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As technology continues to evolve, so do the ways people interact with it. From wearables and voice-based systems to virtual and augmented reality (VR and AR), sensors, and artificial intelligence (AI), human interaction with digital systems has transformed drastically. Simultaneously, urgent challenges affecting the health of the planet, including climate change, biodiversity loss, and inequality, has made the role of research and design in transformative change increasingly important as we pursue a sustainable, just and resilient future. These transformations push the boundaries of Human-Computer Interaction (HCI), as it necessitates the integration of the many different ways people engage with technology. Biomimicry, or biometrics, the practice of emulating forms, functions, and systems found in nature (Vincent et al., 2006), offers a unique approach to designing HCI systems that are intuitive, regenerative, and sustainable.

Why Biomimicry for HCI?

Biomimicry invites HCI researchers and designers to rethink interactions with technologies. Beyond inspiring new design aesthetics, biomimicry offers insights into designing systems that process data intuitively, sends and receives signals, respond dynamically, and adapt as living organisms do within their ecosystems. By applying design principles abstracted from nature, HCI researchers and designers can create systems that are more adaptable, environmentally responsive, and seamlessly integrated with users’ surroundings. When we incorporate these adaptive strategies into HCI, we can create interfaces that are more intuitive and efficient, using fewer resources and contributing to a regenerative approach to technology. Nature is a network of adaptive interfaces that continuously sense, process, and respond to environmental signals. Imagine if our digital systems could similarly evolve and adapt based on changes in their environment.

Workshop Highlights: Exploring Nature’s Blueprint for HCI

At two recent “Biomimicry for HCI” workshops at Uppsala University, participants delved into nature’s models of sensing, processing, and adapting to information, discovering ways to inspire “living” interfaces. In such interfaces, information is not merely displayed but dynamically revealed in response to environmental cues. The workshops aimed to:

• Bridge biomimicry and HCI: Participants brainstormed and conceptualized interfaces inspired by natural, organic processes.
• Go beyond screen-based interaction: Moving away from traditional, screen-centered designs, they considered how natural systems communicate, sense, and process data.
• Design for sustainability and intuitiveness: By translating nature’s efficient, adaptive mechanisms, participants envisioned HCI systems that are integrated within their environments, where users interact with a system that feels responsive and organically integrated.

Conclusion: Toward a Biomimicry-Inspired HCI

The workshops offered new perspectives on designing HCI systems that emulate models found in nature. By emulating nature’s strategies for adaptation and sustainability, we can create HCI systems that are not only intuitive but also deeply integrated with their environments. This reframing encourages researchers and designers to approach interfaces as living entities that, like natural systems, process and adapt to sensory data fluidly, responding to users as ecosystems respond to environmental cues. Nature does more than aesthetically inspire, it offers models for creating HCI frameworks where the interface itself becomes a dynamic, living system, continuously adapting to and engaging with its surroundings.

In the rapidly evolving field of HCI, biomimicry offers an approach beyond conventional screen-based interaction toward a future where interfaces breathe, respond, and co-exist in harmony with the natural world.

If you are interested in exploring ideas in biomimicry for HCI, please reach out to Karin van den Driesche at c.j.h.m.vandendriesche@uva.nl or info@kadendesign.nl. Additionally, you can download the worksheet, Biomimicry Using Shape Change in Nature, for a hands-on approach: Download Worksheet.

The rapid digitalization of healthcare has created new opportunities for both patients and professionals. The ConnectMe project, a research initiative led by Uppsala University, aims to explore the potential of digital technologies in mental health care. This project focuses on the concept of Connected Mental Health and investigates how digital tools, such as video consultations, can influence the work environment for clinicians while providing flexible mental health services to patients.

Project Overview

Mental health challenges have been on the rise in Sweden, placing significant pressure on healthcare systems. In response to this growing demand, ConnectMe seeks to address the impact of telemedicine and other connected mental health solutions on the work-life flexibility of healthcare professionals, particularly in mental health contexts.

The project will explore three key areas:

1. Influence on Clinicians’ Work Environment: How connected mental health applications, such as video consultations, affect the daily experiences and working conditions of mental health professionals.
2. Comparisons Across Healthcare Contexts: Differences in the use and impact of these digital tools across various clinical settings, such as primary, secondary, and fully digital care environments.
3. Guidelines for Implementation: Recommendations for designing and implementing connected mental health solutions that support both flexible work environments and high-quality care for patients.

Methods and Data

To achieve these goals, the ConnectMe project will use a mixed-method approach, combining qualitative interviews with psychologists and psychiatrists, a national survey, and a Delphi study involving experts in the field. These methods will help gather insights into how different digital tools are being used, the challenges faced by healthcare professionals, and what needs to be improved to create more flexible and sustainable working conditions in mental health care.

The Importance of Flexibility

One of the driving forces behind the ConnectMe project is the need for flexibility in mental health care. Telemedicine, particularly in the form of video consultations, has been widely implemented during the COVID-19 pandemic. It offers potential benefits such as greater accessibility for patients and more flexible working conditions for clinicians. However, challenges remain, including the increased cognitive workload and stress associated with managing digital tools.

Through this project, the research team hopes to provide practical recommendations for ensuring that connected mental health tools enhance, rather than hinder, the work environment of clinicians. The findings will be used to develop guidelines that support a flexible and efficient use of digital technologies in mental healthcare.

Meet the ConnectMe Project Team

The ConnectMe project is led by a multidisciplinary team combining expertise in health informatics, software engineering, occupational health, and human-computer interaction. Together, they aim to improve flexibility in mental health care through connected technologies.

• Maria Hägglund, PhD (Project Leader): An associate professor in Health Informatics, Maria specializes in digital health innovations and implementation science. She leads the project, focusing on enhancing work-life flexibility for mental health professionals.
• Åsa Cajander, PhD: A professor of Human-Computer Interaction, Åsa researches the impact of digitalization on healthcare work environments, bringing crucial insights into how connected tools affect clinicians.
• Charlotte Blease, PhD: An associate professor in Health Informatics and Research Affiliate at Harvard Medical School, Charlotte contributes her expertise in digital psychiatry and ethics, focusing on the real-world impact of telemedicine.
• Sofia Ouhbi, PhD: An associate professor specializing in software engineering, Sofia ensures that connected health tools meet the needs of clinicians and patients, focusing on technical solutions for a flexible work environment.
• Magdalena Ramstedt Stadin, PhD: A postdoctoral researcher in occupational health, Magdalena explores how digitalization affects work-related stress and well-being, particularly in mental health settings.

Future Impact

The ConnectMe project aims to provide actionable insights that can be applied in both clinical settings and digital health policy. The recommendations from this project will contribute to the broader understanding of how digital tools can shape the future of mental health care, ensuring that both patients and clinicians can benefit from a more connected and flexible healthcare system.

As the project continues over the next three years, we will share more updates and findings that can inform the future design and implementation of digital mental health solutions.

For more information about the project: https://connectme.blog.uu.se/about-connectme/

Artificial Intelligence (AI) is transforming industries, workplaces, and education systems at an unprecedented pace. In response to this rapid evolution, the EDU-AI project was launched to explore and guide the integration of Generative AI into computing education. This initiative addresses questions about how AI impacts professional competencies, student learning experiences, and teaching practices.

In this blog post, we highlight key findings and ongoing research from EDU-AI, organized into four main areas of focus. These cover the influence of AI in the IT industry, students’ use of AI in their education, AI-driven teaching strategies, and comprehensive recommendations for future integration of AI into educational practices.

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AI’s Role in the IT Industry

One of the project’s major areas of focus is understanding how professionals in the IT industry engage with Generative AI. An extensive literature review on AI and human-computer interaction has been submitted for publication (Humble & Cajander, Submitted), alongside another study examining the environmental sustainability of AI (Humble & Mozelius, Submitted).

The project also involved interviews with over 50 professionals from Sweden and New Zealand, providing insight into how AI is reshaping their work. These findings have already been presented at international conferences, with additional publications forthcoming (Cajander et al., 2024). These contributions are vital to understanding AI’s evolving role in workplaces and its implications for computing education.

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Exploring Students’ Use of Generative AI

Another important focus is understanding how students perceive and utilize Generative AI in their educational journey. A focus group study will be conducted in the fall semester of 2024, involving Bachelor’s and Master’s level students in computer science.

A significant insight from the project so far is that while AI has the potential to support learning, it also raises concerns about student cognitive load. A study on this topic has been accepted for presentation at the Swedish Cognitive Science Society (SWECog 2024) conference (Humble & Mozelius, 2024). In addition, a study examining how students use AI in software engineering education was presented at the Conference on Software Engineering Education and Training (Yabaku & Ouhbi, 2024).

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Teaching with Generative AI

AI not only impacts students but is also transforming teaching methods. The project explores the perceived strengths, weaknesses, opportunities, and threats (SWOT) of integrating Generative AI into higher education. A manuscript on these findings is planned for submission in fall 2024.

This research is expected to offer valuable guidance for educators, helping them to effectively integrate AI tools into their curricula and prepare students for an AI-enhanced future.

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Synthesizing and Providing Recommendations

The final aspect of the project will synthesize all the findings from the previous areas and provide practical recommendations for adapting computing education in an AI-driven world. While this phase is set to begin later in 2024, it will play a crucial role in guiding educational institutions and policymakers as they adapt to the ongoing AI revolution.

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Publications and Presentations

Team members, including Niklas Humble, Åsa Cajander, Mats Daniels, Sofia Ouhbi and Lars-Åke Nordén have presented their research at industry events and academic conferences worldwide.

Here are some key publications:

Axelsson, A., Wallgren, D. T., Verma, U., Cajander, Å., Daniels, M., McDermott, R., & Eckerdal, A. (2024). From assistance to misconduct: Unpacking the complex role of generative AI in student learning. In Proceedings of the Frontiers in Education Conference 2024, Washington, DC.

Cajander, Å., Bergqvist, A., Clear, A., Clear, T., Daniels, M., Humble, N., Larusdottir, M., McDermott, R., Normark, M., & Ouhbi, S. (2024). AI and work engagement: A study of IT professionals through the lens of self-determination theory. Human-Work Interaction Design Conference, Milan, Italy.

Clear, T., Cajander, Å., Clear, A., McDermott, R., Bergqvist, A., Daniels, M., … & Zhu, T. (2024). A Plan for a Joint Study into the Impacts of AI on Professional Competencies of IT Professionals and Implications for Computing Students. In Proceedings of the 2024 on Innovation and Technology in Computer Science Education V. 2 (pp. 757-758).

Humble, N. & Mozelius, P. (Accepted). The Impact of Artificial Intelligence on Cognitive Load in Computing Education. The 19th conference of the Swedish Cognitive Science Society (SWECog 2024).

Yabaku, M. & Ouhbi, S. (2024). University Students’ Perception and Expectations of Generative AI tools for Software Engineering. Accepted in the 36th Conference on Software Engineering Education and Training (CSEE&T’24).

Looking Ahead: What’s Next for EDU-AI

As the EDU-AI project progresses, it continues to provide insights into the integration of AI in education and industry. Having started in the spring of 2024, this project is just getting underway, with more exciting findings and developments expected in the coming months.

Stay tuned for future updates as the research unfolds!

The digital transformation of healthcare has been a topic of significant global interest, with countries continuously exploring ways to enhance patient care and engagement. One of the most transformative initiatives in recent years has been the implementation of Open Notes, a system that grants patients direct access to their clinical records, including test results, diagnoses, and doctors’ notes. Sweden, a leader in digital healthcare innovations, has been at the forefront of this movement, navigating both technical and cultural challenges to provide patients with greater transparency and control over their health data.

A 20-Year Journey to Open Notes

The journey towards Open Notes in Sweden began in the 1990’s, when the region of Uppsala launched a project to provide patients with online access to their health records. However, it wasn’t until 2018 that all of Sweden’s 21 regions connected to the national Open Notes platform. This lengthy timeline underscores the complexity of the initiative, with regional variations in implementation strategies and differing approaches to balancing the needs of healthcare providers and patients.

According to the study, “Insights from the Implementation of Open Notes in Sweden”, published by Åsa Cajander, Hilde G. Corneliussen, Morten Hertzum, and Gunnar Ellingsen, the process of integrating Open Notes into the Swedish healthcare system has been both challenging and enlightening. The research focuses on the experiences of 14 project managers from five Swedish regions, providing valuable insights into the factors that shaped the project.

Balancing Transparency and Clinical Caution

At the core of the Open Notes initiative is the belief that providing patients with access to their health records promotes transparency, empowers patients, and leads to better healthcare outcomes. For patients with chronic conditions, the ability to access test results promptly is invaluable, allowing them to take a more active role in managing their health.

However, the study highlights that healthcare professionals, particularly physicians, expressed concerns about the potential risks associated with patients accessing sensitive information. In psychiatric care, for example, there was apprehension that patients might misinterpret their records, leading to anxiety or distress. As one interviewee noted, “What will we do now when the patient gets this information? Will they get it before we do? I want to be able to explain to the patient what it means when they read it.”

Despite these concerns, the overall sentiment among project managers was that Open Notes had the potential to revolutionize patient care by fostering more open communication between patients and healthcare providers.

Managing Uncertainty and Conflict

The implementation process was not without its challenges. The project teams often encountered resistance from healthcare providers, who were initially hesitant about the changes. One participant described the journey as a dramatic shift, with healthcare providers moving “from almost being against… very resistant to opening up for new ideas.”

The study also revealed that the complexity of the implementation process was often underestimated. Technical issues, such as problems with communication protocols between local systems and the national platform, added to the difficulty of ensuring a smooth transition. Yet, through ongoing dialogue and collaboration, many of these conflicts were eventually resolved, leading to a more constructive and cooperative environment.

Lessons Learned and Future Directions

Sweden’s experience with Open Notes offers valuable lessons for other countries and healthcare systems looking to adopt similar initiatives. The key takeaway is that digital transformation in healthcare requires more than just technological solutions—it demands careful consideration of the cultural and professional dynamics within the healthcare sector.

For Open Notes to be successfully implemented, both healthcare providers and patients need to be prepared for the changes. This involves extensive training, risk analysis, and open communication to ensure that all stakeholders are aligned in their understanding of the system’s benefits and challenges.

In conclusion, while the implementation of Open Notes in Sweden was a complex and, at times, contentious process, the long-term benefits for patient empowerment and engagement are undeniable. As healthcare continues to evolve in the digital age, Sweden’s experience serves as a blueprint for how to navigate the intersection of technology, patient care, and professional practice.

You find the full paper here:

Cajander, Å., Corneliussen, H. G., Hertzum, M., & Ellingsen, G. (2024). Insights from the Implementation of Open Notes in Sweden. In Digital Health and Informatics Innovations for Sustainable Health Care Systems (pp. 105-109). IOS Press.

Being a research leader presents continuous challenges and opportunities for personal development. As the leader of the HTO group, consisting of around 15 researchers, and as an Advisor to the Vice Chancellor on Equal opportunities, I find myself in a position to influence both research and the work environment at Uppsala University.

Challenges and the Pursuit of Improvement

Every week, I face new challenges as a leader. Navigating complex research projects, managing diverse personalities, and maintaining an inclusive and productive work environment requires constant attention and adaptation. There is always more to learn!

Clear Leadership: My Next Phase of Development

In 2025, I will participate in the Clear Leadership course, organized by Uppsala University. This four-day program is designed for leaders who, like me, aim to achieve results together with others and create sustainable collaborative relationships. The course offers opportunities for leading in a learning-oriented manner, and I am glad to develop my ability to communicate clearly, understand people better, and create a work environment where knowledge and potential can flourish.

Clear Leadership was developed by Dr. Gervase Bushe in Vancouver, Canada. The concept was introduced to Sweden in 2004 and has quickly become one of the most appreciated and significant leadership programs offered. The program is only conducted by licensed instructors.

The program promises to equip me with tools to:

• Lead using my personal qualities.
• Increase my self-awareness and understand my reactions.
• Enhance my communication skills.
• Create clarity in collaborations.
• Implement a model for increased learning within the organization.

Participating in Clear Leadership is not only a step in personal development but also a way to strengthen the HTO group and our collective pursuit of excellence. I hope to use the knowledge and insights gained to build even stronger relationships within my team and create a more inspiring and productive work environment.