders, was donein practice. As our theoretical foundation, we used the framework ofdistributed cognition, which is one of the main pillars of RITW. Thefindings are presented in narrative form, describing and highlightingthat the workers achieve an efficient production outcome by beingintegral parts of the whole production process and doing so throughcoordination of activities benefitting the shared goal of the distributedsocio-technical system.

  • 10.
    Andreasson, Rebecca
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Towards an increased degree of usability work in organizations2015In: Procedia Manufacturing, ISSN 2351-9789, Vol. 3, p. 5739-5746Article in journal (Refereed)
    Abstract [en]

    It is widely recognized that there is a substantial gap between usability research and practice where UCD approaches are rarelyapplied in practice due to arguments regarding the intricate nature of its methods and techniques. This paper presents an actionresearch study designed to investigate and analyze the potentials for an increased degree of UCD activities in the earlydevelopment phases of advanced information systems technology. The results demonstrate that there is a large interest inusability but that organizational priority and competence is often lacking. Instead one relies heavily on questionable conceptssuch as „trained professionals‟ to excuse the low effort towards usability. Based on the results, six recommendations forimproved usability work in R&D organizations are presented, focusing on the importance of prioritization of, and education inusability work.

  • 11.
    Billing, Erik
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, JessicaUniversity of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.Ziemke, TomUniversity of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Proceedings of the 2015 SWECOG conference2015Conference proceedings (editor) (Refereed)
  • 12.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Virtual Systems Research Centre.
    Falkman, Göran
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Showing uncertainty in aircraft cockpits using icons2015In: Procedia Manufacturing, ISSN 2351-9789, Vol. 3, p. 2905-2912Article in journal (Refereed)
    Abstract [en]

    This paper examines an icon set designed for displaying uncertainty surrounding threat levels of an approaching object in anaircraft cockpit. This is done through an experiment that compares an icon set designed for this experiment with two icon setsfrom existing research that were tested in static laboratory conditions. The experiment used a flight simulator to simulate realisticflight conditions. The results showed that the icon set designed for this experiment was easier to read. Guidelines for the designof icons for displaying uncertainty are presented based on the results of the experiment.

  • 13.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Lagerstedt, Erik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Classification of Collaboration Levels for Human-Robot Cooperation in Manufacturing2018In: Advances in Manufacturing Technology XXXII: Proceedings of the 16th International Conference on Manufacturing Research, incorporating the 33rd National Conference on Manufacturing Research, September 11–13, 2018,  University of Skövde, Sweden / [ed] Peter Thorvald, Keith Case, Amsterdam: IOS Press, 2018, p. 151-156Conference paper (Refereed)
    Abstract [en]

    Industry 4.0 aims to support the factory of the future, which involves increased amounts of information systems and new ways of using automation. One new usage is collaboration between human and industrial robot in manufacturing, with both partners sharing work on a single task. Supporting human-robot collaboration (HRC) requires understanding the requirements of HRC as well as the differences to existing approaches where the goal is more automation, such as in the case of self-driving cars. We propose a framework that we call levels of collaboration to support this, and posit that this framework supports a mental model conducive to the design of lines incorporating HRC.

  • 14.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Mind the body: How embodied cognition matters in manufacturing2015In: Procedia Manufacturing, ISSN 2351-9789, Vol. 3, p. 5184-5191Article in journal (Refereed)
    Abstract [en]

    Embodied cognition can provide human factors and applied ergonomics practitioners with better embodied cognition design principles. This paper investigates and analyzes observational video-recorded data from an experiment that simulated a manufacturing environment. The operator was interrupted during a primary assembly task via a handheld computing device which delivered different classes of notifications. The focus is on the embodied aspect of notifications in an active environment, and why one class of notifications called mediated notifications failed at a specific point previously thought to be suitable. Guidelines for analyzing tasks from an embodied cognition perspective that complements and expands traditional human factors and applied ergonomics approaches were developed and are included.

  • 15.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Missing mediated interruptions in manual assembly: Critical aspects of breakpoint selection2017In: Applied Ergonomics, ISSN 0003-6870, E-ISSN 1872-9126, Vol. 61, p. 90-101Article in journal (Refereed)
    Abstract [en]

    The factory of the future aims to make manufacturing more effective and easily customisable, using advanced sensors and communications to support information management. In this paper, we examine how breakpoint selection during interruption management can fail, even when using recommendations for interruption management from existing research. We present an experiment based on prior work where mediated interruptions (i.e. smart interruptions that should interrupt at opportune moments) were missed by participants when sent at one of two pre-defined breakpoints. These breakpoints were selected based on existing research to minimise the cost of interruption, which can involve longer times to complete tasks as well as making errors on tasks. Missing mediated interruptions in this way was unexpected, and the prior study was not configured to measure this effect, which has led to the experiment detailed here. We strive to explore whether there is a risk of missing notifications when mediated interruptions are used, and how this is affected by breakpoint selection. This was investigated through an experiment that uses tasks and environments that simulate a manufacturing assembly facility.

    The results indicate that the effect exists, i.e. that participants miss significantly more notifications when interrupted at fine breakpoints than when interrupted at coarse breakpoints. An embodied cognition perspective was used for analysis of the tasks to understand the cause of the effect. This analysis shows that an overlap between “action” and “anticipation of action” can account for why participants miss notifications at fine breakpoints. Based on these findings, recommendations were developed for designing interruption systems that minimise the costs (errors and time) imposed by interruptions during assembly tasks in manufacturing.

  • 16.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Context aware interruptions: Existing research and required research2014In: Advances in Cognitive Engineering and Neuroergonomics / [ed] Kay Stanney & Kelly S. Hale, AHFE , 2014, p. 260-272Conference paper (Refereed)
    Abstract [en]

    Companies in various fields are developing information systems that are supposed to show information in a context sensitive manner. This involves modifying user interfaces based on the current activity and location of the user. The research that exists for context aware, task aware, and location aware systems come mostly from research in the office environment and using stationary work computers using standard mouse and keyboard-operated systems. Other environments, such as manufacturing environments, have not received the same research attention, and therefore research is required to see whether existing theories and frameworks apply to the manufacturing domain. Adding to this, context aware systems are now being created for new classes of devices such as mobile and wearable devices, to be used in multiple domains. All this requires an investigation and validation of older research, and shows how the research of the basic human factors surrounding new devices and domains has fallen behind the development of the devices themselves. This paper examines shortly how recent changes advances in technology affect what is required from the field of interruption research, as well as what is needed to support other domains than the office environment. 

  • 17.
    Kolbeinsson, Ari
    et al.
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Coordinating the interruption of assembly workers in manufacturing2017In: Applied Ergonomics, ISSN 0003-6870, E-ISSN 1872-9126, Vol. 58, p. 361-371Article in journal (Refereed)
    Abstract [en]

    This paper examines how interruptions from information and communications technology systems affect errors and the time to complete tasks for assembly workers. Interruptions have previously been examined in laboratory experiments and office environments, but not much work has been performed in other authentic environments. This paper contains the results of an experiment that was performed in a simulated manufacturing assembly environment, which tested the effects of interruptions on a manual assembly task. The experiment used existing interruption coordination methods as a basis, and the results showed a difference in the effect of interruptions and interruption coordination between cognitively complex laboratory tasks and manual assembly tasks in an authentic environment. Most notably, the negative effects of interruptions delivered without consideration were smaller in this experiment. Based on these findings, recommendations were developed for designing interruption systems for minimizing the costs (errors and time) imposed by interruptions during assembly tasks in manufacturing.

  • 18.
    Lindblom, Jessica
    University of Skövde, School of Humanities and Informatics.
    Embodied action as a ‘helping‘ hand in social interaction2006In: Proceedings of the 28th Annual Conference of the Cognitive Science Society / [ed] R. Sun and N. Miyake (eds.), Mahwah, NJ: Cognitive Science Society, Inc., 2006, p. 477-482Conference paper (Refereed)
    Abstract [en]

    Although embodiment has become an important concept inmany areas of cognitive science during the past two decades,most research has focused on individual agents and theirinteractions with the environment. This paper focuses on thesocial dimension of embodiment, and offers a conceptualframework that addresses embodied actions in the socialrealm. The framework identifies some fundamental functionsof embodiment in social interaction, which are also illustratedby a case study in an everyday social setting. Generallyspeaking, embodied actions provide a helping hand in socialinteraction, both in a literal and practical sense.

  • 19.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Embodied Social Cognition2015 (ed. 1)Book (Refereed)
    Abstract [en]

    This book clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the last decades offered a radical shift in explanations of the human mind, from traditional computationalism, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world.

    This book presents a theoretical framework for the relational nature of embodied social cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication and gesture studies.

    The theoretical framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction and cognition in situ.

    Furthermore, the theoretical contributions and implications of the study of embodied social cognition are discussed and summed up. Finally, the issue what it would take for an artificial system to be socially embodied is addressed and discussed, as well as the practical relevance for applications to artificial intelligence (AI) and socially interactive technology.

  • 20.
    Lindblom, Jessica
    University of Skövde, School of Humanities and Informatics.
    Intersubjectivity as a socially embodied and distributed phenomenon2009In: Enacting intersubjectivity: paving the way for a dialogue between cognitive science, social cognition and neuroscience / [ed] Antonella Carassa, Francesca Morganti, Giuseppe Riva, Lugano: Università della Svizzera italiana , 2009Conference paper (Refereed)
  • 21.
    Lindblom, Jessica
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Mead and Socially Embodied Cognition: Reaping the Best of Both Worlds2012In: Connected Minds: Cognition and Interaction in the Social World / [ed] Nicolas Payette, Newcastle upon Tyne: Cambridge Scholars Publishing, 2012, p. 51-65Chapter in book (Refereed)
  • 22.
    Lindblom, Jessica
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Meaning-making as a Socially Distributed and Embodied Practice2015In: Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy / [ed] Alfonsina Scarinzi, Springer Netherlands, 2015, p. 3-19Chapter in book (Refereed)
    Abstract [en]

    This chapter briefly contrasts the ongoing debate concerning the nature and kinds of meaning-making within cognitive science and related disciplines. Based on the shortcomings of traditional approaches of meaning making activity it integrates the theoretical framework of Distributed Cognition (DC) with more recent, embodied approaches of social interaction and cognition. The focus is mostly on radically” embodiment theories, but also clarifies different notions of embodiment and its role in cognition and social interaction. Integrating a broad range of theoretical perspectives and empirical evidence from mainly social neuroscience, phenomenology, embodied linguistics and gesture studies, four fundamental functions of the body in social interaction are identified. (1) the body  as a social resonance mechanism, (2) the body as a means and end in communication and social interaction, (3) embodied  action and gesture as a helping hand in shaping, expressing and sharing thoughts, and (4) the body as a representational device.  The theoretical discussions are illustrated with an example from a case study of embodied social interaction “in the wild”, with a focus on the importance of crossmodal interaction in the process of meaning-making activity. The DC perspective functions as an appropriate approach of illustrating how bodily interaction and meaning is enacted when embodied agents are co-operatively engaged in meaning-making activity. It is concluded that the body is of crucial importance in understanding social interaction and cognition in general, and in particular the relational and distributed nature of meaning making activity in joint actions.

  • 23.
    Lindblom, Jessica
    University of Skövde, School of Humanities and Informatics.
    Minding the Body: interacting socially through embodied action2007Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    This dissertation clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the past two decades offered a radical shift in explanations of the human mind, from traditional computationalism which considers cognition in terms of internal symbolic representations and computational processes, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This thesis develops a framework for the embodied nature of social interaction and cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. The theoretical framework presents a thorough and integrated understanding that supports and explains the embodied nature of social interaction and cognition. It is argued that embodiment is the part and parcel of social interaction and cognition in the most general and specific ways, in which dynamically embodied actions themselves have meaning and agency. The framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction in situ. Besides illustrating the theoretical issues discussed in the thesis, the empirical work also reveals some novel characteristics of embodied action in social interaction and cognition. Furthermore, the ontogeny of social interaction and cognition is considered, in which social scaffolding and embodied experience play crucial roles during child development. In addition, the issue what it would take for an artificial system to be (socially) embodied is discussed from the perspectives of cognitive modeling and technology. Finally, the theoretical contributions and implications of the study of embodied actions in social interaction and cognition for cognitive science and related disciplines are summed up. The practical relevance for applications to artificial intelligence and human-computer interaction is also outlined as well as some aspects for future work.

  • 24.
    Lindblom, Jessica
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    On the embodied nature of communication2009In: LACUS Forum XXXIV: Speech and beyond / [ed] Patricia Sutcliffe, Lois Stanford, and Arle Lommel, Linguistic Association of Canada and the United States (LACUS) , 2009, p. 157-167Conference paper (Refereed)
  • 25.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Alenljung, Beatrice
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Socially Embodied Human-Robot Interaction: Addressing human Emotions with Theories of Embodied Cognition2015In: Handbook of Research on Synthesizing Human Emotion in Intelligent Systems and Robotics / [ed] Jordi Vallverdú, Hershey, Pennsylvania, USA: IGI Global, 2015, p. 169-190Chapter in book (Refereed)
    Abstract [en]

    A fundamental challenge of human interaction with socially interactive robots, compared to other interactive products, comes from them being embodied. The embodied nature of social robots questions to what degree humans can interact ‘naturally' with robots, and what impact the interaction quality has on the user experience (UX). UX is fundamentally about emotions that arise and form in humans through the use of technology in a particular situation. This chapter aims to contribute to the field of human-robot interaction (HRI) by addressing, in further detail, the role and relevance of embodied cognition for human social interaction, and consequently what role embodiment can play in HRI, especially for socially interactive robots. Furthermore, some challenges for socially embodied interaction between humans and socially interactive robots are outlined and possible directions for future research are presented. It is concluded that the body is of crucial importance in understanding emotion and cognition in general, and, in particular, for a positive user experience to emerge when interacting with socially interactive robots.

  • 26.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Alklind Taylor, Anna-Sofia
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Att främja studenternas förberedelser inför yrkeslivet2016In: NU2016 Högskolan i samhället - samhället i högskolan, 2016, article id 1.3.3Conference paper (Refereed)
    Abstract [sv]

    Högskoleförordningens krav på att studenter ska kunna identifiera sitt kompetensbehov och behov av ytterligare kunskap tenderar att hamna i skymundan inom högre utbildning. Vi har infört ett examinationsmoment som syftar till att förbereda studenterna inför sin yrkesverksamhet och som var relativt enkelt att implementera och som uppskattades av studenterna.

  • 27.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Alklind Taylor, Anna-Sofia
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Rambusch, Jana
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Svensson, Henrik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Fem framgångsfaktorer för utveckling av pedagogisk digital kompetens för nätbaserat lärande inom högre utbildning2012In: NU2012: Gränslöst lärande: Göteborg, 17-19 oktober, 2012, p. 188-189Conference paper (Refereed)
    Abstract [sv]

    Utbredningen av kommunikations- och IT-verktyg (IKT) i samhället influerar även undervisningen inom högre utbildning (se t.ex., Ala-Mutka, Punie & Redecker, 2008; Glenn, 2008). Olika lärplattformar har utvecklats som möjliggör skilda former av interaktion mellan lärare och studenter. En konsekvens av detta är att andelen distansstudenter kraftigt ökat de senaste åren. Förutom de möjligheter och begränsningar som de nya tekniska verktygen erbjuder för nätbaserat lärande, behövs det även nya kunskaper hos den undervisande universitetsläraren och behovet av en god pedagogisk digital kompetens blir därmed aktuellt (EUT, 2006; Glenn, 2008; Krumsvik, 2008).

    Syftet med detta bidrag är att delge andra universitetslärare som vill börja med eller vidareutveckla nätbaserad undervisning våra praktiska erfarenheter och kunskaper för hur detta kan genomföras med utgångspunkt utifrån pedagogisk digital kompetens.

    Utifrån en fallstudie (Patton, 2002) har vi genom ett aktionsforskningsperspektiv identifierat fem framgångsfaktorer för utveckling av pedagogisk digital kompetens vid högre studier:

    • En gemensam pedagogisk grundsyn
    • Teamwork
    • Undervisningskultur
    • Positiv inställning till teknik
    • Administrativa, pedagogiska och tekniska stödresurser

    De identifierade framgångsfaktorerna presenteras med ett abduktivt upplägg. Vi utgår utifrån våra praktiska erfarenheter och kopplar samman dessa med teorier och relevant litteratur inom området för varje framgångsfaktor.

    För att aktivt arbeta med att utveckla den digitala pedagogiska kompetensen är det viktigt att inte enbart fokusera på de tillgängliga tekniska verktygen, utan det är viktigt att framhäva i vilket sammanhang ett visst undervisningsmoment ingår i. Det är väldigt lätt att se läraren som en ensam individ som ska stödja studentens kunskapsutveckling under en kurs, men verkligheten är något helt annat. En bra lärare, enligt oss, är en lärare som kan se sin egen undervisning i ett större sammanhang, t.ex. hur en kurs hänger ihop med andra kurser inom utbildningen eller hur den kopplar till en framtida yrkesroll. På så sätt har man större möjlighet att motivera sina studenter till lärande och i det större perspektivet till ett kontinuerligt lärande som fortgår under hela livet i dagens kunskapssamhälle. En fara med informationssamhället är att den tolkande och värderande förmågan underskattas (Gärdenfors, 2005) vilket vi anser har konsekvenser för högre utbildning, som bör undvika att begå detta misstag genom att fokusera i alltför stor grad på IKT-lösningar i sig, utan satsa större resurser på att stödja och utveckla studenternas lärande och tolkande förmåga av olika former av information och källor. Med andra ord, fokusera mer på innehållet än på formen, och detta ökar vikten av en god pedagogisk digital kompetens.

    Referenser

    Ala-Mutka, K., Punie, Y & Redecker, C. (2008) Digital competence for lifelong learning. JRC Technical Notes. Policy brief by the Institute for Prospective Technological Studies (IPTS), part of the European Commission’s Joint Research Centre (JRC). Tillgänglig på http://ftp.jrc.es/EURdoc/JRC48708.TN.pdf [Hämtad: 2011-05-28].

    EUT (Europeiska unionens officiella tidning) (2006) L 394 10.

    Glenn, M. (2008) The future of higher education: How technology will shape learning. A report from the Economist Intelligence Unit.

    Gärdenfors, P. (2005) Tankens vindlar: Om språk, minne och berättande. Nora: Nya Doxa

    Krumsvik, R. J. (2008) Situated learning and teachers’ digital competence. Education and Information Technologies, 13, 279–290.

    Patton, M.Q. (2002) Qualitative research and evaluation methods. (3:e upplagan). Thousand Oaks: Sage Publications.

  • 28.
    Lindblom, Jessica
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Alklind Taylor, Anna-Sofia
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Rambusch, Jana
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Svensson, Henrik
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Pedagogisk digital kompetens för nätbaserat lärande inom högskolan2011In: Utbildning & Lärande, ISSN 1653-0594, Vol. 5, no 1, p. 54-71Article in journal (Refereed)
    Abstract [en]

    The rapid development of information technology and the Internet has important academic implications, which in the long run will have far reaching consequences for teaching and learning on university level. With this in mind, five different success factors for the development of digital literacy and competence in higher education in general, and online courses in particular, are being identified and discussed in this article. These factors are: a shared view on learning and teaching, teamwork, a collaborative teaching culture, a positive attitude towards technology, as well as administrative, pedagogical and technical support resources. The dicussion is largely based on theories on learning and e-learning, and many examples draw from the authors' own experiences and observations.

  • 29.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Andreasson, Rebecca
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre. Numera vid Uppsala universitet.
    Current Challenges for UX Evaluation of Human-Robot Interaction2016In: Advances in Ergonomics of Manufacturing: Managing the Enterprise of the Future: Proceedings of the AHFE 2016 International Conference on Human Aspects of Advanced Manufacturing, July 27-31, 2016, Walt Disney World®, Florida, USA / [ed] Christopher Schlick and Stefan Trzcieliński, Switzerland: Springer, 2016, p. 267-277Chapter in book (Refereed)
    Abstract [en]

    The development of socially interactive robots is expected to have anincreasing importance in everyday life for a growing number of people. For social robots to provide long-term added value to people’s lives, it is of major importanceto stress the need for developing a positive user experience (UX). The human-centered view emphasizes various aspects including acceptance, usability,and credibility, as they emerge in the interaction between humans and robots. In current human-robot interaction (HRI) research, UX is reckoned to be important,but is often taken for granted. However, a positive user experience does not appearby itself but has to be systematically designed and evaluated. In this paper, we focus on the role and relevance of UX in HRI and present three challenges related to the evaluation of UX in interaction with robots, addressing the need for interdisciplinary research in order to achieve long-term success of socially interactive robots.

  • 30.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Gündert, Jonna
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Managing Mediated Interruptions in Manufacturing: Selected Strategies Used for Coping with Cognitive Load2017In: Advances in Neuroergonomics and Cognitive Engineering: Proceedings of the AHFE 2016 International Conference on Neuroergonomics and Cognitive Engineering, July 27-31, 2016, Walt Disney World®, Florida, USA / [ed] Kelly S. Hale, Kay M. Stanney, Springer, 2017, p. 389-403Conference paper (Refereed)
    Abstract [en]

    Interruption research can provide human factors and applied ergonomics with an enhanced understanding of how to notify assembly workers in manufacturing. The paper investigates and analyzes what happens in the transition phase when resuming to the primary task; to understand what kind of support assembly workers may need during this critical and cognitively demanding phase—so that the interval between the interrupted and the primary tasks can be shortened to increase efficiency, during mediated interruptions. Subjects were interrupted during primary assembly tasks via a mobile device which delivered various notifications. We focused on the selected cognitive strategies applied when decreasing the subjects’ experienced cognitive load as they resumed to their primary task. Based on the obtained results, some recommendations from a distributed cognition perspective are provided when analyzing “cognitive workscapes”.

  • 31.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Kjellström, Anita
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Pedagogisk meritering och pedagogisk karriärstege utifrån ett akademiskt lärarskap2018In: NU2018 - Det akademiska lärarskapet, 2018, article id 829Conference paper (Refereed)
    Abstract [sv]

    Det är allmänt vedertaget att högre utbildning har flera olika syften, bland annat att förbereda studenterna för ett aktivt medborgarskap, framtida yrkesliv, anställningsbarhet samt bidra till personlig utveckling. För att kunna nå upp till dessa syften behöver det finnas en pedagogisk praktik inom högre utbildning som främjar ett vetenskapligt förhållningssätt till studenternas lärande. Från ett studentperspektiv driver Sveriges förenade studentkårer (SFS) [1] ett arbete för att främja förutsättningar för en god undervisning vid högskolestudier. Ett sätt att främja det systematiska kvalitetsarbetet är att fokusera på pedagogisk meritering av lärare. I arbetet med att revidera samt vidareutveckla innehållet i och processerna för pedagogisk meritering vid lärosätet har utgångspunkten varit att meritera engagerade, kunniga och ämneskompetenta lärare med hänsyn till lärargärningens olika möjligheter och begräsningar för att bedriva ett systematiskt kvalitetsutvecklingsarbete. Det övergripande syftet för lärosätets modell för pedagogisk karriärstege är att bidra till den excellenta lärmiljön genom kvalitetsdrivande högskolepedagogiska processer i högre utbildning. Målet med den pedagogiska karriärstegen är att kompetensutveckla och bedöma ämneskunniga lärares skicklighet i att bedriva pedagogisk verksamhet i praktiken. Detta kan exempelvis ske genom att stimulera lärare att utveckla en hög pedagogisk kompetens, stimulera lärosätet och institutionerna att skapa goda förutsättningar för pedagogisk utveckling samt uppmärksamma och premiera hög högskolepedagogisk kompetens hos undervisande personal.

    Motiveringen till att utgå ifrån begreppet akademiskt lärarskap (eng. Scholarship of Teaching and Learning [2], SoTL) för den reviderade pedagogiska karriärstegen är att den är i linje med Sveriges universitets- och högskoleförbunds (SUHF:s) uppdaterade rekommendation [3] om mål för behörighetsgivande högskolepedagogisk utbildning samt ömsesidigt erkännande (Rek 2016:1).

    I vårt bidrag åskådliggörs det akademiska lärarskapet utifrån ett högskoleperspektiv, med utgångspunkt i processen att revidera och förankra synen på pedagogisk meritering och denpedagogiska karriärstegen vid lärosätet. I styrdokumentet ”Riktlinjer för pedagogisk karriärstege vid Högskolan i Skövde” (Dnr HS 2017/405) [4] beskrivs begreppet akademiskt läarskap som ”… att ha ett vetenskapligt förhållningssät till kunskap och kunskapsbildning och vad det innebä att vara lärare i höre utbildning. Det akademiska lärarskapet innebär en kvalitetsdrivande strategi där läraren reflekterar över och argumenterar för sin lärargäning i ett kontinuerligt utvecklingsarbete. Ett akademiskt lärarskap innefattar förutom skicklighet i undervisning och handledning även inslag av pedagogisk kritisk sjävreflektion”. Som ett resultat av det genomförda reviderings- och utvecklingsarbetet har exempelvis begreppet akademiskt lärarskap introducerats i lärosätets utvecklingsplan 2017-2022 [5] samt att ett råd för högskolepedagogisk meritering har inrättats. Vi kommer att beskriva vå utvecklings- och revideringsprocess och beskriva de möjligheter och utmaningar som vi stött på i olika sammanhang under resans gång med att förankra begreppet akademiskt lärarskap i organisationen. Dessutom diskuterar vi våra förväntningar och farhågor under det pågående och framtida arbetet. Vi hoppas att inspirera andra lärosäten som planerar att inrätta någon form av pedagogisk meritering utifrån ett akademiskt lärarskap.

    Referenser

    [1] https://www.sfs.se/publikation/agenda-pedagogik

    [2] Kreber, C. (2002). “Teaching excellence, teaching expertise, and the scholarship of teaching.” Innovative Higher Education, 27(1), pp. 5-23.

    [3] REK 2016-1 Mål för behörighetsgivande högskolepedagogisk utbildning samt ömsesidigt erkännande. Tillgäglig på

    http://www.suhf.se/BinaryLoader.axd?OwnerID=f66b107a-bb35-44b1-a4bd-98518d2d6950&OwnerType=0&PropertyName=EmbeddedFile_1937ad3d-3d25-4e4d-8dc5-

    9c490b27432e&FileName=REK+2016-

    1+Om+beh%c3%b6righetsgivande+h%c3%b6gskolepedagogisk+utbildning_Dnr+024-16.pdf&Attachment=True

    [4] http://www.his.se/Policies/Forskning_utbildning_forskningsniva/Riktlinjer%20pedagogisk%20meritering%20-%20beslutad.pdf

    [5] http://www.his.se/Policies/StrategierKvalitetOrganisation/utvecklingsplan_for_his_2017_2022.pdf

  • 32.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lundström, Christina
    Sveriges lantbruksuniversitet.
    Lantbrukares beslutsfattande och lantbruksrådgivning: en förstudie (DEMIPROF)2014Report (Refereed)
    Abstract [en]

    The aim of this pilot study was to decrease the lack of understanding concerning farmers’ decision-making in order to gain a deeper portrayal of farmers' decision-making by studying decision-making in practice. Farmers' decision-making is a process that is influenced by a variety of factors and requires that farmers are versed in many specialized areas. Previous research in this area lacks a holistic perspective where biological, technical, economic, ethical and social factors are integrated, in order to describe the farmers’ lifeworld. Three farmers from western Sweden were included in the study, which has been conducted as a multiple case study, in the form of workplace studies, in order to identify the participating farmers' lifeworld, the support through advisors and various external resources, eg. IT tools. This qualitative research design has resulted in a number of detailed descriptions of how choices and decisions are made at the farm level, than had not been possible with more quantitative methods and statistical analysis of socio-economic variables. According to researchers in the field "farm management" this kind of studies are currently missing in the agricultural domain, and this study is considered to be a first step in that direction. The result highlights a number of factors regarding how the farmers consider their situation and lifeworld, of the advisory role and the impact of IT and other tangible artifacts. The report includes a discussion of the results obtained, different views and explanations of knowledge and thinking, and provides suggestions for further research. The report ends with some conclusions which indicate that farmers’ being-in-the-world is complex and can be described as a dynamic system without clear linear causality, which is both fascinating and frustrating. The advisory service is primarily considered as a support function and a sounding board for more current decisions regarding crops, spraying and fertilizing, while major and strategic decisions are initially discussed in other networks. The advisory service needs to develop by expanding a little more outside the comfort zone of ordinary activities and take some height in more strategic terms for the farm as a whole

  • 33.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lundström, Christina
    Sveriges lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Ljung, Magnus
    Sveriges lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Next Generation Decision Support Systems for Farmers: Sustainable Agriculture through Sustainable IT2016In: Farming Systems Facing Global Challenges: Capacities and Strategies.: Volume 1 / [ed] Thomas Aenis; Andrea Knierim; Maja-Catrin Riecher; Rebecka Ridder; Heike Schobert; Holger Fischer, Berlin: IFSA Europe , 2016, Vol. 1, p. 49-57Conference paper (Refereed)
    Abstract [en]

    The core of many changes towards a more sustainable agriculture is the individual decision-maker. The decisions of each farmer have impacts on sustainability and are made in a complex world of contradictious interests and values. Agricultural decision support systems (AgriDSS) will be a major contributor in the realization of a viable farm economy with less negative environmental impact, but it must not only provide current and relevant information. Current DSSs available to farmers, advisors, experts, and policy makers are not used to their full potential. One reason is that they fail to capture the actual needs of the farmers and to understand their decision-making in practice. They are not adapted to the high complexity characterizing sustainable land use decision-making. Among farmers the acceptance of these systems are low, partly because existing DSS are based on what scientists and system developers consider as necessary. As a result, new linkages and better understanding between different stakeholders in agriculture has to be improved. The user-centred design (UCD) approach can answer the core of the identified problems of most DSSs, because it put the farmers’ experience in focus and involve them early and continuously in the design process. In this paper we discuss next generation’s AgriDSS which are useful and useable for farmers and other stakeholders. By introducing theories from UCD, illustrated by the Swedish case of implementing Precision Agriculture, we show what is needed to make new technologies contribute to resilient farms and farming systems. We argue that there is a dual link between environmental sustainability and information systems (IS) addressing both sustainability through design – how IS can be used to promote more sustainable behaviours, and sustainability in design – how sustainability can be the governing principle of the design of the information systems themselves.

    Consequently, the next generation’s AgriDSS must simultaneously enable stakeholders to get access to the best knowledge available, and at the same time involve them in the process of developing the user interface design. To use existing and future information efficiently, participatory approaches are therefore crucial and need to be a part of transition towards sustainable agriculture.

  • 34.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Lundström, Christina
    Department of Urban and Rural development, Swedish University of Agricultural Sciences, Skara, Sweden.
    Ljung, Magnus
    National Competence Centre for Advisory Services, Swedish University of Agricultural Sciences, Skara, Sweden.
    Jonsson, Anders
    Department of Soil and Environment, Swedish University of Agricultural Sciences, Skara, Sweden.
    Promoting sustainable intensification in precision agriculture: review of decision support systems development and strategies2017In: Precision Agriculture, ISSN 1385-2256, E-ISSN 1573-1618, Vol. 18, no 3, p. 309-331Article in journal (Refereed)
    Abstract [en]

    Precision agriculture provides important issues toward a more sustainable agriculture. Many farmers have the necessary technology to operate site-specifically, but they do not use it in practice, and thus available information and communications technology(ICT) systems are not used to their full potential. This paper addresses how to reduce the so-called ‘‘problem of implementation’’, based on the knowledge that participatory approaches during the design and development process is one of the most important factors to frame technology adoption. The development of sustainable ICT systems through theories and methodologies from the fields of human computer interaction and user-centered design (UCD) is presented and an ongoing Swedish project for development of an agricultural decision support system (AgriDSS) for nitrogen fertilization is used as an example to frame the issue. The overreaching aim is to develop AgriDSSs that are sustainable in design as well as through design by stressing the importance of participatory approaches for the successful development of AgriDSSs. The Swedish project has the intention to apply a UCD approach, and some pitfalls on starting to use this way of working is identified as well as some suggestions on how to reduce them through co-learning processes. Despite the challenges presented in this paper, ICT can contribute significantly to long-term sustainable development. Thus, several competences and scientific disciplines need to act in concert to help develop a sustainable development of agriculture via a transdisciplinary approach that can make an impact on society at many levels.

  • 35.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Rambusch, Jana
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Ljung, Magnus
    Sveriges Lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Lundström, Christina
    Sveriges Lantbruksuniversitet, Swedish University of Agricultural Sciences.
    Decision Making in Agriculture: Farmers' Lifeworld in Theory and Practice2013Conference paper (Refereed)
    Abstract [en]

    The challenges facing the agriculture sector are immense and a wide range of factors and demands influence it on both local and global level. Making decisions under such circumstances is a complex and delicate task in which goal conflicts cannot easily be resolved. This puts farmers in a rather difficult position as it is impossible for a single individual to make informed and appropriate decisions, which strongly emphasizes the need for an increased collaboration between farmers and other actors in the agricultural sector. This paper aims to explore in more detail farmers' lifeworld which refers to their social environment and working life. Particular focus will be on the socially situated organization of collaborative activities in farmers' lifeworld and the ways in which technologies and artifacts can be present in practical action. For instance, agricultural advisory situations can be considered complex social systems where people with different backgrounds, experiences, and expectations collaborate by means of a wide range of artifacts to develop some common understanding and shared knowledge. We suggest that theories of distributed and situated cognition and the methodologies that come with them are well suited to capture farmers' lifeworld and their daily working practices. Material from an ongoing workplace study will be used for illustration purposes to provide concrete examples.

  • 36.
    Lindblom, Jessica
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Informatics.
    Siewertz, Josefine
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Engineering Science.
    Challenges and lessons learned concerning learning in a social context in web-based education2014In: Next Generation Learning Conference, NGL 2014: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun: Högskolan Dalarna, 2014, p. 27-41Conference paper (Other academic)
    Abstract [sv]

    This paper presents five identified challenges concerning learning in a social context in web-based education and discusses lessons learned on how to reduce these challenges in higher education. The study is primarily based on the authors’ own experiences in conducting web-based education as well as on theories and research on learning and e-learning.

  • 37.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Susi, Tarja
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Situerad kognition2012In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Lund: Studentlitteratur, 2012, 1, p. 477-485Chapter in book (Refereed)
  • 38.
    Lindblom, Jessica
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Susi, Tarja
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Tysk, Anni
    University of Skövde, School of Technology and Society.
    Social kognition2012In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Lund: Studentlitteratur, 2012, 1, p. 383-392Chapter in book (Refereed)
  • 39.
    Lindblom, Jessica
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Svensson, Henrik
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Kognitionsvetenskapens historia2012In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Lund: Studentlitteratur, 2012, 1, p. 35-45Chapter in book (Refereed)
  • 40.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Svensson, Henrik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Några framgångsfaktorer för examensarbetets genomförande och resultat för campus- och nätbaserad undervisning2016In: NU2016 Högskolan i samhället - samhället i högskolan, 2016, article id 3.4.3Conference paper (Refereed)
    Abstract [sv]

    Examensarbetet är en synnerligen viktig och utvecklande del i en studentens lärande. I det här bidraget redovisar vi en process som stödjer studenterna under processen som genomsyras av tydlig lärar- och studentsamverkan och ett uttalat studentansvar. Processen bidrar till att erhålla en bra slutprodukt i form av ett godkänt examensarbete inom givna tidsramar, både på campus och via nätbaserad undervisning.

  • 41.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Svensson, Henrik
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Vikten av pedagogiskt utveckling i kvalitetssarbete: CDIO som metod och inspiration2014In: Nu2014: Umeå 8-10 oktober Abstracts, Umeå Universitet, 2014, p. 136-Conference paper (Refereed)
    Abstract [sv]

    Det ställs i dagens samhälle en mängd krav på den högre utbildningen utifrån flera olika perspektiv som t.ex. utbildningens vetenskapliga grund, integrering av teoretiska kunskaper och praktiska färdigheter, bildning samt studenternas förberedelse inför yrkeslivet och anställningsbarhet. Detta medför krav på den högre utbildningens organisation att utgöra stöd för de undervisande lärarnas egna utvecklings- och lärandeprocesser för att möta dessa utmaningar. Ett sätt att realisera en lärande organisation är att erbjuda olika former av pedagogiska och didaktiska utvecklingsprojekt för lärarkollegiet. Vi har på vårt lärosäte haft möjligheten att under två år arbeta aktivt och strukturerat med dessa frågor inom ramverket ”Conceiving - Designing - Implementing – Operating”, eller CDIO-initiativet vilket det är mer känt som (Crawley m.fl., 2010). CDIO-initiativet är ursprungligen avsett för ingenjörsutbildningar och baseras på olika pedagogiska forskningsresultat som utgår från en konstruktivistisk grundsyn (Bron & Wilhelmson, 2004). Vi har överfört CDIO-ramverket till ämnesområden utanför ingenjörsvetenskap med goda resultat. Vi har erfarit att många pedagogiska angreppssätt, didaktiska metoder och tekniker inom CDIO-initiativet fungerar väl och menar att det utgör ett ändamålsenligt och effektivt ramverk för hantera de utmaningar som ställts inom dagens högre utbildning.

    Syftet med detta bidrag är att inspirera och informera andra universitetslärare som arbetar med kvalitetsfrågor och pedagogiskt utvecklingsarbete inom högre utbildning, genom att delge våra kunskaper och erfarenheter att tillämpa CDIO utanför ingenjörsvetenskap generellt, med ett fokus på kvalitetsfrågor gällande programutveckling. Främst fokuserar vi på den så kallade black box-metoden (Crawley m fl., 2010) som vi förutom att använda som ett utvärderingsverktyg av existerande utbildningsprogram även framgångsrikt modifierat och använt proaktivt i utvecklingsarbetet av nya utbildningsprogram.

    För att aktivt och framgångsrikt arbeta med att utveckla utbildningskvaliteten i högre utbildningen behöver pedagogiskt utvecklingsarbete vara integrerade i kvalitetsprocesserna. Kvalitetsarbete kan inte bara fokusera på de ämnes- och färdighetskunskaper studenten ska uppnå i sig utan även på att lärarna också har ett fokus på i vilka sammanhang studenten ska och kan applicera dessa kunskaper givet t.ex. var i utbildningen studenten befinner sig. I högre utbildning betonas ofta den enskilde lärarens pedagogiska och didaktiska kompetens, men det är inte tillräckligt. En bra lärare, enligt oss, är en lärare som kan se sin egen undervisning i ett större sammanhang, t.ex. hur en kurs hänger ihop med andra kurser inom utbildningen eller hur den kopplar till ett framtida yrkesliv. CDIO-ramverket innefattar verktyg som möjliggör en integrerad syn på utbildningen, vilket i sin tur gynnar utbildningskvaliteten.

  • 42.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Manufacturing in the wild: viewing human-based assembly through the lens of distributed cognition2017In: Production & Manufacturing Research, ISSN 2169-3277, Vol. 5, no 1, p. 57-80Article in journal (Refereed)
    Abstract [en]

    The interdisciplinary field of cognitive science has been and isbecoming increasingly central within human factors and ergonomics(HF&E) and, since at the same time, there has long been a call for a more systems perspective in the area with a somewhat wider unit of analysis. This paper argues that the theoretical framework of distributed cognition would greatly benefit the application of HF&E to manufacturing and would offer a more holistic understanding of the interactions between different entities within a greater context,including the social, cultural and materialistic. We aim to characterize and analyse manufacturing as a complex socio-technical system from a distributed cognition perspective; focusing on the use, mediation and integration of different forms of representations, tools and artefacts in this domain. We present illustrative examples fromauthentic manual assembly, showing the cognitively distributed nature of the work, ranging from scaffolding strategies of the individual worker to the emergent properties of a whole assembly line. The paper further proposes and provides benefits of using a distributed cognition framework as a novel approach in the toolboxfor the HF&E discipline, where it may have been found before, but the application to manufacturing has been absent.

  • 43.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Thorvald, Peter
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Towards a framework for reducing cognitive load in manufacturing personnel2014In: Advances in Cognitive Engineering and Neuroergonomics / [ed] Kay Stanney & Kelly S. Hale, AHFE , 2014, p. 233-244Conference paper (Refereed)
    Abstract [en]

    The interest in cognitive aspects of human performance has dramatically increased in recent years in manufacturing, complementing the area of physical ergonomics, and the expanded focus on cognitive aspects may offer significant insights and contributions to industrial domains. A considerably increased interest has been directed at the role and effects cognitive load has on human performance, and ultimately on production outcome. The main question addressed is: How can an understanding of cognitive load in manufacturing lead us to design better workplaces for the personnel at the shop floor? To answer this question, we have to consider how technology interacts with work environment and with human cognition from a systems perspective. Technology should be considered a resource in the design of a better working environment, aid those activities for which we are poorly suited cognitively, and enhance those cognitive skills for which we are ideally suited. This has resulted in a potential framework of factors that might have impact on high cognitive load, consisting of three levels; internal factors, external factors, and activity space. The initial framework focuses primarily on the former factors, identifying risks where a high cognitive load might lead to difficulty of work, negatively affecting production outcome.

  • 44.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Informatics. University of Skövde, The Informatics Research Centre.
    Wang, Wei
    University of Skövde, School of Engineering Science. University of Skövde, The Virtual Systems Research Centre.
    Towards an Evaluation Framework of Safety, Trust, and Operator Experience in Different Demonstrators of Human-Robot Collaboration2018In: Advances in Manufacturing Technology XXXII: Proceedings of the 16th International Conference on Manufacturing Research, incorporating the 33rd National Conference on Manufacturing Research, September 11–13, 2018, University of Skövde, Sweden / [ed] Peter Thorvald, Keith Case, Amsterdam: IOS Press, 2018, p. 145-150Conference paper (Refereed)
    Abstract [en]

    Advancements in human-robot collaboration (HRC) are regarded as major aspects of the future Industry 4.0. HRC entails humans that cooperatively work with robots in dynamic, changing, and unpredictable settings where they should assist and learn from each other and automatically respond to changes. This requires research and development to investigate and evaluate how these hybrid collaborative systems should function and distribute work. The common practice is to focus on performance-related issues, which are highly influenced by human factors (HF). Because of the prevailing orientation towards HF, HRC runs the risk of not considering the modern understandings of human cognition and technology-mediated activity, in which humans are considered as actors (not factors) in a socio-material context. Although HF is dominant and well justified, the problem is that it may hinder general development, because it is not aligned with the modern understanding of cultivating a safety culture that promotes continuous improvements and development as an inherent attitude of companies and work practices. Taking an opposite approach, where the human operators working together with robots are playing active and positive roles in constructing safety, trust, and good operator experience. Hence, the collaborative human-robot system perspective addresses the need to develop and assess new evaluation methods that consider aspects like safety, trust, and operator experience from modern understandings of human cognition and technology-mediated activity, where also different levels of in human-robot collaboration have to be considered. This paper presents 1) the initial conceptual framework of HRC that addresses these above issues. It also describes 2) the design of a comparative analysis and benchmarking tasks of operators when interacting closely with robots, in three different demonstrators of varying levels of collaboration. The final outcome from this work should, in the long run, function as a roadmap for successful implementation of HRC in industry.

  • 45.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics.
    Body-in-motion: Broadening the social mind2005In: Proceedings of the 27th Annual Conference of the Cognitive Science Society: CogSci05 / [ed] Bruno G. Bara, Lawrence Barsalou, Monica Bucciarelli, Mahwah, NJ: Lawrence Erlbaum Associates, 2005, p. 1284-1289Conference paper (Refereed)
  • 46.
    Lindblom, Jessica
    et al.
    University of Skövde, The Informatics Research Centre. University of Skövde, School of Humanities and Informatics.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Den kognitiva kroppen2012In: Kognitionsvetenskap / [ed] Jens Allwood, Mikael Jensen, Lund: Studentlitteratur, 2012, 1, p. 239-248Chapter in book (Refereed)
  • 47.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Embodiment and Social Interaction: A Cognitive Science Perspective2007In: Body, Language and Mind, Vol. 1: Embodiment, Mouton de Gruyter, 2007, p. 129-162Chapter in book (Other academic)
  • 48.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics. University of Skövde, The Informatics Research Centre.
    Interacting Socially through Embodied Action2008In: Enacting Intersubjectivity: A Cognitive and Social Perspective on the Study of Interactions, IOS Press, 2008, p. 49-63Chapter in book (Other academic)
    Abstract [en]

    This chapter contrasts traditional, disembodied information-processing approaches to intersubjectivity in socio-cognitive research with more recent, embodied approaches. Based on an analysis of the shortcomings of the former, it focuses on the latter, but also clarifies different notions of embodiment and its role in cognition and social interaction. Integrating a broad range of theoretical perspectives and empirical evidence from mainly social psychology, social neuroscience, embodied linguistics and gesture studies, four fundamental functions of the body in social interaction are identified: (1) the body as a social resonance mechanism, (2) the body as a means and end in communication and social interaction, (3) embodied action and gesture as a ‘helping hand’ in shaping, expressing and sharing thoughts, and (4) the body as a representational device. The theoretical discussions are illustrated with an example from a case study of insitu embodied social interaction, with a focus on the importance of crossmodal interaction in the process of scaffolding. It is concluded that the body is of crucial importance in understanding social interaction and cognition in general, and in particular the relational nature of mind and intersubjectivity.

  • 49.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics.
    The Body-in-Motion and Social Scaffolding: Implications for Human and Android Cognitive Development2005In: Toward Social Mechanisms of Android Science: A CogSci-2005 Workshop 25-26 July 2005 in Stresa, Italy: Proceedings, Cognitive Science Society, Inc., 2005, p. 87-95Conference paper (Refereed)
  • 50.
    Lindblom, Jessica
    et al.
    University of Skövde, School of Humanities and Informatics.
    Ziemke, Tom
    University of Skövde, School of Humanities and Informatics.
    The social body in motion: cognitive development in infants and androids2006In: Connection science (Print), ISSN 0954-0091, E-ISSN 1360-0494, Vol. 18, no 4, p. 333-346Article in journal (Refereed)
    Abstract [en]

    During the past two decades, embodiment has become an important concept in many areas of cognitive science, but so far there is no common understanding of what constitutes embodied cognition and what kind of body an artificial humanlike cognizer would require. Work in embodied artificial intelligence and robotics has addressed, to some degree, what kind of bodily implementation is necessary for embodied cognition, but crucial factors such as the role of social interaction and the 'body-in-motion' have still not received much attention. We argue that, in the human child, the interplay of social scaffolding and self-induced locomotion is fundamental to the development of joint attention and a 'self'. Furthermore, we discuss the implications of the social dynamics of bodily experience for android science. We argue that keeping scientific and engineering perspectives apart, but also understanding their relation, is important for clarifying the objectives of android science.

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