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Wikberg-Nilsson, ÅsaORCID iD iconorcid.org/0000-0001-8992-9470
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Publications (10 of 45) Show all publications
Wikberg-Nilsson, Å. & Törlind, P. (2019). Implementation of workbooks as an active learning tool for Industrial Design Engineering. In: 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar: . Paper presented at 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, 27 november – 28 november 2019. Luleå
Open this publication in new window or tab >>Implementation of workbooks as an active learning tool for Industrial Design Engineering
2019 (English)In: 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå, 2019Conference paper, Published paper (Refereed)
Abstract [en]

This paper focuses on the workbook approach. It is a tool for active and self-regulated learning, allowing for teachers to guide students in a certain direction and to provide clear goals in otherwise rather open-ended design projects.  The learning strategies self-regulated students employ support setting up goals and evaluate their performance, this strategy is guided by the workbook approach. Hence, it supports also previously non-self-regulated learners in devoting to the projects in more informed ways.  Industrial design engineering is unique compared to other engineering educations as it combines both artistic and scientific approaches and practices, it combines technical rationality and reflective practice. Typical design projects address the social, economical, cultural, material and technical dimensions of a situation in iterative design thinking cycles of gaining empathy for user needs, visualizing and materializing ideas and concepts and testing with users to inform the process. The workbook approach is a tool to guide such open-ended projects through cycles of reflection in- and on- actions. This informs learning and understanding during the process, rather than afterwards when final results is done. The workbook approach is currently implemented in five compulsory and several elective courses at Industrial Design Engineering (IDE) at Luleå University of Technology (LTU). The results so far are indications of better self-regulation in subsequent courses and students’ understandings of the end-result not being the project result, but for them to be the next generation of independent design engineers. As of yet, this is a work-in-progress and more studies are needed to provide evidence of concept such as more active and/or self-regulated learners. The workbook approach however seems to contribute in students being more independent as it guides them through the project process. In conclusion, based on our preliminary findings, we consider that the workbook approach shows indications of being a tool to support active and self-regulated learning in open-ended design projects.

Place, publisher, year, edition, pages
Luleå: , 2019
Keywords
workbook, active kearning, self-regulated learning, industrial design engineering, design thinking
National Category
Engineering and Technology
Research subject
Industrial Design
Identifiers
urn:nbn:se:ltu:diva-76454 (URN)
Conference
7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, Luleå tekniska universitet, 27 november – 28 november 2019
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-22
Wikberg-Nilsson, Å., Normark, C. J., Björklund, C. & Axelsson, S. W. (2018). HealthCloud: promoting healthy living through co-design of user experiences in a digital service. In: Proceedings of NordDesign: Design in the Era of Digitalization, 2018: . Paper presented at 13th Biennial Norddesign Conference, NordDesign 2018, Linköping, Sweden, August 14-17 2018.
Open this publication in new window or tab >>HealthCloud: promoting healthy living through co-design of user experiences in a digital service
2018 (English)In: Proceedings of NordDesign: Design in the Era of Digitalization, 2018, 2018Conference paper, Published paper (Refereed)
Abstract [en]

The aim of the interdisciplinary HealthCloud pre-study project was twofold: to further

knowledge of user experiences of inclusive interface design specifically for an ageing

population, and to develop a digital service for senior persons with sensory decline to promote

healthy living and active ageing. A co-design approach was chosen to investigate the project

aim and knowledge and user experiences was jointly developed and evaluated in three

sequential steps in a participant-group of senior persons. In the design of the conceptual user

interface, the identified core aspect involved a strive for utility: quality of appropriateness in

use, and significance: how designs assume meaning in the ways they are used, as well as

simplicity: to reduce, organize, and making it enjoyable to use. The digital service outcome

consists of validation of previous research themes: keeping the family together; enjoying life

at home; being close to nature; self-development; and promoting conditions for healthy

ageing. The pre-study project outcomes are prototypes of digital health service content and

interfaces, aimed for a future digital HealthCloud service. Participants in the reference-group

found the developed interface easy to use regardless of previous computer skills and they

were also motivated and stimulated by the developed prototypes for promoting active ageing

on a daily basis. Participants also expressed a desire to display and recommend such digital

Series
DS ; 91
Keywords
User experience design, Inclusive design, Co-design, Active ageing
National Category
Physiotherapy Occupational Therapy Other Engineering and Technologies not elsewhere specified
Research subject
Industrial Design; Occupational therapy; Physiotherapy
Identifiers
urn:nbn:se:ltu:diva-71030 (URN)2-s2.0-85057183867 (Scopus ID)9789176851852 (ISBN)
Conference
13th Biennial Norddesign Conference, NordDesign 2018, Linköping, Sweden, August 14-17 2018
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2019-01-16Bibliographically approved
Öhrling, T., Normark, J. & Wikberg-Nilsson, Å. (2018). Norm creativity in student design projects: One approach to creating sustainable societies. In: E. Bohemia; A. Kovacevic; L. Buck; P. Childs; S. Green; A. Hall; A. Dasan (Ed.), Proceedings of the 20th International Conference on Engineering and Product Design Education, E and PDE 2018: . Paper presented at 20th International Conference on Engineering and Product Design Education, E and PDE 2018; Dyson School of Engineering, Imperial CollegeLondon; United Kingdom; 6-7 September 2018. (pp. 344-349).
Open this publication in new window or tab >>Norm creativity in student design projects: One approach to creating sustainable societies
2018 (English)In: Proceedings of the 20th International Conference on Engineering and Product Design Education, E and PDE 2018 / [ed] E. Bohemia; A. Kovacevic; L. Buck; P. Childs; S. Green; A. Hall; A. Dasan, 2018, p. 344-349Conference paper, Published paper (Refereed)
Abstract [en]

Design Engineers are capable of changing inequality through a design approach and design solutions. Therefore we as design teachers should consider it our responsibility to educate students to recognise inequality as a dimension of emphasising with potential future use and users. We believe that there is a current societal need for educating our design engineer students about such matters, in order to create more sustainable societies. Norm Creative Design is described as design approaches that include critical thinking of current use and users, with special emphasis on challenging current norms. Thereby, Norm Creative Design challenges current inequality to explore broader what-if scenarios for innovative solutions ranging from radical and critical designs to inclusive design solutions. This paper exemplifies how Norm Creative Design approaches are implemented in a course at Industrial Design Engineering [IDE] at Luleå University of Technology [LTU]. In design projects the students discuss how norms and examples of unawareness can exclude and discriminate people. The students are also provided with a number of design strategies for challenging norms which range from radical designs with a dual intent of thinking new and diverse, and stimulating discussions of ethics and discrimination, to inclusive design-for-all, including a diversity of people in the design solutions. The course outcomes includes students becoming broad need finders, and inclusive design thinkers, with skills in conceiving, designing, implementing and operating design based on a broad ethical and norm critical perspective. In our view, such skills should be part of teaching and learning activities in all design/engineering educations. 

National Category
Production Engineering, Human Work Science and Ergonomics Other Engineering and Technologies not elsewhere specified
Research subject
Human Work Sciences; Industrial Design
Identifiers
urn:nbn:se:ltu:diva-72518 (URN)2-s2.0-85057747779 (Scopus ID)9781912254026 (ISBN)
Conference
20th International Conference on Engineering and Product Design Education, E and PDE 2018; Dyson School of Engineering, Imperial CollegeLondon; United Kingdom; 6-7 September 2018.
Available from: 2019-01-11 Created: 2019-01-11 Last updated: 2019-01-11Bibliographically approved
Wikberg-Nilsson, Å. & Jahnke, M. (2018). Tactics for Norm-Creative Innovation. She Ji: The Journal of Design, Economics, and Innovation, 4(4), 375-391
Open this publication in new window or tab >>Tactics for Norm-Creative Innovation
2018 (English)In: She Ji: The Journal of Design, Economics, and Innovation, ISSN 2405-8726, Vol. 4, no 4, p. 375-391Article in journal (Refereed) Published
Abstract [en]

This paper presents a set of norm-creative innovation tactics developed in collaborative design research projects with the objective of creating more inclusive solutions. Unawareness of social norms are exemplified through some of the flaws design has contributed to. The norm-creative approach explored in this paper involves a first step of being norm-critical, i.e. challenging social norms that contributes to inequalities and social exclusion, and a second step of being norm-creative, i.e. developing design solutions that counteract such norms through design thinking of what might be. The tactics were developed by extracting and articulating knowledge and experiences from various strands of design methodologies, successively tweaked with norm-creative perspectives and then probed in a series of collaborative design projects. The resulting tactics serve three key roles: Firstly, they contribute in iterative explorations of several stances and action possibilities. Secondly, they promote change of awareness through increasing understanding of diverse user experiences and social exclusion, and thirdly, they contribute both in thinking new about what is and what might be, thereby affording innovative prospects. Tactics for norm-creative innovation can for these reasons be one way of raising awareness and contributing to social sustainability through design.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
norm-creative innovation tactics, design methods, social sustainability
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Industrial Design
Identifiers
urn:nbn:se:ltu:diva-71628 (URN)10.1016/j.sheji.2018.11.002 (DOI)2-s2.0-85059821436 (Scopus ID)
Note

Validerad;2019;Nivå 1;2018-12-14 (inah)

Available from: 2018-11-19 Created: 2018-11-19 Last updated: 2019-09-13Bibliographically approved
Wikberg-Nilsson, Å., Blomqvist, K., Jahnke, M., Molnar, S., Nilsson, K. L., de Fine Licht, K. & Öhrling, T. (2018). Tillgänglighetsdesign för stadens utveckling. Luleå
Open this publication in new window or tab >>Tillgänglighetsdesign för stadens utveckling
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2018 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Det offentliga rummet: stadens gator, parker, byggnader och torg likväl som den kultur och sociala kontext som en viss stad har, skulle kunna utformas för att vara tillgängligt, användbart, inkluderande, attraktivt och välgörande för människan i betydligt större utsträckning än vad som görs idag. 

Troligtvis är det inte medveten diskriminering som ligger bakom mindre god design av det offentliga rummet, utan snarare okunskap om vad som kan och behöver göras. Fram tills dess människor befinner sig i en situation där de på något sätt själva är hindrade från att delta på lika villkor är det svårt att inse hur mycket det offentliga rummet påverkar oss. Det kan vara mindre hinder i form av ojämnt underlag som gör det svårt att ta sig fram för vissa, medan det omöjliggör framfart för andra. Det kan vara miljöer som vissa upplever som “vanliga” medan andra upplever sig djupt otrygga eller utestängda från desamma. Med andra ord är det offentliga rummets utrymmen där vi lever, jobbar och leker knutna till vart vi går och vad vi gör eller vart vi inte går eller gör. 

Av den anledningen anser vi att det finns behov av att utveckla konkreta metoder och handgripliga råd för att arbeta med mer medveten utformning av fysisk miljö: tillgänglighetsdesign. Tillgänglighetsdesign används här genomgående som ett brett begrepp för design av lösningar som upplevs trygga, användbara, inkluderande, attraktiva och välgörande. Vi utgår från en designpraktik som stödjer tanken att miljön måste vara tillgänglig för alla grupper i samhället. I det förstudieprojekt som beskrivs i kommande kapitel har av den anledningen en kartläggning skett med utgångspunkt i ett helhetsgrepp på tillgänglighetsdesign, det vill säga att motverka diskriminering och främja lika rättighter och möjligheter oavsett kön, könsöverskridande identitet eller uttryck, etnisk tillhörighet, religion eller annan trosuppfattning, funktionsnedsättning, sexuell läggning eller ålder. 

Förstudien har omfattat kartläggning av normkritiska perspektiv, lagar och riktlinjer kring fysisk tillgänglighet, social hållbarhet och tillgänglighet, universell och inkluderande design, samt inhämtning av inspiration från arkitektur, form och designområdet. Det har även omfattat identifiering av goda exempel från runt om i landet på vad tillgänglighetsdesign i bred bemärkelse kan omfatta och intervjuer med personer som arbetat med detta. Vi vill rikta ett stort tack till er som bidragit till arbetet. 

Vår avsikt är att de principer som utformats i förstudien för tillgänglighetsdesign ska diskuteras, användas och uppdateras vid all stadsutveckling. På så sätt kan vi åstadkomma ett helhetsgrepp på tillgänglighetsdesign och åstadkomma socialt hållbara, attraktiva och tillgängliga platser och miljöer runt om i landet. 

Place, publisher, year, edition, pages
Luleå: , 2018. p. 92
Keywords
Tillgänglighetsdesign, Stadsutveckling, Normkritik, Fysisk planering, Arkitektur, Designmetoder
National Category
Architecture Other Engineering and Technologies not elsewhere specified Architectural Engineering Production Engineering, Human Work Science and Ergonomics
Research subject
Industrial Design; Architecture; Human Work Sciences
Identifiers
urn:nbn:se:ltu:diva-71029 (URN)
Funder
VINNOVA, 2017-04832
Available from: 2018-09-28 Created: 2018-09-28 Last updated: 2018-10-04Bibliographically approved
Wikberg Nilsson, Å. & Gedda, O. (2017). Design of Learning Artifacts: Prototyping change of educational culture. In: Proceedings of the 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-­22, 2017: . Paper presented at 13th International CDIO Conference, Calgary, Canada, June 18-­22, 2017. Calgary, Canada: University of Calgary Press
Open this publication in new window or tab >>Design of Learning Artifacts: Prototyping change of educational culture
2017 (English)In: Proceedings of the 13th International CDIO Conference, University of Calgary, Calgary, Canada, June 18-­22, 2017, Calgary, Canada: University of Calgary Press, 2017, , p. 11Conference paper, Published paper (Refereed)
Abstract [en]

The overall objective of this paper is to contribute with knowledge of how learning artefacts can support both students, in taking more informed actions in becoming a professional engineer, and teachers, in design of relevant teaching and learning activities. This study is done as part of an on-going CDIO implementation, involvung change of educational culture for leaders, teachers and students. For leaders and teachers, this involves a challenge to convert the CDIO intentions, into practical tools and everyday teaching and learning activities that in the end have only one overall objective: to support student learning. The current study included prototyping the learning artefact ‘IDE competence profile’ in teaching and learning activities and exploring how this contributed in strengthening students’ self-awareness of professional ID engineer identity, and in both students and teachers taking more informed actions during an introductory program course. The learning artefact contributed to teachers’ and students’ understanding of the professional ID engineering role, and also to more informed, self-directed actions during the course. In this paper we propose that learning artefacts not only support students’ self-awareness and guide their actions, but also help teachers in creating learning experiences that contribute to students’ understanding of the professional engineering role and thereby contributing in taking steps for change of the educational culture. 

Place, publisher, year, edition, pages
Calgary, Canada: University of Calgary Press, 2017. p. 11
Keywords
Pedagogical development, Design, Artefacts, Self-regulated learning
National Category
Educational Sciences Other Engineering and Technologies not elsewhere specified
Research subject
Education; Industrial Design
Identifiers
urn:nbn:se:ltu:diva-64413 (URN)9780889533998 (ISBN)
Conference
13th International CDIO Conference, Calgary, Canada, June 18-­22, 2017
Available from: 2017-06-22 Created: 2017-06-22 Last updated: 2018-04-11Bibliographically approved
Alves, M., Ehrnberger, K., Jahnke, M. & Wikberg-Nilsson, Å. (2016). NOVA: Verktyg och metoder för normkreativ innovation (ed.). Paper presented at . Stockholm: Vinnova
Open this publication in new window or tab >>NOVA: Verktyg och metoder för normkreativ innovation
2016 (Swedish)Report (Other (popular science, discussion, etc.))
Abstract [sv]

Alla är sig själv närmast. Och vi gör oftast som vi är vana att göra. Vi styrs av de normer och värderingar som har format oss - även om vi tror att vi är innovativa. Resultatet riskerar att bli lösningar som diskriminerar och begränsar. En stor utmaning är att förstå andra människors behov. Om vi kan använda ett normkritiskt perspektiv och se bortom våra egna ramar kan vi nå en större potential inom innovation. Men att förverkliga den potentialen är lättare sagt än gjort. Det krävs vad vi kallar normkreativitet. Normkreativitet bygger på en medvetenhet om att normer och värderingar kan begränsa och diskriminera. Men den kräver också ett analytiskt arbete att undersöka människors verkliga situation och djupliggande behov - och samtidigt ett kreativt arbete att omsätta kritik och kunskap i nya lösningar. NOVA innehåller konkreta verktyg och handfasta metoder för alla som vill skapa sådana normkreativa lösningar. Materialet är baserat på praktiskt erfarenhet och forskning från en mängd olika projekt och studier. Formatet är valt för att gynna kreativitet och samverkan. Fokus är på normer som diskriminerar, men egentligen är innehållet användbart i alla innovationssammanhang. All innovation handlar ju om att utmana normer.

Place, publisher, year, edition, pages
Stockholm: Vinnova, 2016. p. 52
Series
V I N N O V A Rapport, ISSN 1650-3104 ; 2016:03
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Industrial Design
Identifiers
urn:nbn:se:ltu:diva-23114 (URN)5a710668-3486-4fa4-9989-fb424350660e (Local ID)9789187537431 (ISBN)5a710668-3486-4fa4-9989-fb424350660e (Archive number)5a710668-3486-4fa4-9989-fb424350660e (OAI)
Note
Godkänd; 2016; 20160221 (asawi)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-04-11Bibliographically approved
(2016). Promoting Sustainable Change: A toolkit for integrating gender equality and diversity in innovation systems (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Promoting Sustainable Change: A toolkit for integrating gender equality and diversity in innovation systems
2016 (English)Report (Other academic)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2016
National Category
Production Engineering, Human Work Science and Ergonomics Other Engineering and Technologies not elsewhere specified
Research subject
Industrial Work Environment; Industrial Design
Identifiers
urn:nbn:se:ltu:diva-24438 (URN)afc5c3fb-7cbc-4a9e-a81c-a43104118778 (Local ID)afc5c3fb-7cbc-4a9e-a81c-a43104118778 (Archive number)afc5c3fb-7cbc-4a9e-a81c-a43104118778 (OAI)
Note

Godkänd; 2016; 20160830 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-01-10Bibliographically approved
Wikberg-Nilsson, Å. & Törlind, P. (2016). Student Competence Profiles: a complementary or competetive approach to CDIO? (ed.). In: (Ed.), Jerker Björkqvist; Kristina Edström; Ronald J. Hugo; Juha Kontio; Janne Roslöf; Rick Sellens; Seppo Virtanen (Ed.), The 12th International CDIO Conference: Proceedings – Full papers. Paper presented at International CDIO Conference : 12/06/2016 - 16/06/2016 (pp. 844-858). Turku
Open this publication in new window or tab >>Student Competence Profiles: a complementary or competetive approach to CDIO?
2016 (English)In: The 12th International CDIO Conference: Proceedings – Full papers / [ed] Jerker Björkqvist; Kristina Edström; Ronald J. Hugo; Juha Kontio; Janne Roslöf; Rick Sellens; Seppo Virtanen, Turku, 2016, p. 844-858Conference paper, Published paper (Refereed)
Abstract [en]

For students to develop independent learning strategies, it is essential to have anunderstanding of what it is they are aiming for. For this reason, every educational programme in Sweden has learning outcomes as stated by the Swedish Higher Education Authority.However, these are rather formal and sometimes described in a way that is not easy, either for teachers or for students, to implement in teaching and learning activities. A challenge is to both apply CDIO-standards and comply with the Swedish Higher Education Authority’s stated learning objectives. At the same time, we should uphold students’ motivation to develop their competences and teachers’ understanding of which teaching and learning activities are relevant, and how and what to assess in students’ learning to contribute to all of these approaches. The aim of this paper is to describe the development of a competence profile. The idea is primarily based on the Vitae Research Development Framework, but with inspiration from several other frameworks and approaches. The competence profile is designed to support students´ individual professional industrial design engineering competences. It allows the students themselves to map their knowledge, skills, experiences and qualities, and also provide support for teachers’ feedback and assessment. In other words,the student competence profile is used to describe what students are supposed to be able to do (prior to courses), what the learning activities are supposed to contribute to (during courses) and for formative and summative feedback of how well it has been done (during and after courses). It also allows a visualisation on how different courses contribute to the overall programme objectives.

Place, publisher, year, edition, pages
Turku: , 2016
Series
Turku University of Applied Sciences, ISSN 1796-9964 ; 45
Keywords
Social sciences - Pedgogical work, Skill development, Self-regulated learning, independent learning strategy, learning objectives, Socialvetenskap - Pedagogiskt arbete
National Category
Other Engineering and Technologies not elsewhere specified
Research subject
Industrial Design
Identifiers
urn:nbn:se:ltu:diva-35004 (URN)95ad7b24-9a8e-4e91-8a7b-558e258775ef (Local ID)9789522166104 (ISBN)9789522166104 (ISBN)95ad7b24-9a8e-4e91-8a7b-558e258775ef (Archive number)95ad7b24-9a8e-4e91-8a7b-558e258775ef (OAI)
Conference
International CDIO Conference : 12/06/2016 - 16/06/2016
Note
Godkänd; 2016; 20160403 (petert)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-04-11Bibliographically approved
Wiklund Axelsson, S., Wikberg-Nilsson, Å. & Melander Wikman, A. (2016). Sustainable Lifestyle Change: Participatory Design of Support Together with Persons with Obesity in the Third Age. International Journal of Environmental Research and Public Health, 13(12), Article ID 1248.
Open this publication in new window or tab >>Sustainable Lifestyle Change: Participatory Design of Support Together with Persons with Obesity in the Third Age
2016 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, ISSN 1661-7827, Vol. 13, no 12, article id 1248Article in journal (Refereed) Published
Abstract [en]

Sustainable lifestyle changes due to obesity are difficult to achieve regardless methods used. We need to know more about the lived experience of obesity and older persons’ needs for support to make a sustainable change. This paper focuses on the need-finding process in designing support for a sustainable lifestyle change. Multistage focus group interviews were conducted with persons aged 61–72 living in Northern Sweden. A participatory and appreciative reflection and action (PAAR) approach was used in the group-sessions. Probes were used to increase reflections and achieve a deeper knowledge about the participants’ needs of support. Data were analysed using qualitative thematic content analysis. Our findings revealed that to be able to succeed with a lifestyle change a focus has to be on a converted way of thinking, managing vulnerability, and achieving an emotional balance. To achieve a sustainable lifestyle change due to obesity in the third age the focus has to be on a health identity instead of a weight identity. Personalised support with enjoyable physical activities should be designed and developed. Strategies for emotional balance based on autonomy and self-empowerment must be included. This knowledge is important when designing support for sustainable change.

Keywords
older persons, life-style change, m-health, participatory design
National Category
Other Engineering and Technologies not elsewhere specified Physiotherapy
Research subject
Physiotherapy; Industrial Design; Centre - eHealth Innovation Centre (EIC)
Identifiers
urn:nbn:se:ltu:diva-61176 (URN)10.3390/ijerph13121248 (DOI)000392280100019 ()27999272 (PubMedID)2-s2.0-85007246731 (Scopus ID)
Note

Validerad; 2017; Nivå 2; 2016-12-21 (kribac)

Available from: 2016-12-20 Created: 2016-12-20 Last updated: 2019-03-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8992-9470

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