Teresa Cerratto Pargman
Dados Biográficos
| ID | 6872024 |
|---|---|
| NOME | Teresa Cerratto Pargman |
| PRENOMES | Teresa Cerratto |
| SOBRENOME | Pargman |
| ASSINATURA | PARGMAN T C |
| AFILIAÇÕES | Stockholm University |
| ORCID | 0000-0001-6389-0467 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Concepts, Change, and the Dark Side of Futures Methods in Postdigital Education
What is the problem with generative artificial intelligence in higher education? – a critical analysis of educator responsibility in the Swedish policy landscape
The widespread integration of Generative AI (GenAI) tools in higher education has compelled universities to develop policies for responsible GenAI use. As educators play a pivotal role in enacting policy in teaching and assessment practices, we conducted a policy study to critically examine how educator responsibility is articulated in this evolving landscape. Approaching policy discursively, we drew on Bacchi’s what’s-the-problem-represented-to-…
Generative AI chatbots in higher education
Artificial intelligence (AI) chatbots trained on large language models are an example of generative AI which brings promises and threats to the higher education sector. In this study, we examine the emerging research area of AI chatbots in higher education (HE), focusing specifically on empirical studies conducted since the release of ChatGPT. Our review includes 23 research articles published between December 2022 and December 2023 exploring the…
Navigating uncertainty
The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practic…
Promises and breakages of automated grading systems
Automated grading systems (AGSs) have gained attention for their potential to streamline assessment in higher education. However, their integration into university assessment practice poses challenges, particularly for teachers in computer science seeking to balance their workload while ensuring an adequate and fair assessment of students’ programming skills and knowledge. The present study focuses on individuals with expertise in developing, usi…
Designing Postdigital Futures
Designing technology for education is never only a problem-solving practice. It is always already about creating spaces for inherently political and affective sociotechnical future relations (Light and Akama 2014 ). These can point towards ‘big futures’, i.e. radical ruptures and epochal change, or ‘little futures’, emergent processes in mundane, everyday practices (Michael 2017 ; Pink et al. 2022 ). Beginning with these assumptions, this comment…
We Are at an Extreme Point Where We Have to Go All in on What We Really Believe Education Should Be About
Design Beyond Design Thinking
How and by whom are our postdigital futures designed? Can educational futures be designed at all, given their inherent uncertainty? How do we anticipate design to reconfigure our social worlds
Exploring teachers' (future) digital assessment practices in higher education
Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work firs…
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanit…
What Does 'Failure' Mean in Civic Tech? We Need Continued Conversations About Discontinuation
research-article Open Access Share on What Does 'Failure' Mean in Civic Tech? We Need Continued Conversations About Discontinuation Authors: Andrea Hamm Weizenbaum Institute for the Networked Society Weizenbaum Institute for the Networked SocietyView Profile , Yuya Shibuya University of Tokyo University of TokyoView Profile , Teresa Cerratto Pargman Stockholm University Stockholm UniversityView Profile , Roy Bendor Delft University of Technology …
Automation Is Coming! Exploring Future(s)-Oriented Methods in Education
Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do resea…
Construyendo soberanía digital en América Latina
Este artículo analiza los significados y prácticas sobre soberanía digital que cuatro colectivos sociales están construyendo en América Latina. A través de una aproximación metodológica cualitativa basada en entrevistas semiestructuradas a fundadores de los colectivos seleccionados se buscó conocer cómo conciben y realizan cotidianamente actividades de soberanía digital. Entre los hallazgos de la investigación se destacan la identificación de cin…
Mapping HCI research methods for studying social media interaction
In the last decades, researchers in Human-computer interaction (HCI) took numerous efforts to investigate people's social media interaction. To understand how researchers in HCI have studied social media interaction, we examined 149 peer-reviewed articles published between 2008 and 2020 in major HCI conference proceedings and journals. We systematically reviewed the methodologies HCI researchers applied, the research topics these methods covered,…
Students' privacy concerns in learning analytics
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…
Datafication and Cultural Heritage
The increasing digitization and the emergence of new data-sharing practices change our understanding of how cultural heritage is defined, collected, and exhibited. We must pay particular attention to the ways in which digital interfaces curate history. Crowdsourcing, social media, linked open data, and other open science practices challenge the current practices of cultural heritage institutions, owing to the established structures between and wi…
Materializing activism
Online activism showcases how available digital tools allow social movements to emerge, scale up, and extend globally by fundamentally enabling new forms of power. This special issue brings together eight research articles that engage with the collaborative efforts embedded in various types of activism by studying features such as the socio-technical systems involved; how the activism is organized; relations between traditional and social media; …
Emergent Practices and Material Conditions in Learning and Teaching with Technologies
The Internet at the eco-village
Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defin…
Understanding limits from a social ecological perspective
The latest developments in the field of HCI have given rise to an increasing interest in issues pertaining to global warming, resource depletion and environmental degradation. Concern about such issues has contributed to give shape to the design space of sustainable HCI (SHCI); a space whose boundaries are at times blurred. On the one hand, some, design “sustainable” information technology based on visions of the world that do not really question…
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Understanding limits from a social ecological perspective
The latest developments in the field of HCI have given rise to an increasing interest in issues pertaining to global warming, resource depletion and environmental degradation. Concern about such issues has contributed to give shape to the design space of sustainable HCI (SHCI); a space whose boundaries are at times blurred. On the one hand, some, design “sustainable” information technology based on visions of the world that do not really question…
The Internet at the eco-village
Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defin…
Emergent Practices and Material Conditions in Learning and Teaching with Technologies
Materializing activism
Online activism showcases how available digital tools allow social movements to emerge, scale up, and extend globally by fundamentally enabling new forms of power. This special issue brings together eight research articles that engage with the collaborative efforts embedded in various types of activism by studying features such as the socio-technical systems involved; how the activism is organized; relations between traditional and social media; …
Construyendo soberanía digital en América Latina
Este artículo analiza los significados y prácticas sobre soberanía digital que cuatro colectivos sociales están construyendo en América Latina. A través de una aproximación metodológica cualitativa basada en entrevistas semiestructuradas a fundadores de los colectivos seleccionados se buscó conocer cómo conciben y realizan cotidianamente actividades de soberanía digital. Entre los hallazgos de la investigación se destacan la identificación de cin…
Mapping HCI research methods for studying social media interaction
In the last decades, researchers in Human-computer interaction (HCI) took numerous efforts to investigate people's social media interaction. To understand how researchers in HCI have studied social media interaction, we examined 149 peer-reviewed articles published between 2008 and 2020 in major HCI conference proceedings and journals. We systematically reviewed the methodologies HCI researchers applied, the research topics these methods covered,…
Students' privacy concerns in learning analytics
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…
Datafication and Cultural Heritage
The increasing digitization and the emergence of new data-sharing practices change our understanding of how cultural heritage is defined, collected, and exhibited. We must pay particular attention to the ways in which digital interfaces curate history. Crowdsourcing, social media, linked open data, and other open science practices challenge the current practices of cultural heritage institutions, owing to the established structures between and wi…
Automation Is Coming! Exploring Future(s)-Oriented Methods in Education
Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do resea…
Designing Postdigital Futures
Designing technology for education is never only a problem-solving practice. It is always already about creating spaces for inherently political and affective sociotechnical future relations (Light and Akama 2014 ). These can point towards ‘big futures’, i.e. radical ruptures and epochal change, or ‘little futures’, emergent processes in mundane, everyday practices (Michael 2017 ; Pink et al. 2022 ). Beginning with these assumptions, this comment…
We Are at an Extreme Point Where We Have to Go All in on What We Really Believe Education Should Be About
Design Beyond Design Thinking
How and by whom are our postdigital futures designed? Can educational futures be designed at all, given their inherent uncertainty? How do we anticipate design to reconfigure our social worlds
Exploring teachers' (future) digital assessment practices in higher education
Digital technologies are increasingly used in assessment. On the one hand, this use offers opportunities for teachers to practice assessment more effectively, and on the other hand, it brings challenges to the design of pedagogically sound and responsible digital assessment. There is a lack of validated instruments and models that explain, assess and support teachers' critical pedagogical practice of digital assessment. This explorative work firs…
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
AI chatbots have recently fuelled debate regarding education practices in higher education institutions worldwide. Focusing on Generative AI and ChatGPT in particular, our study examines how AI chatbots impact university teachers’ assessment practices, exploring teachers’ perceptions about how ChatGPT performs in response to home examination prompts in undergraduate contexts. University teachers (n = 24) from four different departments in humanit…
What Does 'Failure' Mean in Civic Tech? We Need Continued Conversations About Discontinuation
research-article Open Access Share on What Does 'Failure' Mean in Civic Tech? We Need Continued Conversations About Discontinuation Authors: Andrea Hamm Weizenbaum Institute for the Networked Society Weizenbaum Institute for the Networked SocietyView Profile , Yuya Shibuya University of Tokyo University of TokyoView Profile , Teresa Cerratto Pargman Stockholm University Stockholm UniversityView Profile , Roy Bendor Delft University of Technology …
Concepts, Change, and the Dark Side of Futures Methods in Postdigital Education
What is the problem with generative artificial intelligence in higher education? – a critical analysis of educator responsibility in the Swedish policy landscape
The widespread integration of Generative AI (GenAI) tools in higher education has compelled universities to develop policies for responsible GenAI use. As educators play a pivotal role in enacting policy in teaching and assessment practices, we conducted a policy study to critically examine how educator responsibility is articulated in this evolving landscape. Approaching policy discursively, we drew on Bacchi’s what’s-the-problem-represented-to-…
Generative AI chatbots in higher education
Artificial intelligence (AI) chatbots trained on large language models are an example of generative AI which brings promises and threats to the higher education sector. In this study, we examine the emerging research area of AI chatbots in higher education (HE), focusing specifically on empirical studies conducted since the release of ChatGPT. Our review includes 23 research articles published between December 2022 and December 2023 exploring the…
Navigating uncertainty
The emergence of generative artificial intelligence (GAI) has given rise to diverse narratives about its transformative potential in higher education. Despite widespread speculation about how GAI might change teaching and learning, there is a significant gap in understanding how GAI artefacts are perceived in educational practices, particularly from the perspective of university teachers. This study investigates how GAI mediates teachers’ practic…
Promises and breakages of automated grading systems
Automated grading systems (AGSs) have gained attention for their potential to streamline assessment in higher education. However, their integration into university assessment practice poses challenges, particularly for teachers in computer science seeking to balance their workload while ensuring an adequate and fair assessment of students’ programming skills and knowledge. The present study focuses on individuals with expertise in developing, usi…
Computer Science (15 obras) · Sociology (11 obras) · Engineering (10 obras) · Psychology (10 obras) · Political science (7 obras) · Digital Education and Society (5 obras) · Mathematics education (5 obras) · Engineering ethics (4 obras) · Higher education (4 obras) · Innovative Human-Technology Interaction (4 obras)