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A study on how various stakeholders in open science and the OSF approach the platform and open practices; examines developers, users, and non-users. Exploring these populations given the different values professed to affect open behaviors.

Technologies are often expected to enhance inclusive employment for people living with a disability. Following conventional dichotomies, policy actors generally consider technologies to either provide a prosthetic fix to ‘able’ people with disabilities, or become instruments for social transformation. In three pilot projects within a national initiative for enhancing inclusive employment through technologies, we empirically explore the potential of such conceptually opposed approaches for realising inclusive employment in practice. Reporting on a transdisciplinary ‘learning evaluation’, we combine semi-structured interviews with participant observation and transformation-oriented methods from Reflexive Monitoring in Action, involving a myriad of stakeholders. We introduce the notion of scripts to explore how we as researchers become part of the de- and re-inscription of technologies for inclusive employment. We find that regardless of an initial prosthetic- or transformative approach, technology can support a transformation toward inclusive employment through the work and effort of the actors involved. Points of interest Whether the initial approach to inclusion through technology is to ‘fix’ disability or ‘transform’ work practices, the concerted effort of the people involved can generate transformative potential For technology to attain this transformative potential it is imperative that the sociocultural environment is shaped accordingly To understand the dynamics that work for transformation, it is critical that technology is seen in practice, in specific situations To understand how disability is made through technology we recommend deconstructing the ‘scripts’, that is the user-assumptions and roles, embedded in the technology To support that technologies contribute to inclusive employment, a method is needed that supports reflexivity and involves people from various backgrounds actively participating.

En se basant sur un cas de téléconsultation entre professionnels médicaux, cet article s’intéresse aux conditions socio-interactionnelles et organisationnelles de la collaboration à distance plus qu’aux conditions technologiques. L’étude se focalise en particulier sur l’importance de la médiation réciproque dans la relation entre les opérateurs et les éléments pertinents de la pratique diagnostique. La téléconsultation cardiologique est analysée en tant que parangon d’un système à distance où les deux opérateurs ont besoin d’interagir pour avoir accès aux éléments indispensables à la définition de la situation du patient. Cette définition, impliquant une pluralité de facteurs (facteurs de risque, familiarité avec certaines pathologies, thérapies mais aussi style de vie, situation psychologique et/ou sociale, etc.), se réalise au cours de l’interaction, grâce à un processus d’alignement discursif entre les deux médecins. C’est justement cette nécessité réciproque d’une médiation, grâce à la symétrie se créant dans la distance, qui assure la réalisation de la collaboration., Based on a specific study case of teleconsulting between medical professionals, this article not so much aims at questioning some technological circumstances, but rather aims at analysing the socio-interactional and organizational conditions to remote collaboration. This study especially focuses on the importance of reciprocal mediation between operators, as well as on the relevant elements of diagnostic practices. Cardiologic teleconsulting is regarded as a pertinent model of analysis among collaborative remote systems, where both operators need to interact in order to access the meaningful elements defining the patient's situation. This definition encompasses various factors (risk, acquaintance to some pathologies, therapies, but also life style, psychological/social state…), and is carried out during the interaction thanks to a process of discursive alignment between the two MDs. This is this very reciprocal need for mediation that ensures collaboration, thanks to the symmetry emerging from the distance between the interlocutors., Interfaces numériques, 2(3), 2013

This paper discusses mediation in the patient–provider relationship arising from the introduction of digital technology for a specific form of monitoring: ‘clinical self-tracking’. Focusing on the management of type 1 diabetes, a condition that requires significant self-management by patients, we describe how the actors negotiated a new ICT-mediated relationship in three hospital departments. The analysis followed a qualitative design and was carried out by interviewing patients, clinicians and technology developers and by analysing messages exchanged through the ICT tool. We first show how each department customised the system by drawing on already existing care practices, organisational goals and representations of the department’s desired relationship with the patients. We then focus on patient–provider relationships, showing that, while the clinical self-tracking sometimes followed the path desired by the providers, at other times, it developed in unexpected ways. We distinguish among three emerging categories of self-tracking: self-tracking for remote management, self-tracking for e-learning and self-tracking as boundary setting. The analysis reveals how the new patient–provider relationship arises from an open-ended process. Providers can push self-tracking practices but cannot steer them; and patients, through an unexpected use of the self-tracking technologies, are able to negotiate a desired relationship with providers.

Traditionally, data warehouses (DW) have been counted among the most powerful problem-solving tools to enable easy access to information and enhance the effectiveness of decision-making processes. Nevertheless, as noted by some authors, the outcome of any Information and Communication Technology (ICT) tool is emergent, since there will always be scope for improvisation in technology use. ICT tools are expected to be used in different ways, either ignoring certain properties, working around them, or inventing new ones that may go beyond or even contradict designers' expectations and inscriptions. In order to cope with this, the term ''technology-in-practice'' is frequently used. Adopting this perspective, the aim of the authors was to broaden the empirical basis of DW-in-practice, showing how different uses of the same tool could lead to different outcomes. We, therefore, examined DW-in-practice in three manufacturing and services organizations.

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, their technology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach. The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration. The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.

The concept of affordance has different interpretations in the field of Human-Computer Interaction (HCI). However, its treatment has been merely as a one-to-one relationship between a user and a technology. We believe that a broader view of affordances is needed which encompasses social and cultural aspects of our everyday life. We propose an interaction-centered view of affordance that can be useful for developing better understandings of designed artefacts. An interaction-centered view of affordance suggests that affordance is an interpretative relationship between users and the technology that emerges during the users' interaction with the technology in the lived environments. We distinguish two broad classes of affordances: affordance in Information and affordance in Articulation. Affordance in information refers to users' understanding of a technology based on their semantic and syntactic interpretation; and affordance in articulation refers to users' interpretations about the use of the technology. We also argue that the notion of affordance should be treated at two levels: at the 'artefact level' and at the 'practice level'. Consequently, we provide two examples to demonstrate our arguments.