While AI systems become more pervasive, their social impact is increasingly hard to measure. To help mitigate possible risks and guide practitioners into a more responsible design, diverse organizations have released AI ethics frameworks. However, it remains unclear how ethical issues are dealt with in the everyday practices of AI developers. To this end, we have carried an exploratory empirical study interviewing AI developers working for Swedish public organizations to understand how ethics are enacted in practice. Our analysis found that several AI ethics issues are not consistently tackled, and AI systems are not fully recognized as part of a broader sociotechnical system.

Civic tech initiatives dedicated to environmental issues have become a worldwide phenomenon and made invaluable contributions to data, community building, and publics. However, many of them stop after a relatively short time. Therefore, we studied two long-lasting civic tech initiatives of global scale, to understand what makes them sustain over time. To this end, we conducted two mixed-method case studies, combining social network analysis and qualitative content analysis of Twitter data with insights from expert interviews. Drawing on our findings, we identified a set of key factors that help the studied civic tech initiatives to grow and last. Contributing to Digital Civics in HCI, we argue that the civic tech initiatives’ scaling and sustaining are configured through the entanglement of (1) civic data both captured and owned by the citizens for the citizens, (2) the use of open and accessible technology, and (3) the initiatives’ public narrative, giving them a voice on the environmental issue.

Sustainable HCI (SHCI) constitutes a relatively new research field within HCI. We have identified four literature reviews of the field conducted between 2009-2014. In this paper, we present and discuss the results of a systematic literature review of peer-reviewed conference and journal articles that have been published in the field during the last ten years (2010-2019). To this end, we apply the United Nations’ Sustainable Development Goals (SDGs) as a framework to classify and discern high-level goals SHCI researchers have worked towards during this period. This paper contributes to HCI by 1) identifying Sustainable Development Goals that SHCI researchers have worked towards, 2) discerning main research trends in the field during the last decade, 3) using the SDG framework generatively to enumerate and reflect on areas that this far have not been covered by SHCI research and 4) presenting takeaways and opportunities for further research by the larger HCI community.

Abstract 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; and the complex network of systems, information, people, values, theories, histories, ideologies, and aesthetics that constitutes such activisms. The articles show the spaces in which this activism materializes, and particularly their situation in several intersecting dimensions including motivation, culture, language, and infrastructure. Together, these articles reflect the methodological breadth required to materialize online activism and the need to develop a more nuanced conceptualization of the media ecologies involved. By mapping out how activism is enabled and constrained by human-computer interfaces, this special issue contributes to open up the black box of online activism.

This paper introduces the workshop "Exploring Design Methods for Mobile Learning" to be held at MobileHCI 2011, in Stockholm, Sweden.

We study the use of a computer application, intended for computer assisted language learning (CALL). We present an analytical framework for CALL, consisting of technology, interaction with technology, a relationship between technology and students, and a context where technology is situated. The application we study performs several different kinds of state of the art linguistic analyses, and is intended for writing texts while paying attention to linguistic forms. We have conducted a naturalistic field study of two informants use the tool collaboratively. Our question is in what manners these students put the tool into use. These students let initiative be taken by the CALL application, despite it being designed with student initiative in mind, and despite students being aware of features and occasions where they could take initiative. We use our framework to point out how this student-system relationship is formed, and provide guidance for future design

We discuss the design of language tools, and explore new approaches for the development of language-learning environments. We take a standpoint in the learning perspective labelled "focus on form", and investigate issues thereby generated in design. From this perspective, current intelligent tools such as grammar and spelling checkers should be re-framed in collaborative learning environments.

This paper presents an analysis of the modifications that a synchronous computer support for collaborative writing introduces into the organization of co-authors' writing. The analysis is grounded in case studies of different groups of co-authors writing a report together face to face and at a distance through a collaborative writing computer system. Drawing from these studies I suggest that the problems with using a collaborative writing computer system to provide a fully collaborative writing environment derive from underlying assumptions concerning collaboration within the co-authoring activity. I point out that a more thorough understanding of how co-authors organize their writing can provide resources to envisage more radical solutions to the problem of computer support for collaboration. I conclude by considering ways that might be adequate to reconfigure collaborative writing systems in order to provide more satisfactory support for collaboration in writing environments.

The study presents an analysis of the activities of professional teachers while they use a text-based computer-mediated communication system called a Moo. The teachers, who are geographically distributed, attend a professional training course in education and information technology. The focus is on the appropriation process with regard to using the artifact within their learning and teaching activity. In order to analyze this process, participants' text-based communication was logged and the data was treated both quantitatively and qualitatively. We found that interaction through the artifact brings a modification in the organization of the classroom discourse and in particular in the teachers' communication schemes. We observed that the teachers-as-students attending the online training used the artifact mainly for the establishment and maintenance of relationships. They appropriated the features of the artifact that allowed them to ‘talk’ and exchange personal experiences rather easily. They did not however, elaborate online information shared with the others.