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Gasparini, Andrea Alessandro
(2024).
Reimagined Artificial Intelligence Pedagogy for Solidarity and Diversity in Multilingual Classrooms.
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Grote, Michael; Gasparini, Andrea Alessandro & Faber, Hege Charlotte
(2023).
Hva skjer hvis KI-baserte verktøy blir «medskaper» på en ph.d.-avhandling? PhD on Track som ressurs.
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Gasparini, Andrea Alessandro
(2023).
Contextual Prompt Engineering.
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Gasparini, Andrea Alessandro
(2023).
Design Thinking in the age of regenerative AI.
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Bull, Inger Brøgger; Gasparini, Andrea Alessandro; Gullbekk, Eystein; Rosenkilde, Oda Amalie; Westbye, Hilde & Ringnes, Hege Kristin
[Vis alle 7 forfattere av denne artikkelen]
(2023).
AI i PhD-støtte: Hvordan kan bruk av Keenious påvirke forskningsprosessen?
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Molinari, Alessandra; Gasparini, Andrea Alessandro & Ringnes, Hege Kristin
(2023).
The hidden connection between Oneiric drawing and Hilma af Klint artworks: a designerly perspective.
Vis sammendrag
More than a hundred years after Hilma af Klint’s prophetic insights, a trio composed of two psychoanalysists and a Surrealistic painter developed in Buenos Aires the practice of oneiric drawing, which is inspired to André Breton’s thought and combines the main tenets of Surrealism with Jung’s archetype theory and Moreno’s psychodrama [1,2]. However, some automatic drawing techniques being employed within oneiric drawing in Argentina and Italy seem to be closer to Hilma af Klint’s experiments than to the surrealists’ practice - these analogies are on the level of the technique but also of the transformative power of symbols.
How can we explore these links between the Buenos Aires trio and Hilma af Klint? We will first try to answer this question on the level of symbol theory: to do this, we will be taking into account both Hilma af Klint’s own ideas emerging in her Notebooks on the role of symbols, and present-day definitions of the symbol [3].
As a second step, we will try to respond to this question from a designerly perspective. The artworks of Hilma af Klint can be studied as objects created through a design process which in current design research is called Research through Design (RtD) [4,5]. The main goal of RtD is to use the result of the design process as a way to create and explore new knowledge. The three pillars of RtD are: the creative process done by the designer/artist, often a reflective act [6]; the process of gathering new understanding and knowledge of what lies behind the theories used to create the artifact; how the artifact offers and creates a new
and critical understanding in society. Therefore, an RtD perspective can offer a novel understanding of Hilma af Klint artworks where the “knowledge produced, functions as a proposal”[7] to create a wider discussion of her work.
References
1. A. Bermolen, M.G. Dal Porto, L. Moretto, La via del simbolo. Psicodramma olistico e tecniche espressive in gruppi di crescita. Roma: CVX, 2001.
2. S. Pesci, “Per una rilettura in senso cognitivo-costruttivista del Disegno Onirico”, Nuovi Orizzonti 9 (2013), 12-15.
3. E. Rolf, Symboltheorien. Der Symbolbegriff im Theoriekontext. Berlin; New York: de Gruyter, 2006. 1
4. D. Fallman, “The Interaction Design Research Triangle of Design Practice, Design Studies, and Design Exploration,” Des. Issues, vol. 24, no. 3, pp. 4–18, 2008.
5. W. Gaver, “What Should We Expect from Research Through Design?,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, in CHI ’12. New York, NY, USA: ACM, 2012, pp. 937–946. doi: 10.1145/2207676.2208538.
6. D. A. Schön, The reflective practitioner: how professionals think in action. New York: Basic Books, 1983.
7. J. Zimmerman and J. Forlizzi, “Research Through Design in HCI,” in Ways of Knowing in HCI, J. S. Olson and W. A. Kellogg, Eds., New York, NY: Springer, 2014, pp. 167–189. doi: 10.1007/978-1-4939-0378-8_8
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Gasparini, Andrea Alessandro; Antunes Nogueira, Leticia; Gullbekk, Eystein; Kautonen, Heli; Westbye, Hilde & Rongved, Vidar
(2023).
Hopping on the AI train? Ethical and practical considerations for the adoption of AI tools in research and higher education.
Vis sammendrag
The most recent wave of developments in AI has commanded both awe and apprehension about what these innovations mean for the future of science, scholarly communication, and librarianship. In a paradigm characterized by fierce competition, as illustrated by the pervasive culture of publish or perish, the rapid development and diffusion of AI-based tools can bring challenges to existing frameworks for research ethics. AI is likely to challenge the integrity of scientific enterprise in ways that are yet to be seen, and these impacts extend to the operation of libraries, publishers and more. This workshop seeks to promote a collective exploration of what implications the adoption of AI tools brings to the scientific endeavor.
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Årsand, Siv; Van Der Velden, Maja & Gasparini, Andrea Alessandro
(2023).
A Materials Library as a Method to Explore the Conditions for Regenerative Technologies and Systems.
Vis sammendrag
Inspired by the regenerative message of Nordmarka’s Future Library, whose books will only be printed once the trees planted for this purpose have reached maturity (100 years), we present the Materials Library for the Digital World. This Library forms an entry into the invisible world of materials that become our digital technologies. Each material in the Library will become an entry point on a Gigamap (Sevaldson, 2011, 2018) that will visualise the complexity of connections between the different sites of resource extraction, manufacturing, use, and discarding of digital devices.
In this paper, we present some background on materials libraries, followed by a short presentation of our design framework and some of the concepts that will inspire the design of the Materials Library. These concepts are entanglement of nature and technology, visualising the invisible, open, nomadic, pluriverse, and slow.
We understand our Materials Library as a creative method to provoke (Jones, 2014) – to question the normalcy and business-as-usual of the digital world and as a design method that enables the conditions for regenerative technologies and systems to emerge.
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Årsand, Siv; Kjøde, Svein Gunnar; Molinari, Alessandra & Gasparini, Andrea Alessandro
(2023).
Backcasting incorporating sustainability in technology studies.
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Faber, Hege Charlotte Lysholm; Gasparini, Andrea Alessandro & Grote, Michael
(2022).
Artificial Intelligence-based tools in the context of Open Science.
Septentrio Conference Series.
ISSN 0000-0000.
doi:
10.7557/5.6636.
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Aurora, Federico; Gasparini, Andrea Alessandro & Palumbo, Alessandro
(2022).
ENCODE - Bridging the
<gap> in ancient writing
cultures, enhance
competences in the digital
era.
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Gasparini, Andrea Alessandro & Aurora, Federico
(2022).
Designing digital resources for papyrus collections.
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Bergsaker, Anne Schad; Gasparini, Andrea A. & Westbye, Hilde
(2021).
New skills for the 21st century lawyer students.
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Gasparini, Andrea A.
(2019).
DESIGNING FOR QUANTUM COMPUTING.
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Gasparini, Andrea A.
(2019).
Effekter av å bruke kunstig intelligens i et akademiske bibliotek .
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Bergsaker, Anne Schad; Gasparini, Andrea A. & Röblitz, Thomas
(2019).
Towards AI services à la carte: Status and Future Work at the University of Oslo.
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Gasparini, Andrea A.
(2019).
Exploring Law Data with AI and Design Thinking.
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Gasparini, Andrea A.
(2019).
Maker space in libraries: why and how.
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Gasparini, Andrea A.
(2018).
Kunstig Intelligens i biblioteket: Muligheter og utfordringer.
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Gasparini, Andrea A.
(2018).
Er kunstig intelligens vår venn?
.
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Dahl, Birgit Hvoslef & Gasparini, Andrea
(2018).
FRILUXing: the new verb at the University of Oslo Library.
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Gasparini, Andrea; Mohammed, Ahmed Abdi & Walsøe, André V.
(2018).
Kunstig intelligens i biblioteket.
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Gasparini, Andrea & Dahl, Birgit Hvoslef
(2018).
Frilux-ing : the new verb at the University of Oslo Library.
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Gasparini, Andrea
(2018).
Cogito, ergo sum.
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Gasparini, Andrea
(2018).
Design Thinking: Supporting Changes in the Context of Humanities Studies.
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Gasparini, Andrea
(2018).
Design Thinking and Film-Making
.
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Gasparini, Andrea
(2018).
Design Thinking: Reflective and Emphatic Innovations A
ctivities
.
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Gasparini, Andrea & Dahl, Birgit Hvoslef
(2018).
Å Friluxe: Det nye verbet på UB, UiO.
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Gasparini, Andrea A.; Dahl, Birgit Hvoslef & Norborg, Kristin Dina
(2017).
Frilux Branding Design Thinking.
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Gasparini, Andrea & Kautonen, Heli
(2016).
Mind the Change!: Public Sector as an Arena for User Experience Design.
I Fjeld, Morten & Bødker, Susanne (Red.),
Proceedings of the 9th Nordic Conference on Human-Computer Interaction, NordiCHI '16.
Association for Computing Machinery (ACM).
ISSN 978-1-4503-4763-1.
doi:
10.1145/2971485.2987686.
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Culén, Alma Leora & Gasparini, Andrea A.
(2016).
Design Thinking Processes: Card Methodologies for Non-designers.
I Minaříková, Pavla & Zbiejczuk Suchá, Ladislava (Red.),
Librarians as Designers: Case Studies on Improvement of Library Services.
MUNI Press.
ISSN 978-80-210-8360-8.
s. 71–83.
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Gasparini, Andrea A.
(2016).
Openness to service design methods in the academic library: Commitment to- and sustainability of strategic values
.
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Gasparini, Andrea A.
(2016).
Openness to design methods in the academic library: Commitment to- and sustainability of strategic values
.
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Gasparini, Andrea A.
(2016).
Openness for Design methods in Libraries. A hype or is it a cultural change?
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Gasparini, Andrea A.; Pandey, Sumit & Riis, Håvard Kolle
(2016).
A successful effort of introducing User Experience as a strategic tool for service and user centric organizations.
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Dahl, Birgit Hvoslef; Samuel, Marianne; Pandey, Sumit; Riis, Håvard Kolle & Gasparini, Andrea A.
(2016).
Can designing services promote cultural changes in academic libraries?
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Gasparini, Andrea A.
(2016).
Från användardriven innovation till designtänkande: öppenhet för förändringar på akademiska bibliotek med hjälp av designmetoder och fokus på användarupplevelser (UX).
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Gasparini, Andrea A.
(2016).
Young and Creative - A Designerly Approach to Enhance Interventions in the Public Space.
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Gasparini, Andrea
(2016).
Bruk av Tjenestedesign og Brukeropplevelse (UX) ved UB.
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Austrheim, Gunhild Helene; Bech, Mia; Cutler, Ingrid; Gasparini, Andrea; Haraldsen, Kirsten Borse & Kavli, Fredrik Andersen
[Vis alle 16 forfattere av denne artikkelen]
(2015).
PhD on Track – online library support for PhD students.
Vis sammendrag
PhD on Track – online library support for PhD students
Austrheim, Gunhild5; Bech, Mia 3; Cutler, Ingrid 2; Gasparini, Andrea Alessandro1; Haraldsen, Kirsten Borse 1; Kavli, Fredrik 4; Konestabo, Heidi Sjursen1; Lundmark, Anders Mattias1; Mikki, Susanne 2; Roos, Monica 5; Rullestad, Tove 2; Skagen, Therese1; Torras, Maria-Carme 5; Westbye, Hilde 1; Ødegaard, Marte 1; Gullbekk, Eystein1
Presenter: Kirsten Borse Haraldsen: k.b.haraldsen@ub.uio.no
1Oslo University Library,
2Bergen University Library,
3Aalborg University Library,
4Norwegian School of Economics, Library,
5Bergen University College, Library,
In order to become skilled researchers within their specific field, PhD students must master a number of so-called generic or professional skills. These include to publish scientific results, efficiently navigate different sources of information and literature, and to understand how measurements of scientific impact may affect funding and career opportunities. The students may also encounter ethical dilemmas, such as handling different co-author practices, disagreements on publication channels, and open access publishing. In a collaborative effort five Scandinavian research and university libraries have developed the free online resource PhD on Track, to help address these skills and knowledge needs of PhD students. The resource is primarily aimed at inexperienced PhD students, but may also prove valuable to more experienced researchers.
In our poster we present the different elements of PhD on Track, highlight some of its potential uses and point to discussions of libraries as legitimate actors in PhD students’ research and learning. We value input from the research communities in an effort to include more specific resources and topics targeted at the biochemical and biological researchers, e.g. about research data repositories, and funding in cross-disciplinary framework programs.
The www.phdontrack.net site was launched in 2013 and is already used as a resource in 7 countries. It is built on the results of an empirical study of PhD candidates practices and experienced challenges (Gullbekk et al 2012), conceived as part of the collaborative project “Information Management for Knowledge Creation” funded by the Norwegian National Library.
Reference:
Gullbekk, E., Rullestad, T., & Torras i Calvo, M.-C. (ed.) (2012). PhD candidates and the
research process: The library's contribution. (Vol. 8). Oslo: Universitetsbiblioteket i Oslo.
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Gasparini, Andrea A. & Pandey, Sumit
(2015).
User Experience as a strategic tool for service and user centric organisations.
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Gasparini, Andrea A.
(2015).
Enhancing youth’s creativity in the public space.
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Pandey, Sumit; Gasparini, Andrea A. & Riis, Håvard Kolle
(2015).
Library-UX Mini Bootcamp.
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Gasparini, Andrea A. & Aurora, Federico
(2015).
Reconstructing the ancient site of Tebtunis: dislocated knowledge production.
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Gasparini, Andrea A. & Culén, Alma Leora
(2015).
The Position of the User Experience in the Academic Library.
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Gasparini, Andrea A. & Riis, Håvard Kolle
(2015).
Oria eller var det Oreo? Brukere, branding og biblioteksøk.
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Gasparini, Andrea A.
(2014).
The Value of Empathy in Design Thinking.
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Gasparini, Andrea A. & Culén, Alma Leora
(2014).
Brukeren bestemmer? Innovasjon i det akademiske biblioteket.
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Vibe, Anne-Mette & Gasparini, Andrea
(2013).
Digitalisering i Dar-es-Salam.
Bibliotekaren (Oslo).
ISSN 0804-4147.
s. 10–14.
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Gasparini, Andrea & Culén, Alma
(2012).
Acceptance factors: An iPad in classroom ecology.
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Culén, Alma & Gasparini, Andrea
(2012).
Tweens with the iPad Classroom – Cool but not Really Helpful?
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Culén, Alma; Gasparini, Andrea & Hertz, Roni
(2012).
iPad – the space between the cool and the useful.
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Culén, Alma & Gasparini, Andrea
(2011).
iPad: A New Classroom Technology? A Report From Two Pilot Studies.
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Culén, Alma & Gasparini, Andrea
(2011).
iPad apps for læring, underholdning og kreativitet.
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Culén, Alma; Engen, Bård Ketil; Gasparini, Andrea & Herstad, Jo
(2011).
The Use of iPad in Academic Setting: Ownership Issues inRelation to Technology (Non)Adoption.
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Gasparini, Andrea & Culén, Alma Leora
(2011).
Children´s Journey with iPads in the Classroom.
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Culén, Alma Leora & Gasparini, Andrea
(2011).
Kan lesebrett friste til aktiv lesing og bedre læring?
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Christensen, Andreas; Gasparini, Andrea & Rasmussen, Live
(2011).
Pensum på iPad.
REVY.
ISSN 1904-1969.
34(2),
s. 7–7.
Vis sammendrag
Nyt projekt med digitalt pensum på tablet-computere gennemført på Universitetsbiblioteket i Oslo. Forskningsbibliotekerne kan komme til at spille en vigtig rolle ved levering af pensum og uddannelse af de studerende i forbindelse med indførelsen af den ny teknologi. Men det kræver, at bibliotekerne griber chancen…
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Culén, Alma Leora & Gasparini, Andrea
(2011).
Alt på et brett?
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Gasparini, Andrea & Rasmussen, Live
(2010).
Kan den papirløse student bli en realitet?
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Gasparini, Andrea
(2010).
Learning possibility with Google Wave in a mixed cultural landscape.
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Gasparini, Andrea; Culén, Alma Leora & Ugletveit, Geir
(2010).
The eBook reader and the legacy of the paper book.
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Gasparini, Andrea
(2011).
Touch, learn, play : what children do with an iPad in the classroom.
Universitetet i Oslo.