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Nilsson, Elisabet M., Associate professor in interaction designORCID iD iconorcid.org/0000-0002-6830-1542
Publications (10 of 46) Show all publications
Eriksson, M., Nilsson, E. M. & Lundälv, J. (2023). A Scoping Review of Research Exploring Working Life Practices of People with Disabilities During the COVID-19 Pandemic. Scandinavian Journal of Disability Research, 25(1), 241-255
Open this publication in new window or tab >>A Scoping Review of Research Exploring Working Life Practices of People with Disabilities During the COVID-19 Pandemic
2023 (English)In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 25, no 1, p. 241-255Article, review/survey (Refereed) Published
Abstract [en]

There have been numerous research studies stating the fact that the pandemic affected people with disabilities’ working lives. Less research has been conducted on how people with disabilities coped with and learned from these challenges. This scoping review maps research conducted in the field of disability research and multidisciplinary research, published from the outbreak of the pandemic until October 31, 2022. The focus is on how people with disabilities adapted their working lives to the conditions caused by the COVID-19 pandemic and what working practices and strategies they applied to manage the situation. From an extensive search in bibliographic databases, eight research articles were identified. The review results reveal both challenges and new openings for the working life of people with disabilities post-pandemic. Implications for future research are identified, addressing intersectionality, hybrid work environments, digital gaps and increased participation of people with disabilities in research.

Place, publisher, year, edition, pages
Stockholm University Press, 2023
Keywords
disabilities, COVID-19 pandemic, post-pandemic, working life, hybrid work, scoping review
National Category
Other Social Sciences not elsewhere specified
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-61774 (URN)10.16993/sjdr.1012 (DOI)2-s2.0-85167335558 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2021-01878
Available from: 2023-08-03 Created: 2023-08-03 Last updated: 2023-10-17Bibliographically approved
Bekker, T., Eriksson, E., Fougt Skov, S., Hansen, A.-M., Nilsson, E. M. & Yoo, D. (2023). Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education. In: EduCHI '23: Proceedings of the 5th Annual Symposium on HCI Education. Paper presented at the 5th Annual Symposium on HCI Education (EduCHI '23) Hamburg, Germany, April 28 2023 (pp. 55-58). New York, NY, USA: Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education
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2023 (English)In: EduCHI '23: Proceedings of the 5th Annual Symposium on HCI Education, New York, NY, USA: Association for Computing Machinery (ACM), 2023, p. 55-58Conference paper, Published paper (Refereed)
Abstract [en]

In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.

Place, publisher, year, edition, pages
New York, NY, USA: Association for Computing Machinery (ACM), 2023
Keywords
more-than-human, HCI, interaction design, design education, values
National Category
Human Computer Interaction
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-61484 (URN)10.1145/3587399.3587406 (DOI)2-s2.0-85156186787 (Scopus ID)979-8-4007-0737-7 (ISBN)
Conference
the 5th Annual Symposium on HCI Education (EduCHI '23) Hamburg, Germany, April 28 2023
Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2023-07-05Bibliographically approved
Yoo, D., Bekker, T., Dalsgaard, P., Eriksson, E., Fougt Skov, S., Frauenberger, C., . . . Wiberg, M. (2023). More-Than-Human Perspectives and Values in Human-Computer Interaction. In: Albrecht Schmidt; Kaisa Väänänen; Tesh Goyal; Per Ola Kristensson; Anicia Peters, ACM Digital Library (Ed.), CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems. Paper presented at HI Conference on Human Factors in Computing Systems (CHI EA ’23) (pp. 1-3). Paper presented at HI Conference on Human Factors in Computing Systems (CHI EA ’23). New York, NY, USA: Association for Computing Machinery (ACM), Article ID 516.
Open this publication in new window or tab >>More-Than-Human Perspectives and Values in Human-Computer Interaction
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2023 (English)In: CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems / [ed] Albrecht Schmidt; Kaisa Väänänen; Tesh Goyal; Per Ola Kristensson; Anicia Peters, ACM Digital Library, New York, NY, USA: Association for Computing Machinery (ACM), 2023, p. 1-3, article id 516Chapter in book (Refereed)
Abstract [en]

In this special interest group (SIG) we invite researchers, practitioners, and educators to share their perspectives and experiences on the expansion of human-centred perspective to more-than-human design orientation in human-computer interaction (HCI). This design for and with more-than-human perspectives and values cover a range of fields and topics, and comes with unique design opportunities and challenges. In this SIG, we propose a forum for exchange of concrete experiences and a range of perspectives, and to facilitate reflective discussions and the identification of possible future paths.

Place, publisher, year, edition, pages
New York, NY, USA: Association for Computing Machinery (ACM), 2023
Keywords
more-than-human, HCI, interaction design, human-centred design
National Category
Human Computer Interaction
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-61482 (URN)10.1145/3544549.3583174 (DOI)2-s2.0-85158088559 (Scopus ID)978-1-4503-9422-2 (ISBN)
Conference
HI Conference on Human Factors in Computing Systems (CHI EA ’23)
Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2023-09-04Bibliographically approved
Lundälv, J., Eriksson, M. & Nilsson, E. M. (2023). Working life of people with disabilities during the Covid-19 pandemic: An interview study conducted in Sweden. Gothenburg: University of Gothenburg
Open this publication in new window or tab >>Working life of people with disabilities during the Covid-19 pandemic: An interview study conducted in Sweden
2023 (English)Report (Other academic)
Abstract [en]

This report presents the results from an interview study carried out as part of the research project "Working life during the Covid-19 pandemic: learning experiences, design opportunities and future working life for people with disabilities". The aims of the research project are, firstly, to investigate how people with various disabilities experienced and coped with their working lives during the Covid-19 pandemic,  and what tools and strategies they used to achieve social participation. Secondly, to explore how these learning experiences and insights can contribute to improving the conditions for vulnerable groups to participate in and contribute to working life.

The report includes a large collection of opportunities and challenges faced by people with disabilities in their working lives during the pandemic. The experiences and stories shared by the 26 interviewees evoke many thoughts and reflections about remote working conditions, often in hybrid settings. Opportunities and challenges are identified in three themes: I) Social support, II) Work environment, and III) Technology, accessibility, and infrastructure. Above all, the report is forward-looking, and the insights presented provide input to the shaping of future working life in a post-pandemic world. It highlights what is required in terms of leadership, work environment, digital competencies, access to technology and infrastructure.

Place, publisher, year, edition, pages
Gothenburg: University of Gothenburg, 2023. p. 42
Keywords
working life, Covid-19, disabilities, remote work, interviews
National Category
Other Social Sciences
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-63159 (URN)978-91-527-8489-1 (ISBN)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2021-01878
Available from: 2023-10-16 Created: 2023-10-16 Last updated: 2023-10-17Bibliographically approved
Lundälv, J., Nilsson, E. M. & Eriksson, M. (2022). Covid-19 Pandemic Coping Strategies in a Complex Landscape of Crisis Communication: A Participatory Study with Disability Organisations in Sweden. Baltic Screen Media Review, 10(1), 140-161
Open this publication in new window or tab >>Covid-19 Pandemic Coping Strategies in a Complex Landscape of Crisis Communication: A Participatory Study with Disability Organisations in Sweden
2022 (English)In: Baltic Screen Media Review, E-ISSN 2346-5522, Vol. 10, no 1, p. 140-161Article in journal (Refereed) Published
Abstract [en]

The article challenges the notion that crisis communication is a matter of outreach of a single message communicated as “one voice” from official channels speaking to the public about how to prepare for and manage crisis situations. The Covid-19 pandemic has made it evident that the general public is accessing multiple channels for crisis information while the crisis situation, the rules and knowledge are constantly changing. An array of different voices, facts, (fake) news and recommendations are channeled via public service, social media, national and international media. Most of this content is accessed and shared via digital channels, but also via communities, workplaces, and between friends and families living in the same country or abroad. This article presents insights gained from a qualitative study addressing disabled people whose everyday lives have always been characterized by extraordinary circumstances, and continuously so also during the Covid-19 pandemic. The aim was to create an understanding of disabled people’s crisis-specific media practices and their ways of coping with situations caused by the pandemic. Through a national online survey study and workshops, it explores how disabled people experience the pandemic, and how crisis information flows affect trust between authorities and the disability movements. The study should be read in the light of the Swedish Covid-19 strategy, which put a strong emphasis on the individual’s responsibility and that every citizen is expected to follow the recommendations and take precautionary measures to limit the spread of the virus. This approach requires that both public agencies and citizens are capable of  navigating the emerging complex crisis communication landscape and requires them to make responsible decisions and taking relevant measures.

Place, publisher, year, edition, pages
Sciendo, 2022
Keywords
Covid-19 pandemic, crisis communication, crisis-specific media practices, disability organisations, disabled people, trust, recognition, coping strategies, participatory research
National Category
Other Social Sciences
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-51493 (URN)10.2478/bsmr-2022-0010 (DOI)
Available from: 2022-05-17 Created: 2022-05-17 Last updated: 2022-05-17Bibliographically approved
Nilsson, E. M., Lundälv, J. & Eriksson, M. (2022). Design opportunities for future development of crisis communication technologies for marginalised groups: Co-designing with Swedish disability organisations. Journal of Enabling Technologies (JET), 16(3)
Open this publication in new window or tab >>Design opportunities for future development of crisis communication technologies for marginalised groups: Co-designing with Swedish disability organisations
2022 (English)In: Journal of Enabling Technologies (JET), ISSN 2398-6263, E-ISSN 2398-6271, Vol. 16, no 3Article in journal (Refereed) Published
Abstract [en]

Purpose The purpose is to firstly, provide an example of how voices of people with various disabilities (motor, visual, hearing, and neuropsychiatric impairments) can be listened to and involved in the initial phases of a co-design process (Discover, Define). Secondly, to present the outcome of the joint explorations as design opportunities pointing out directions for future development of crisis communication technologies supporting people with disabilities in building crisis preparedness. The study was conducted during the Covid-19 pandemic. Design/methodology/approach The study assumes a design research approach including a literature review, focus group interviews, a national online survey and collaborative (co-)design workshops involving crisis communicators and representatives of disability organisations in Sweden. The research- and design process was organised in line with the Double Diamond design process model consisting of the four phases: Discover, Define, Develop and Deliver, whereof the two first phases are addressed in this paper. Findings The analysis of the survey data resulted in a series of challenges, which were presented to and evaluated by crisis communicators and representatives from the disability organisations at the workshops. Seven crisis communication challenges were identified, for example, the lack of understanding and knowledge of needs, conditions and what it means to build crisis preparedness for people with disabilities, the lack of and/or inability to develop digital competencies and the lack of social crisis preparedness. The challenges were translated into design opportunities to be used in the next step of the co-design process (Develop, Deliver). Originality/value This research paper offers both a conceptual approach and empirical perspectives of design opportunities in crisis communication. To translate identified challenges into design opportunities starting with a "How Might We", creates conditions for both researchers, designers and people with disabilities to jointly turn something complex, such as a crisis communication challenge, into something concrete to act upon. That is, their joint explorations do not stop by "knowing", but also enable them to in the next step take action by developing potential solutions for crisis communication technologies for facing these challenges.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2022
Keywords
Co-design, People with disabilities, Covid-19 pandemic, Crisis communication technologies, Design opportunities, Disability organisations
National Category
Design
Identifiers
urn:nbn:se:mau:diva-55065 (URN)10.1108/JET-01-2022-0006 (DOI)000849483600001 ()
Available from: 2022-09-21 Created: 2022-09-21 Last updated: 2023-01-03Bibliographically approved
Hansen, A.-M., Nilsson, E. M., Eva, E., Yoo, D. & Nørgård Tøft, R. (2022). Teaching for more-than-human perspectives in technology design – towards a pedagogical framework. In: Design for Adaptation Cumulus Conference Proceedings Detroit 2022: . Paper presented at Cumulus Conference Design for Adaptation hosted by College for Creative Studies, Detroit, Michigan, USA on November 2-4, 2022. Detroit, Michigan, USA: Cumulus Assosiation
Open this publication in new window or tab >>Teaching for more-than-human perspectives in technology design – towards a pedagogical framework
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2022 (English)In: Design for Adaptation Cumulus Conference Proceedings Detroit 2022, Detroit, Michigan, USA: Cumulus Assosiation , 2022Conference paper, Published paper (Refereed)
Abstract [en]

This position paper presents the initial steps towards the development of a pedagogical framework on teaching for more-than-human perspectives in design targeting teachers at technology design programmes and courses in higher education. We build on the methodology applied in the [ref anonymised for blind review] project [ref anonymised] and the resulting [ref anonymised] OER (Open Educational Resource). The continuation of the project focuses on developing teaching activities that address more-than-human perspectives when teaching the next generation of responsible technology designers. In recent years there has been a growing awareness towards designing for more complex and holistic systems that include perspectives of nature and the more-than-human. As stated in the UN Sustainable Development Goals, to achieve sustainable development we need to address the three levels: people (society), profit (economy), and planet (biosphere) since they are all intertwined. Still, most of the design methods both professionally practiced and taught at technology design education are geared towards humans with particular focus on users through, for example, human-centred design and user experience design. Thus, there is a gap between methods taught to designers and what methods are needed to solve problems related to environmental and social sustainability by also addressing planetary perspectives. This paper puts forward the importance of challenging the dominating paradigm of technology design practices primarily focusing on people and profit, by also including planetary and more-than-human perspectives. Examples of existing practices and approaches for including and listening to more-than-human perspectives are presented. By building on the experiences gained from the [ref anonymised] project, we present a path towards a pedagogical approach for how practices of designing for more-than-human perspectives can be turned into teaching activities in technology design educations. In doing so, teachers become agents of change by creating conditions for students to grow into responsible designers of future technologies and play a role in driving adaptation towards a more sustainable future.

Place, publisher, year, edition, pages
Detroit, Michigan, USA: Cumulus Assosiation, 2022
Series
Cumulus Conference Proceedings, ISSN 2490-046X ; 9
Keywords
more-than-human, HCI, interaction design, design education, open educational resource
National Category
Human Computer Interaction
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-61483 (URN)979-8-218-07901-7 (ISBN)
Conference
Cumulus Conference Design for Adaptation hosted by College for Creative Studies, Detroit, Michigan, USA on November 2-4, 2022
Available from: 2023-06-28 Created: 2023-06-28 Last updated: 2023-07-03Bibliographically approved
Eriksson, E., Nilsson, E. M., Hansen, A.-M. & Bekker, T. (2022). Teaching for Values in Human–Computer Interaction. Frontiers in Computer Science, 4
Open this publication in new window or tab >>Teaching for Values in Human–Computer Interaction
2022 (English)In: Frontiers in Computer Science, E-ISSN 2624-9898, Vol. 4Article in journal (Refereed) Published
Abstract [en]

There is an increasing awareness of the importance of considering values in the design of technology. There are several research approaches focused on this, such as e.g., value-sensitive design, value-centred human–computer interaction (HCI), and value-led participatory design, just to mention a few. However, less attention has been given to developing educational materials for the role that values play in HCI, why hands-on teaching activities are insufficient, and especially teaching activities that cover the full design process. In this article, we claim that teaching for ethics and values in HCI is not only important in some parts of the design and development process, but equally important all through. We will demonstrate this by a unique collection of 28 challenges identified throughout the design process, accompanied by inspirational suggestions for teaching activities to tackle these challenges. The article is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching and assessment activities and pedagogical framework, and from pilot testing. Preliminary results from pilots of parts of the teaching activities indicate that student participants experience achieving knowledge about how to understand and act ethically on human values in design, and teachers experience an increased capacity to teach for values in design in relevant and innovative ways. Hopefully, this overview of challenges and inspirational teaching activities focused on values in the design of technology can be one way to provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers by learning how to address and work with values in HCI.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2022
Keywords
values in design, interaction design, human computer interaction, higher education, open educational resource
National Category
Interaction Technologies
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-50341 (URN)10.3389/fcomp.2022.830736 (DOI)000769798300001 ()2-s2.0-85126037873 (Scopus ID)
Funder
EU, Horizon 2020, 2018-1-SE01-KA203-039072
Available from: 2022-02-22 Created: 2022-02-22 Last updated: 2024-02-05Bibliographically approved
Eriksson, E., Kok, A. L., Barendregt, W., Jensen, C. G. & Nilsson, E. M. (2022). Teaching for Values in Interaction Design: A Discussion About Assessment. IxD&A: Interaction Design and Architecture(s) (52), 221-233
Open this publication in new window or tab >>Teaching for Values in Interaction Design: A Discussion About Assessment
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2022 (English)In: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, no 52, p. 221-233Article in journal (Refereed) Published
Abstract [en]

We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment for learning, including active participation of students in the design of learning goals and assessment activities.

Place, publisher, year, edition, pages
INTERACTION DESIGN & ARCHITECTURES, 2022
Keywords
Values, interaction design, HCI, teaching, assessment, higher education
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:mau:diva-54065 (URN)10.55612/s-5002-052-012 (DOI)000817993900014 ()2-s2.0-85132772620 (Scopus ID)
Available from: 2022-08-02 Created: 2022-08-02 Last updated: 2024-02-05Bibliographically approved
Nørgård T., R., Eriksson, E., Nilsson, E. M. & Yoo, D. (2022). The VASE pedagogical framework: Teaching for values in Design in Higher Education. In: Rocco, Roberto; Thomas, Amy; Novas-Ferradás, María (Ed.), Teaching Design For Values: Concepts, Tools & Practices. Delft, NL: TU Delft Open Publishing
Open this publication in new window or tab >>The VASE pedagogical framework: Teaching for values in Design in Higher Education
2022 (English)In: Teaching Design For Values: Concepts, Tools & Practices / [ed] Rocco, Roberto; Thomas, Amy; Novas-Ferradás, María, Delft, NL: TU Delft Open Publishing , 2022Chapter in book (Refereed)
Abstract [en]

The process of identifying, interpreting, and implementing societal values in university education is an essential part of responsible innovation and designing for equitable, inclusive, and sustainable societies. While there is now a well-defined and growing body of research on the theory and application of designing for values (or ‘value sensitive design’), at present the pedagogical dimension remains underexplored. Teaching Design for Values: A Companion is a resource for teachers of design-based disciplines who wish to foreground values more explicitly in their classes. With fourteen chapters written by both TU Delft educators and international contributors, the book aims to examine the concepts, methods and experiences of teaching design for values within a variety of fields, including urbanism, engineering, architecture, artificial intelligence and industrial design. Through its multi-disciplinarity, Teaching Design for Values proposes an expanded definition of ‘design’ to encompass a broad range of disciplines and processes that deal generally with ‘future-imagining’ and ‘futurebuilding’, including process management. In doing so it explores the ways that values may be expressed and analysed in a variety of different pedagogical contexts.

Place, publisher, year, edition, pages
Delft, NL: TU Delft Open Publishing, 2022
Keywords
values in design, design methods, design practices
National Category
Design
Research subject
Interaktionsdesign
Identifiers
urn:nbn:se:mau:diva-58593 (URN)978-94-6366-635-0 (ISBN)
Available from: 2023-03-08 Created: 2023-03-08 Last updated: 2023-12-22Bibliographically approved
Projects
Value Sensitive Design in Higher Education (VASE); Malmö UniversityCo-designing methods for exploring gender norms, communication and security concerns in crisis situations; Malmö University, Faculty of Culture and Society (KS), School of Arts and Communication (K3)Norm-creative crisis preparedness
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-6830-1542

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