Month: June 2023

From Milestones to Moments of Relaxation: HTO Research Group Unwinds on Summer Vacation

As the summer breeze carries us into a well-deserved vacation, the HTO Research Group looks back at a spring semester filled with inspiring work and remarkable successes. Our team has been tirelessly dedicated to advancing the fields of AI, automation, and work environment, resulting in exciting developments and achievements that we are proud to share. Although we will be momentarily away, we eagerly anticipate returning in late August, recharged and ready to continue our journey towards groundbreaking discoveries.

We are thrilled to announce that Sofia, one of our esteemed researchers, has recently had her application for Docent approved. This significant achievement is a testament to Sofia’s exceptional expertise and contributions to her field. While some minor course requirements are remaining, we have no doubt that she will surpass them effortlessly, solidifying her position as a leading expert in her area of research.

Securing funding is a crucial aspect of advancing research, and we are delighted to have received support for two new projects focused on AI, automation, and the work environment. This exciting development will allow us to delve deeper into these domains, exploring innovative solutions and generating valuable insights that can positively impact industries and society. AFA’s trust in us to pursue these projects fuels our motivation and drives us forward.

We are proud to highlight the success of the NIVA course on AI, automation, and robots at work. This specialized course offered an invaluable opportunity for professionals to expand their knowledge and understanding of the emerging technologies shaping the future workplace.

Additionally, the spring semester has been marked by significant achievements in terms of publications and the dedicated effort put into writing applications for funding. Our researchers have diligently worked on disseminating their findings through high-impact journal articles, conference papers, and book chapters. These publications showcase the depth of our research and contribute to the broader academic community by sharing valuable insights and advancements.

Furthermore, our team has invested substantial time and effort in crafting compelling and competitive funding applications. Securing funding is vital to driving our research forward, allowing us to explore new avenues of inquiry, acquire cutting-edge resources, and collaborate with experts from diverse fields. The diligent work put into these applications is a testament to our unwavering commitment to advancing knowledge and making a tangible impact in our focus areas.

Welcoming New PhD Students: As we gear up for the fall semester, we eagerly anticipate the arrival of our new PhD students, Andreas Bergqvist and Jonathan Källbäcker. Their fresh perspectives, curiosity, and dedication to research will undoubtedly enrich our team and contribute to our collective pursuit of knowledge. We look forward to supporting and guiding them in their academic journeys, and we have no doubt that their contributions will be instrumental in our continued success.

The HTO Research Group is immensely grateful for the fruitful spring semester we leave behind, marked by inspiring accomplishments and the pursuit of excellence. As we embark on our summer break, we encourage everyone to take time for rest and rejuvenation, knowing that it is through such periods that creativity and productivity find fertile ground. We will return in late August, eager to share our latest insights, breakthroughs, and updates with our esteemed readers and followers.

Wishing you all a rejuvenating summer filled with joy, relaxation, and inspiration!

Feedback – the key to success in higher education?

I recently took a pedagogical course in Assessment, grading and feedback in relation to teaching in higher education, and one topic that stood out to me as particularly interesting was the role of feedback for learning. Did you know that research shows that receiving feedback is essential for learning and considered the most powerful means of enhancing student achievements? Still, many teachers experience challenges in their feedback practice such as students not recognizing the value of feedback or students exhibiting defensive responses to feedback. In relation to these challenges, feedback literacy has been introduced by the research arena of higher education studies as a concept describing the ability to interpret and to make productive use of feedback.

A well-cited paper by Carless and Boud describes how many students struggle with understanding, interpreting, and using feedback effectively and the authors emphasize that we as teachers need to help them develop this skill of feedback literacy. To support us in this, they provide a framework suggesting that a set of three interrelated features underpin students’ ability to take action in response to feedback. The three features are:

  • Appreciating feedback: understanding and appreciating that feedback aims at improving the work
  • Making judgments: developing self-evaluative capacities to make sound judgments about one’s own work as well as the work of others
  • Managing affect: avoiding defensiveness when receiving critical feedback and developing habits of striving for continuous improvement based on internal and external feedback.

This leaves the important question of how teachers, such as myself and my colleagues in the HTO group, can support the development of these skills in our students. In the paper, the authors highlight for example the use of peer feedback as a learning activity which explicitly aims towards the development of students’ feedback literacy. The idea is that to provide peer feedback exposes the students to the work of others which helps them compare between their own work and the work of their peers. Which, in turn, benefits the ability to self-evaluate their own production. Providing feedback to peers could also be helpful for students to see that feedback aims to help and suggest solutions and improvements.

Another strategy, and something I believe is important, is to model the uptake of feedback in front of our students. This could be done, for example, by discussing how we as academics are constantly exposed to feedback in the form of peer review. We could also make sure to continuously ask for feedback on our teaching, and then (preferably) handle the comments in an exemplary manner and model how to receive and use feedback as a tool for learning and growth. 

To receive feedback is something I think not only students struggle with from time to time. However, thinking about this in the terms of ‘feedback literacy’ can be helpful as it makes it less static by highlighting this as an ability – and abilities can be improved. So next time you either provide or receive feedback, see it as a possibility for individual skill development.

How do you work with feedback processes and activities? 

Reference: Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315—1325.

Join Our ‘Collective Collaboration Mapping’ Workshop at CHIWork

Are you passionate about driving change through collaboration and innovation? Do you want to enhance your skills in designing inclusive research or design projects? We have an exciting opportunity for you! Introducing the workshop ‘Collective Collaboration Mapping,’ a transformative experience that will empower you to navigate the complexities of collaboration and unlock the full potential of collective knowledge.

This interactive and immersive workshop offers practical guidance and tools to co-create inclusive and transdisciplinary collaboration processes, led by renowned experts in the field, Catharina (Karin) van den Driesche and professor Åsa Cajander. Whether you’re involved in participatory action research, citizen initiatives, or community-driven design, this workshop will equip you with the skills you need to effectively address complex challenges.

Taking place on Tuesday, June 13th, 2023, as part of the CHIWORK conference in Oldenburg, Germany, this workshop is a must-attend event for professionals in the field of Human-Computer Interaction (HCI) who are committed to making a positive impact on society.

During the workshop, you will delve into the ‘Collective Collaboration Mapping’ (CCM) Framework, which emphasizes the importance of exchanging and combining different perspectives and types of knowledge. Through hands-on activities and discussions, you will explore touchpoints within the framework, enabling the monitoring of emerging intermediate-level knowledge. By incorporating diverse viewpoints, you’ll create a knowledge network that fosters inclusivity and engagement among all participants.

By the end of the workshop, you will understand the intricacies and opportunities of collaboration within an inclusive and transdisciplinary approach. Armed with the insights and practical tools provided, you’ll be ready to apply the principles of the CCM Framework to your own design or research projects, driving innovation and achieving remarkable results.

For more information and registration, visit the CHIWORK 2023 website:

We look forward to welcoming you to this dynamic and inspiring workshop!

Workshop Details:

NIVA Education’s Online Course on the Work Environment, Digitalisation, Automation, and AI

NIVA Education hosted a state-of-the-art digital course titled ‘Digitalisation, Automation, AI, and the Future Sustainable Work Environment,’ which was conducted online. The course was led by Magdalena Stadin, Bengt Sandblad, and Åsa Cajander from the HTO group. The purpose of this transformative course was to equip academicians with the necessary skills and knowledge to adeptly navigate the ever-evolving sphere of digital systems in the workplace.”

By having interesting talks and insightful presentations, attendees delved into the difficulties and advantages of digital transformation, automation, and artificial intelligence. Topics covered included user-centered design methods, the impact of AI and robotics in various sectors, and the design, deployment, and evaluation of digital systems from a work environment perspective.

The course was carefully planned and organised by the NIVA Education team and Bengt Sandblad to make sure the participants could learn easily. We worked hard to schedule sessions and pick the course material to ensure the program’s overall success.

In conclusion, NIVA Education’s state-of-the-art digital course on “Digitalisation, Automation, AI, and the Future Sustainable Work Environment” was a success! Through engaging discussions and insightful presentations, attendees explored the challenges and advantages of digital transformation.