To Örebro University

This study investigates how education professionalsbalance their private and professional lives when usingsocial technologies. Based on boundary theory andinterviews with 57 education professionals, we identifywhich tactics they use to separate or integrate theirprivate and professional life. We identified twice asmany segmentation tactics compared to integrationtactics and found that the education professionalsstruggled most with finding segmentation tactics thatwork. We argue that this is because social technologiesare designed to support integration and thereforeteachers using these technologies must work harderto separate their private and professional roles. There isa need to further investigate how boundary theory canbe used, and segmentation tactics understood, whenthe object of study is social technology, which isspecifically built to integrate time and professional andprivate spaces. For practice, there is a need to bettersupport teachers in their use of social technologie

BACKGROUND: Parkinson disease (PD) is a complex, noncurable, and progressive neurological disease affecting different areas of the human nervous system. PD is associated with both motor and nonmotor symptoms, which negatively affect patients' quality of life and may cause changes in socialization such as intentional social withdrawal. This may further lead to social isolation and loneliness. The use of information and communication technology (ICT) plays an important role in managing social isolation and loneliness. Currently, there is a lack of research focusing on designing and developing ICT solutions that specifically address social isolation and loneliness among people living with PD.

OBJECTIVE: This study addresses this gap by investigating barriers and social needs in the context of social isolation, loneliness, and technology use among people living with PD. The insights gained can inform the development of effective ICT solutions, which can address social isolation and loneliness and improve the quality of life for people living with PD.

METHODS: A qualitative study with 2 phases of data collection were conducted. During the first phase, 9 health care professionals and 16 people living with PD were interviewed to understand how PD affects social life and technology use. During the second phase, 2 focus groups were conducted with 4 people living with PD in each group to gather insights into their needs and identify ways to manage social isolation and loneliness. Thematic analysis was used to analyze both data sets and identify key themes.

RESULTS: The results showed that the barriers experienced by people living with PD due to PD such as "fatigue," "psychological conditions," "social stigma," and "medication side effects" affect their social life. People living with PD also experience difficulties using a keyboard and mouse, remembering passwords, and navigating complex applications due to their PD-related physical and cognitive limitations. To manage their social isolation and loneliness, people living with PD suggested having a simple and easy-to-use solution, allowing them to participate in a digital community based on their interests, communicate with others, and receive recommendations for social events.

CONCLUSIONS: The new ICT solutions focusing on social isolation and loneliness among people living with PD should consider the barriers restricting user's social activities and technology use. Given the wide range of needs and barriers experienced by people living with PD, it is more suitable to adopt user-centered design approaches that emphasize the active participation of end users in the design process. Importantly, any ICT solution designed for people living with PD should not encourage internet addiction, which will further contribute to the person's withdrawal from society.

During the last decade, the use of social media has dramatically changed the way we interact. The aim of this study is to see if, and if so how, there are differences in how social media has been used by teachers over a decade. Based on an umbrella review we provide an overview of how research has developed from 2013 to 2023. During this decade 854 reviews were conducted, of which 91 were thoroughly read and 63 remained for analysis. We found that the research focus on ‘academic performance’ and ‘use’ were the most common, reoccurring, and non-changing themes in the literatu rereviews over the years. This demonstrates that these questions are at the core of research on social media in schools. ‘Academic performance’ is admittedly difficult to measure, and we call for more rigorous methods in trying to assess social media’s role in the matter - such as e.g., statistical analyses on large student populations or controlled experiments. The research overviews on social media ‘use’ do not make the connection to academic performance and we suggest that this is a viable way forward for capturing ‘academic performance’. Finally, we suggest that future research should consider OpenAI, especially the ChatGPT's language-generation models, as social media.

Digital government often addresses how, where, and by whom digital transformation is brought into the complex institutional framed practices of governments and governance of society. However, digital transformation also points at critical demands to address the basic underlying institutional design of governments. The ongoing digital transformation of public welfare institutions opens for a gradual redesign of public institutions. It is important to address core values, such as inclusion, diversity, and literacy, to ensure a reflected transformation and re-design of public institutions. The purpose of this paper is to show how new forms of digital public services may have to be matched with institutional re-design to sustain public values and legitimate governments. We build on Ostrom’s eight design principles for institutional governance of common-pool resources and propose four principles for analyzing potential needs for re-design of institutions. Through a re-analysis of two case studies on automation in Swedish public organizations, we illustrate and discuss the institutional design. Hereby, we identify critical points for further analysis of emerging demands for institutional re-design. The analysis indicates that we must see beyond the organizational changes of digital government reforms and programs. We need to stretch into the institutional and foundational models of the public sector and how to provide equal and resilient welfare in a digital and changing world. We conclude by suggesting an agenda for research on institutional re-design in the digital era.

Persons with Parkinson’s disease (PwPs) may have difficulty participating in social activities due to motor and non-motor symptoms that may lead to social isolation and loneliness. This paper addresses how to manage social isolation and loneliness among PwPs using digital solutions. Information and Communication Technologies (ICT) have the potential to address social isolation and loneliness, but there are no current solutions that specifically target these issues among PwPs. In this paper, we present an ongoing project based on design science research (DSR) combined with a user-centered approach to identify challenges, requirements, and design objectives. The empirical work includes data from interviews and focus groups with PwPs and healthcare professionals. Based on the empirical material, we formulated design principles on identified challenges and requirements, which were instantiated into a high-fidelity prototype. This initial cycle serves as a foundation for ongoing improvements and evaluations in a continuous DSR process.

Misinterpretations and faulty use of Software Development Method (SDM) practices and principles are identified pitfalls in Software Development (SD). Previous research indicates cases with method adoption and use failures; one reason could be the SDM Cargo Cult (CC) behavior, where SD organizations claim to be agile but not doing agile. Previous research has suggested the SDM CC framework as an analytical tool. The aim of this paper is to refine the SDM CC framework and empirically test this version of the framework. We use data from an ethnographical study on three SD teams’ Daily Scrum Meetings (DSM). The empirical material was collected through observations, interviews, and the organization’s business documents. We uncovered twelve CC situations in the SD teams’ use of the DSM practice, structured into seven categories of SDM deviations: bringing irrelevant information, canceling meetings, disturbing the team, receiving unclear information, bringing new requirements, problemsolving, and task distribution.

In today's complex environments, safeguarding organizations’ information assets is difficult and requires more than solely technical skills. In order to meet the need for future information security specialists, in 2018 the Informatics department at Örebro University launched an International Master’s Program in Information Security Management. The program content was developed in collaboration with industry and governmental partners. One of the challenges with this co-design effort was to elicit the requirements of the courses in the program from a diverse set of actors. Also, an educational program has a finite number of teaching hours, which means that a limited number of requirements, or topics on information security, can be covered. Consequently, there was a need to prioritize between the elicited requirements and make the partners prioritize. To both these ends, we employed the Delphi method. In this chapter, we give an account of the process of eliciting and prioritizing course requirements using an adapted Delphi method. The adopted process included three iterations, for which workshops and surveys were used to collect the necessary data. The implementation has been far from instrumental, and in this chapter we discuss the details related to design choices made and the rationale behind these choices.