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  • 1.
    Bäcke, Maria
    Karlstad University, Faculty of Arts and Education, Department of Languages.
    Self, Setting, and Situation in Second Life2009In: Literary Art in Digital Performance: Case Studies in New Media Art and Criticism / [ed] Francisco J. Ricardo, New York: Continuum, 2009, p. 109-142Chapter in book (Refereed)
    Abstract [en]

    Linden Lab, the company behind the online world Second Life (SL), invites multiplic- ity with slogans like “Your World. Your Imagination.”1 Yet many SL residents’2 profiles give evidence of adjustment to group narratives or norms in various social spaces inside the world. They seem to favor already established social and cultural conventions when creating an online identity; hence they also adjust to already existing hierarchies. I argue that residents in SL recreate social orders and power structures similar to ones already existing outside SL, even though they are of course under no obligation to do so. In that sense social and cultural patterns are reproduced and in some cases even amplified. My aim here is to trace social dynamics evident in three groups within this digital space and my hypothesis is that the rules of these social spaces then function as a foundation and guideline for identity formation, and in fact almost seem to prescribe a certain way of acting or behaving. Two of the groups have a clear role-playing profile, based on books and movies, whereas role-playing is not required, although possible, in the third group. All of them are thus removed from the lifeworld by constituting either purely fictive or, conversely, historical constructs, but they can nevertheless provide clues to how the residents think in an environment that is not primarily “real life” based, and in which anything, even a utopia, can be possible. By reading group charters and profile descriptions found in the SL search engine, and studying articles and blogs functioning either as group information channels or journals for individuals in each community, I examine the motivations and power structures driving avatar and online identity construction in role-playing communities, with a focus on the interac- tion between the overarching “state” power, the Linden Lab, the three communities, their respective role-models, and the rules that govern them, as well as the individuals that are a part of them. 

  • 2.
    Pulls, Tobias
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science.
    Preserving Privacy in Transparency Logging2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of this dissertation is the construction of privacy-enhancing technologies (PETs) for transparency logging, a technology at the intersection of privacy, transparency, and accountability. Transparency logging facilitates the transportation of data from service providers to users of services and is therefore a key enabler for ex-post transparency-enhancing tools (TETs). Ex-post transparency provides information to users about how their personal data have been processed by service providers, and is a prerequisite for accountability: you cannot hold a controller accountable for what is unknown.

    We present three generations of PETs for transparency logging to which we contributed. We start with early work that defined the setting as a foundation and build upon it to increase both the privacy protections and the utility of the data sent through transparency logging. Our contributions include the first provably secure privacy-preserving transparency logging scheme and a forward-secure append-only persistent authenticated data structure tailored to the transparency logging setting. Applications of our work range from notifications and deriving data disclosures for the Data Track tool (an ex-post TET) to secure evidence storage.

  • 3.
    Tillman, Ann-Sofie
    Karlstad University, Faculty of Technology and Science.
    Implementering av IKT i förskolan: Pedagogernas syn på implementeringen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this work is to examine whether ICT is implemented in preschools, how the tools are used and if the curriculum goals that affect ICT area is followed. The focus of the study is pedagogues’ views on the use of ICT in preschool. To get answers to the purpose and my questions was performed a questionnaire survey in four preschools. Out of 53 questionnaires distributed, 22 came back. In addition, a literature review has been made on the implementation of ICT in preschool and school. The results show that pedagogues believe that our modern lifestyle demands that even young children should be introduced to the world of technology. Pedagogues show many activities there they use ICT in the daily activities. However, shows pedagogues concern, that ICT will take over so the pedagogue presence is not so important anymore, for children's knowledge acquisition. Pedagogues consider that they have too little technical knowledge to be able to guide children in the right way. Moreover, considering the over if the kids get enough computer time at home and should have other activities to occupy themselves with in preschool.

  • 4.
    Vestlund, Emelie
    Karlstad University, Faculty of Health, Science and Technology (starting 2013).
    Surfplattan tar plats i förskolan: En kommuns tankar och pedagogernas verklighet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is an investigating of a municipality’s work with implementations of tablet computer in preschool, and the pedagogues’ experience of the new technique. In the study the pedagogues’ experiences of the tablet computers are illuminated. Quantitative interviews were used to receive the required information, since it is a principal method applicable for this study. The result shows that the municipality did not have any plans for how the work with the tablet computers in preschool was going to proceed. It is also obvious that the pedagogues don’t have the competence nor the work plan to use the tablet computer as a pedagogical tool. The pedagogues are mentioning lack of time as a contributory factor in the matter. The conclusion is that the tablet computer, obtained two years ago, has not been implemented in the daily work. There is a lack in both continuity and work plan when it comes to the tablet computer according to my study.

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