Mid Sweden University

Innehåll: Inledning, Svensk offentlighetslagstriftning, Den komplexa och integrerade e-tjänsten - bakgrund och definition, Problemområden, Ansvarsfrågan, Informationens kvalitet över tid, Andvändaren / medborgaren, rekommendationer, Proaktivitet, Avslutning.

The GSS project (Gaining SecuritySymbiosis) aimed at contributing towards increased security and quality of life for inhabitants and visitors of the border region of the middle part of Sweden and Norway. Within this goal the project also aimed at increasing the likelihood of saving livesand reducing threats to the environment and material assets. GSS focuses on providing the information and knowledge required in emergency and crisis situations. GSS emphasizes preparatory activities. The cross-border value added by the project has several dimensions: •It increases understanding, trust and cooperation between emergency personnel on both sides of the border.•Authorities with responsibility for security establish long-term institutional partnership with respect to security and crisis management.•The attractiveness of the border region increases due to enhanced securityand improved crisis management.•The mutual knowledge and understanding regarding the situation across the national border increases among project participantsThe project has implemented three yearly cycles of training consisting of building a scenario, training in handling a crisis situation and evaluation. The results from the evaluation have provided the foundation for the next year cycle. The project also developed a training system across these three cycles. The training system includes a scenario bank, training exercises and support, play-back function and an evaluation module including statistical functions. The evaluations from these training sessions are included in a separate appendix. The first training session was conducted as a table-top exercise at the Border Rescue Council meeting in 2011. The other two training sessions were designed in order to allow the participants to sit at their respective workplaces and communicating with the other participants partly through traditional communications channels and through the training system. The training sessions were then discussed in the subsequent Border Rescue Council meetings. By accessing the scenarios and exercises in the training system the participants from the various rescue teams took part in the training sessions.The project results show that there is a great need for this kind of training. The participating organizations express that the training sessions havebeen very instructive and that participants have gained new contacts or developed the contacts that were already established. The results also show that participants have directly benefited from the project during real emergency events. The project costshave amounted to approximately 3,2 SEK and just under 2,5 NOK. Expenses have primarily consisted of the working hours of partners and to some extent travel expenses. The travel expenses have been reduced by the frequent use of distance communication technologies instead of physical meetings.

In this article the focus is how to train collaboration and communication between emergency authorities in two countries (Norway and Sweden) by using a web-based tool supporting tabletop like exercises. The exercises are accomplished in three steps: Scenario design; exercise design and realization; and evaluation to examine the results of the exercises and for feedback to new scenario designs. The software ties all three steps together. The process is iterative, and involves users from each emergency authority. The preliminary results after two years show that the approach is promising. To be able to better foresee what will happen during an exercise the need for a simulator has appeared as one desirable and possible direction for further research.

The idea of anticipatory modeling and simulation with subsequent learning from the outcomes is here applied on inter-regional security work. In this setting, multi-actors have to both cooperate and make coordinated decisions with just partial information about each other. With help of netAgora, a net based environment for simulation, learning, and communication, the goal of training, preparedness and continuous improvement of decisions is met.

Teknikinformationscentrum är ett forsknings- och utvecklingsprojekt som fokuserar på tek­nisk information. Teknisk information är all den dokumentation som behövs för att använda, utföra service och reparera en produkt, t ex bruksanvisningar, reparationshandböcker, serviceanvisningar. Pro­jektet drivs av Mittuniversitetet i nära samarbete med Försvarets materielverk (FMV) och ett tiotal företag som producerar teknisk dokumentation i stor omfattning. Projektet syftar till att etablera en kunskapsnod inom Teknikinformations-området. Projektet arbetar dels med frågor runt TI-före­tagens kompetensbehov och kompetens­försörjning dels med framtidssäkra stan­darder, rutiner och tekniker för behovsstyrd TI-produktion. Två studier har gjorts med syftet att undersöka vilka krav som ställs på teknikinformation respektive vilket kompetensbehov som finns för att arbeta med att producera dokumentationen.

Några av de företag som deltar i projektet har teknisk dokumentation som affärside och producerar dokumentationen till andra företag, medan övriga företag producerar dokumentation till sina egna produkter. Deltagande företag är konkurrenter på marknaden, men har gemensamma problem och har därför funnit att det finns fördelar med att ingå i ett gemensamt projekt. Den frågeställning som behandlas i detta papper är hur konkurerande företag kan samverka och dra nytta av att delta i ett gemensamt forsknings- och utvecklingsprojekt.

The idea of anticipatory modeling and simulation with subsequent learning from the outcomes is here applied on inter regional security work. In this setting, multiactors have to both cooperate and make coordinated decisions with just partial information about each other. With help of netAgora, a net based environment for simulation, learning, and communication, the goal of training, preparedness and  continuous improvement of decisions is met. 

In this concluding chapter, we point to themes that emerge from the chapters in this book on sustainable networked learning. The themes cut across different sections of the book, indicating their broader significance. These themes are the lasting effects of lockdown online teaching; Digital sustainability for the future; Future roles of networked learning in society; Balancing utopia and dystopia in visions of AI and open data; Speculative methods in research, education and design; and Balancing qualitative and quantitative data in the research of networked educational settings: Studies at the community and project levels.

The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May, 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.

Since information technology (IT) has been adopted in modern police work, it has become an important tool for increasing efficiency in police work. IT has also resulted in the phenomena of IT-related crimes and crimes that take place in both physical and digital worlds, ie, in what is defined as a hybrid environment. The hybrid environment forces police officers to collect information in both digital and physical worlds. This paper aims to gain new knowledge of police work practice in a hybrid work context. A case study approach is applied as the research method, and a large police investigation is used as the study object. In the police investigation, digital footprints played an important role in aggregating evidence. This research used the Synergy-4 model as an analytical lens to explain the multi- dimensions of IT use in a hybrid environment, and to increase knowledge on how police work is carried out in this environment. This research found that IT played an important role in the success of the investigation and in the manage- ment of digital footprints, but competence and management were as important. 

To increase the preparedness Crisis response and management authorities carry out various forms of exercises. This article is based upon a three year long project named Gaining security symbiosis (GSS). The project was aiming to increase the collaboration between crisis actors in the Swedish-Norway border region through exercises. We argue that creation of scenarios is a design challenge. In the GSS project, the exercises are built upon designed scenarios, which should make the exercise realistic and make the trainee train the expected. We propose a scenario design method that is built upon an iterative approach and that includes collaboration with the actors that are involved in the exercise. The method also includes a set of characteristics that could be used to evaluate the events of the scenario. The method have been developed and refined during the project and show some promising result. There is however a need for future research when it comes to further development and evaluation of the proposed design method.

During large-scale crisis many responders organize themselves into temporal organizations to be best able to manage the crisis. In Sweden “staff” is one such kind of temporal organization; it is the temporal organization used in the police and in the fire departments. One challenge in temporal organizations is documentation, and how to document the on-going activities. To be able to trace what has happened during crisis, documentation is important. In research, temporal organizations and the documentation that these organizations carry out is a rather unexplored area. This article aims to elaborate this domain further, and identify problem areas related to traceability and documentation of information in the work carried out in temporal organizations during crisis. The article rests upon synthesizing of results from two ongoing research projects. Four different data sets have been collected, primarily within the police. The tentative results indicate that the current documentation strategy and practice within the Swedish police and the staff that they set up during a crisis does not provide a high level of information traceability. One of the reasons for the low level of traceability is that the documentation takes place on non-technical artifacts without embedded recording functions. 

Information technology (IT) has for a long time been viewed as a success factor for police investigations. But also criminals are becoming extensive users of IT. Hence, many modern crimes are of a nature where footprints needed for police investigations are both analogue and digital. We argue that modern criminals act as hybrids, i.e. they are using IT as natural components in their criminal activities. In this paper we depart from the idea that the modern criminal acts as a hybrid and analyze the effect this perspective has on modern police work. The result is that the crime arena should be seen as a hybrid arena, where the criminals and the police both should take the role as hybrids. Today however, there is a division among the police officers that hinders this development on the part of the police. Some police officers are collecting digital footprints while others are collecting analogue footprints. This division of the arena forces the police officers to extensive communication and gives the criminals a bit of an advantage as they move more freely. 

Introduction. This paper reports an investigation of whether the use made of records affects the design of record keeping systems.Method. The empirical data used in this paper are from four interpretative case studies. A total of fifty interviews and 100 hours of participative observations have been used in data collection. Analysis. The analyses of the collected data have followed a qualitative approach where the data have been categorized and re-categorized. An analysis model was developed based on archival theory and temporal structures, which were the primary purpose and secondary purposes of the use of records. Results. In the temporal structure, the use characteristics were the relationship to a predetermined work process, which required use of records. Within the other temporal structure, the secondary purpose of records use, the use was more difficult to predetermine or identify in advance. The characteristics of the users and their use resulted in unknown users and use of records. Conclusions. It is difficult to predict future use of records, which requires new methods and techniques for design and developing of record keeping systems that can take both the unknown and known user needs into consideration.

IT has for a long time been viewed as a success factor for police investigation, but now IT has also become an obstacle. Many modern crimes are of a nature where the evidence needed for police investigations is found in both the analogue world and the digital world. We argue that modern criminals act as hybrids, i.e. they are using IT as natural components in their criminal activities. In this paper we analyze the modern criminal as a hybrid and analyze the effect this perspective has on modern police work. The result is that the crime arena should be seen as a hybrid arena, where the criminals and the police both should take the roles as hybrids. Today, there is a division among the police officers, some are acting in the digital world; others in the analogue world. This gives the criminal a bit of an advantage. 

Purpose Digital footprints are yet another weapon in law enforcement but have so far gained limited attention in research on police practice. Here we conduct an analyse of how a small police task force has managed to make sense of a large set of digital footprints. The aim is to increase the knowledge about the role digital footprints play and how these footprints are captured and managed during a 21st century criminal investigation.

Methodology A case study approach have been applied and the theory of sensemaking as foremost an analytical lens helping the data analysis with a goal to better understand how the police officers worked in the chosen case study.

Findings The use of large sets of digital footprints in the police investigations is a sensemaking process, and the use of digital footprints exists in two temporal structures. In the pre-arrest(1) the use of digital footprints is characterized by sensemaking, i.e. the police officers use the footprints as triggers to traditional police work to understand what is going on. In the post-arrest(2) the use of digital footprints is characterized as evidential aggregation, and analyzing and validating of digital footprints with those collected in previous temporal structure.

Value Knowledge generated from this research gives design implcations for information system that not only fulfil the needs in police practice on a general level but in the actual work of capturing and managing digital footprints. The article also provides knowledge on how digital footprints are forming police practice in 21^st century.

Information systems are often designed to fulfill certain user needs, users that are in-tended to use the information system. For electronic records future use can be unknown. As electronic records may be preserved for very long time it would be beneficial to iden-tify future use to be able to design recordkeeping systems that meet future requirements. An electronic record can never be changed or altered during its preservation, and implicit must at creation be captured in a way that it also meet future needs. In this research we propose that scenario planning and the interaction design technique personas together form a method that could reduce uncertainty about future use of electronic records in design of recordkeeping system. The proposed method was evaluated in an experiment like interpretative research. The method was applied in the police domain, which consists of several recordkeeping systems which content should be preserved forever. The re-search indicate that scenario planning and the scenarios that are outcome of the method could be used to design personas, from which then future use of electronic records could be derived. The scenarios must be very rich and could consist of many mini scenarios in which the personas could act.

The rapid growth of software industry highlights the importance of the education system in producing competent professionals to meet industry demands. Previous research has identified a gap between industry needs and the content of educational programs. This study presents Vocational Education and Labour Market Analyser (VELMA), a tool designed to extract information from job ads and educational curricula (both from Sweden), utilising topic modelling to identify the diverse technologies and skills in demand within the industry and those covered by professional education. Particularly, we use Latent Dirichlet Allocation (LDA) to categorise keywords into cohesive themes for document frequency analysis. Our findings highlight industry demand for skills in cloud and embedded technologies, security engineering, and software architecture. In contrast, the Higher Vocational Education (HVE) curricula emphasise the education of web developers and general object-oriented programming languages. 

We see an explosive global labour demand in the Software Industry, and higher education institutions play a crucial role in supplying the industry with professionals with relevant education. Existing literature identifies a gap between what software engineering education teaches students and what the software industry demands. Using our open-sourced Job Market AnalyseR (JMAR) text-analysis tool, we compared keywords from higher education course syllabi and job posts to investigate the knowledge gap from a technology-focused departure point. We present a trend analysis of technology in job posts over the past six years in Sweden. We found that demand for cloud and automation technology such as Kubernetes and Docker is rising in job ads but not that much in higher education syllabi. The language used in higher education syllabi and job ads differs where the former emphasizes concepts and the latter technologies more heavily. We discuss possible remedies to bridge this mismatch to draw further conclusions in future work, including calibrating JMAR to other industry-relevant aspects, including soft skills, software concepts, or new demographics. 

CM eller på svenska konfi gurationsledningär ett systematiskt sätt att hålla redapå ”vad man har”, ”hur det sitter ihop”och ”var det fi nns” så att det går att hittaigen krav, specifi kationer, ritningar ochhandböcker den dag när man behöver det.Boken Confi guration Management i teknikinformationenstjänst spänner över beskrivningarav CM, genomgång av viktigaförmågor för att arbeta med CM, exempelpå CM-implementationer, detaljerade förslagpå hur man kan arbeta med konkretaCM-aktiviteter, beskrivningar av nyttanav CM och vad som driver behov av CMsamt ett kapitel med en diskussion kringframtida utmaningar inom CM-området.Boken är skriven i antologiform vilketgör att det ryms många olika perspektiv iboken som hämtats från både forskningsresultatoch mångårig praktisk erfarenheti olika typer av verksamheter.

The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.

This paper presents a brief historical account of the unorthodox design of an educational program for information systems development. The design and development of this program was initiated in 1977 at the University College of Östersund, today the Mid Sweden University. The presented account provides a description of the somewhat unusual context of this initiative, which was regarded as a weakness by conventional standards, but became an opportunity in this particular situation. The intellectual inspirations and sources for the design of this program are characterized and followed by a presentation of the very content and operating mode of the educational program. The final part presents the various outcomes that the program gave rise to, in terms of students’ professional careers observed.

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they operates, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Purpose: The purpose of this paper is to present best practices and areas of improvement in Technical Communication (TC) analyzed with Lean values as a base. The purpose is also to analyze the results from a holistic perspective using the Synergy-4 model, a multi-perspective approach which considers four different spheres of an organization at a time in order to discover synergies.

Methodology/Approach: To fulfill the purpose, 15 interviews in four different companies were conducted. These were then analyzed and the results were categorized into a number of predefined Lean areas. The results from the Lean values were then further analyzed with the Synergy-4 model as a base.

Findings: Taking a Lean perspective could enhance the status of TC with regard to finding ways to incorporate the customer’s voice more clearly when it comes to strengthening the role of TC. The result from the analyses indicates that Lean and Synergy-4 can enrich each other.

The present book has emerged from the 13th International Conference on Networked Learning (NLC, 2022), held 16–18 May 2022 at Mid-Sweden University, Sundsvall, Sweden. The conference had a high number of interesting, high-quality research papers, which made it a difficult task to select papers to be further developed into chapters for this book. To aid our editorial decisions, in the final plenary session of the conference, we encouraged the delegates to discuss what themes and ideas they had found most interesting and/or thought-provoking during the many presentations. Comments were collated on an online board (a padlet), creating a rich plethora of potential focal points for this volume. With this as the outset, we found a set of overarching themes that each encompassed a sufficient number of papers corresponding to delegates’ articulated interests. From there, the process leading to the present collection included several rounds of reviews and revisions through which authors of the chosen papers further developed their contributions.

This study takes its point of departure in academic scholarship that points to how programming – reading and writing code – is the literacy of the future, in other words, non-specialized competence that should be acquired in education in parity with traditional reading and writing skills. The goal is to shed light on how programming can be orchestrated in education to break with the outworn dichotomy between the ‘two cultures’ that C. P. Snow formulated as a gap between, on the one hand, natural sciences, mathematics, and technology, and, on the other hand, the humanities, and social sciences. A discursive analysis of Swedish policy documents and curricula forms the empirical ground for discussing how reading and writing code are introduced, taught, and learnt within Swedish compulsory school. The results show that Swedish curricula are framing programming as specialized knowledge within technology and mathematics, rather than allowing it to be a dimension of several subjects, such as the humanities and social sciences. These findings are discussed in the light of recent studies in education that have explored interrelations between coding and reading and writing texts. The discussion leads up to suggestions for implementing reading and writing code as digital literacy in education. 

Learning Analytics (LA) is an established field of research and prac-tice. Yet, there is still scarce evidence of LA on improved learning and teaching. In this regard, researchers highlight a need to involve not only students but also teachers in the development of LA systems to ensure that LA is implemented effectively. Earlier research has pointed out several ethical issues that are im-portant to consider when designing and using LA services. Ethics are interrelated with stakeholders’ values since the values represent things that are seen as im-portant to individuals. These values are rarely considered when designing LA systems; it is problematic since it may influence the design and the implementa-tion of effective LA solutions in a negative way. The aim of this study is therefore to explore which values teachers consider important in relation to LA systems to be used in higher education. The selected and adapted set of envisioning cards was used during an online workshop with 11 teachers. The results indicate that there are several critical values that are important for teachers in relation to LA systems, including variation, personalization, flexibility, insight, transparency, efficiency, and trust. By taking these values into consideration when designing LA systems, teachers’ needs can be better met in the setting of higher education.

Purpose - The purpose of this paper was to present best practices and areas of improvement in Technical Communication (TC) analyzed with Lean values as a base. The purpose was also to analyze the results from a holistic perspective using the Synergy-4 model.Methodology- To fulfill the purpose, 15 interviews in four different companies have been conducted. The interviews were analyzed and the results were categorized into a number of predefined Lean areas. The results from the Lean values were then further analyzed with the Synergy-4 model as a base.Results - Taking a Lean perspective could enhance the status on TC with regard to finding ways to incorporate the customer’s voice more clearly when it comes to strengthening the role of TC. The result from the analyses indicates that Lean and Synergy-4 can enrich each other.

Crisis management training software is gaining researchers' as well as practitioners' interest. In order to truly support organizations it is important that such software responds to actual user needs. The aim of this study is to compare existing initiative described in research with the needs of the users and to identify possible research directions for forthcoming studies. The literature review shows that discussions on users' needs are superficial at best. The software described in research mainly focus on co-located execution of exercises, often in the form of simulations. Furthermore, a "right or wrong" behavior is usually built-in. Empirical data from a web survey indicate that flexibility in time and space during training is a fundamental user need. This is not particularly acknowledged in earlier research. Neither is the users' wish for better support in designing exercises. We propose that system flexibility, modularity and pedagogy for computer based crisis training are urgent issues for future research.

Crises management exercises could for several reasons preferably be carried out as simulations or as serious games. One advantage is the infinite number of replications without additional costs, another is that a virtual crisis management exercise allows the participants to make mistakes without crucial consequences. Several types of virtual exercises with crisis management scenarios could be designed as serious games. However, experiences from earlier virtual exercises are that the participant collaboration should not be taken for granted, and that even well-organised and repeated crisis management training has resulted in poor learning outcomes. An identified technique to stimulate collaboration and to increase learning outcomes in virtual exercises is scripted collaboration. The aim of this study is to explore and discuss the potential of using scripted collaboration in serious games for crisis management training. A literature study was conducted to find and analyse best and worst practices in the use of scripted collaboration. Findings show that scripted collaboration can be successfully applied in various ways. In a deductive thematic analysis, findings were divided into the categories of General collaboration scripts, Conflict scripts, and Role-play scripts. All the identified variations of scripted collaboration seem to have a potential to reinforce virtual crisis management exercises, if they are thoroughly adapted to the actual scenario context.

Gaming is a ubiquitous activity today where many children spend considerable amounts of time playing various games. Serious games have also become a mainstream educational tool in a wide variety of school subjects. Despite this, many games still have a design that mainly appeals to boys where girls are less frequent players. The aim of this study was to gather requirements for a design of serious games where girls should not feel excluded. The research question to answer was: "Which design concepts are important if girls should be engaged in serious gaming?". Furthermore, the results from this study could be useful for future implementations of educational games. This study strives to address the research gap in the field of inclusive game design, and to gather important requirements for games where girls and boys want to play together. This study was carried out as a scoping literature review to map literature in the field of game design to identify key concepts that can attract the younger girl audience. Scoping literature reviews offer a method of mapping key concepts in a research field to identifying the main sources and types of evidence available. A central aim of a scoping literature review is to synthesise research results to a specific target group as a foundation for future research. For this study, the future research will consist of implementing the found design factors in an educational game on computer science. Findings indicate that there are specific game design concepts that girls find appealing. Important main themes to consider are Creativity and customisation, Character diversity, Collaborative interaction, and Exploration without violence. However, there seems to be several challenges related to the concept of designing specific girl games. The conclusion from this study is rather to choose a more inclusive game design where girls and boys would like to play together. A concept for game design that could be described as having a low threshold, wide walls and a high ceiling. The recommendation for a girl inclusive design is to carefully consider factors such as narration, backstory, social interaction, game graphics, sound design, and personalisation.

Learning to program has been classified as problematic learning with high drop‐outrates and low motivation at university level. Like the learning of a natural language thelearning of syntax and basic techniques in a programming language is easier and more naturalif started at a younger age. This study is based on an evaluation of a pilot project for studentsin a Primary school where computational thinking and programming concepts have beenintroduced as play‐based learning. Students have learnt concepts such as ‘Bubble sort’ byplaying the algorithm without any computer. Later the learnt concepts and algorithms havebeen implemented with Scratch and the Python programming language as main tools.The aim of the study is to describe and discuss a model for implementing computationalthinking and programming for fifth grade students by play‐based learning. As the overallresearch strategy the case study approach was used to evaluate this pilot project. Data hasbeen collected in a combination of observations, interviews and group discussions during a 15session pilot course and three workshops on teacher training. Findings have been analysedthematically and presented using the SWOT framework to identify and discuss strengths,weaknesses, opportunities and threats in the Östersund model.Learning outcomes of the pilot were promising but with individual variations in the studentgroup. The idea of introducing programming and computational thinking as early as in primaryschool seems like a good idea, but the recommendation is to keep sessions play‐based andwith enjoyment as the key feature to engage primary school students. Conducted sessions inthe pilot are worth replicating and so are the teacher training workshops. However, thechallenge that remains is to create a sustainable and scalable implementation of the describedmodel including primary school teachers’ professional development.

Understanding students' privacy concerns is an essential first step toward effective privacy-enhancing practices in learning analytics (LA). In this study, we develop and validate a model to explore the students' privacy concerns (SPICE) regarding LA practice in higher education. The SPICE model considers privacy concerns as a central construct between two antecedents—perceived privacy risk and perceived privacy control, and two outcomes—trusting beliefs and non-self-disclosure behaviours. To validate the model, data through an online survey were collected, and 132 students from three Swedish universities participated in the study. Partial least square results show that the model accounts for high variance in privacy concerns, trusting beliefs, and non-self-disclosure behaviours. They also illustrate that students' perceived privacy risk is a firm predictor of their privacy concerns. The students' privacy concerns and perceived privacy risk were found to affect their non-self-disclosure behaviours. Finally, the results show that the students' perceptions of privacy control and privacy risks determine their trusting beliefs. The study results contribute to understand the relationships between students' privacy concerns, trust and non-self-disclosure behaviours in the LA context. A set of relevant implications for LA systems' design and privacy-enhancing practices' development in higher education is offered. Practitioner notes What is already known about this topic Addressing students' privacy is critical for large-scale learning analytics (LA) implementation. Understanding students' privacy concerns is an essential first step to developing effective privacy-enhancing practices in LA. Several conceptual, not empirically validated frameworks focus on ethics and privacy in LA. What this paper adds The paper offers a validated model to explore the nature of students' privacy concerns in LA in higher education. It provides an enhanced theoretical understanding of the relationship between privacy concerns, trust and self-disclosure behaviour in the LA context of higher education. It offers a set of relevant implications for LA researchers and practitioners. Implications for practice and/or policy Students' perceptions of privacy risks and privacy control are antecedents of students' privacy concerns, trust in the higher education institution and the willingness to share personal information. Enhancing students' perceptions of privacy control and reducing perceptions of privacy risks are essential for LA adoption and success. Contextual factors that may influence students' privacy concerns should be considered. 

Purpose – The aim of this paper was to study interactions between Sustainable Development and Lean values by comparing two organizations, one with Technical Communication in-house and one with Technical Communication partly outsourced.

Methodology/approach – A literature study with focus on Lean and Sustainable Development values was carried out. Interviews with companies that provide Technical Communication have been conducted to identify Lean categories. The identified categories have been compared to the findings in Lean and Sustainable Development values.

Findings – The literature study and our results indicate that presence of Lean values support Sustainable Development, but it requires that organizations focus on the culture and values. The result indicates that if Technical Communication has a low status the company put low value on Sustainable Development. If Technical Communication is produced in-house customer involvement might be easier to achieve.

Practical implications – The identification of Lean values can be a starting point for organizations to work with Sustainable Development as it helps the organizations to focus on significant areas.

Paper type – Case study