Malmö University
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Creative listening as a driving force in explorations of a subject matter
No full textListening is a familiar activity in education but has received less interest in the literature than speaking, matching its position in our popular culture, which focuses on freedom of speech and extrovert demeanor. Drawing on John Dewey to understand what characterizes creative listening in educational dialogue, this paper argues that creative listening initiates and prolongs explorations into a subject matter through creative tensions, here described as the interplay between originality and meaningfulness that triggers further inquiries and gives rise to ambivalent experiences within the teacher. Through these tensions, creative listening widens the subject matter and increases the opportunities for teachers and students to connect to the world of the subject matter. To achieve this form of listening, the teacher must artfully navigate the tangle of creative endeavors to facilitate enriched educational experiences for the students. By highlighting creative listening as a subtle but powerful force in educational dialogues, this paper strives to emphasize and expand the role of listening in education, promoting an understanding of the way silent communications aid complex forms of knowing
BlueprintSymVL : A discriminative benchmark for VLM symbol recognition in engineering blueprints
No full textThe application of Vision Language Models (VLMs) to industrial automation, specifically engineering blueprint analysis, is severely hampered by the absence of domain-specific evaluation tools. Existing benchmarks fail to replicate the critical visual challenges of this domain, such as high symbol density, occlusion, and visual similarity. Furthermore, they assume reliable pre-trained knowledge or standardized symbology, which rarely hold in real-world industrial settings. To address these critical gaps, we introduce BlueprintSymVL, the first benchmark explicitly designed to evaluate VLM symbol recognition in engineering blueprints. BlueprintSymVL is engineered as a strong discriminator, with test cases that systematically introduce challenges to differentiate model capabilities. A key innovation is our robust evaluation method, centered on a one-shot visual in-context querying strategy. At query time, the model is provided with a visual exemplar of a symbol. This approach eliminates reliance on unreliable pre-existing knowledge and is paired with a strict evaluation criterion demanding correctness on both symbol counts and their labels, setting a rigorous standard for quality assurance in high-stakes applications. We conducted a comprehensive benchmark of four leading VLMs (GPT-4o, Gemini 2.5 Pro, InternVL 2.5 78B, and Qwen 2.5 VL 72B). Our analysis provides the first baseline on their readiness, revealing that BlueprintSymVL is highly discriminative. We pinpoint specific failure modes, including a notable degradation in cluttered environments, confusion when faced with visually similar distractors, and a concerning propensity to hallucinate symbols. These insights demonstrate that current VLMs are not yet suitable for autonomous deployment in blueprint analysis and are best integrated into human-in-the-loop workflows
AI in education : a sociological exploration of technology in learning environments
No full textArtificial Intelligence (AI) is fundamentally reshaping contemporary education, not merely as a technical tool but as a transformative sociotechnical force. While often promoted for its potential to personalize learning and improve efficiency, this paper argues that AI's deeper impact lies in its capacity to reorganize relations of power, authority, and inequality within educational systems. This study offers a sociological analysis, drawing on Actor-Network Theory and Critical Digital Sociology to examine how intelligent systems mediate teacher-student relationships, redistribute agency, and contribute to new forms of digital stratification. Through a thematic synthesis of recent literature (2017–2024) and critical analysis of global case examples, the findings demonstrate that AI can intensify existing disparities—through algorithmic bias, surveillance, and uneven access—while generating new dependencies that challenge teacher autonomy and human-centered pedagogy. The analysis further reveals that the dominant techno-optimistic narrative often obscures these power dynamics. In response, this paper concludes by proposing a novel Sociotechnical-Ethical-Pedagogical (STEP) framework, designed to guide the equitable and accountable adoption of AI in education. The STEP model emphasizes transparency, educator agency, and social equity as non-negotiable conditions for responsible innovation, positioning sociological critique as essential for a just educational future
Copper to aluminium, a transformatoric change
No full textTransformers are traditionally manufactured with copper windings due to its high electrical conductivity, but rising raw material prices and resource limitations create a need for alternatives. This thesis, conducted in collaboration with Tramo ETV, aims to investigate whether aluminium can replace copper as winding material in transformers. The objective has been to develop a technical basis for a calculation tool that compares the materials in terms of cost, weight, environmental impact, and technical performance, as well as to develop and evaluate an optimal connection solution for aluminium windings. The work consists of two main parts. In the first part, calculations and analyses of transformer windings within the power range of 20–200 kVA were carried out based on material properties, design data, and current raw material prices. In the second part, a concept study for connecting aluminium windings was performed, in which three solutions were developed in CAD and evaluated in terms of manufacturing cost, assembly time, and user-friendliness. The results show that aluminium, despite its higher electrical resistivity, can be a competitive alternative to copper when there is space for larger conductor dimensions. Cost and weight analyses consistently favoured aluminium, while the environmental assessment indicated higher CO₂ emissions during production but better recycling potential. The most advantageous connection solution was busbars on both the primary and secondary sides, which reduced assembly time and lowered total cost. A prototype, built according to the selected concept and using the Meltolit 7525 NC solder, was tested for electrical resistance and showed good agreement with calculated values. The discussion indicates that aluminium can be a technically and economically sustainable alternative to copper, particularly in applications where weight and raw material cost are critical factors. Combining proper dimensioning with optimised connection design can ensure both performance and cost efficiency
When Technology Loses Status : A Study on Young Women’s Use of Beauty AR Filters
No full textThis study examines the attitudes and experiences of young women (18-24) in Malmö towards beautifying AR-filters. The study is limited to only beautifying AR-filters on TikTok. The purpose of this study was to, based on technical conditions, attitude and context, examine how young women perceive and experience this type of editing technology, and how shortterm usage in combination with the perceived need of the functions affects the intention for continued usage. The study was conducted by a test week, in which the young women could try and gain comparable experiences of the pre-picked filters. After that a semi structured interview was used. The results indicate that young women in Malmö have a negative perception of beautifying AR-filter. This perception is based on the belief that they promote negative beauty ideals. Many of the young women had a negative experience of the technological features, as many of the filters were perceived to have minor technical flaws and made them look strange or unpleasant. The fact that they changed the appearance too much seemed to affect the perceived usage. Further TikTok:s algorithms and design choices were considered to promote the usage of filters and through that also promoting beauty ideals. Many of the young women valued presenting themselves authentically and had limited experience with publishing on the platform. The young women's values limited their experience of the technical features offered on the platform, and they refrained from using them even when encountering features, they considered more useful. The use of beautifying AR-filters was perceived, in context, as a sign of falseness or insecurity and was associated with feelings of guilt regarding the promotion of beauty ideals in the impact on others. For this reason, beautifying AR-filters were not considered to meet the needs of the young women. However, the women showed greater signs of perceived usefulness when it came to more subtle filters compared to drastic ones. Shortterm use did not have a significant impact on the young women's attitudes or perceived usefulness. The results indicated that value-based barriers and social context influenced perceived usefulness, which led to a low intention for continued use. None of the young women expressed an intention to continue using beautifying AR-filters
Elchockvapenutbildning i virtual reality : en utvärdering av införandet av VR som pedagogiskt verktyg i utbildning av poliser
No full textSyftet med denna studie är att undersöka hur virtual reality (VR) kan fungera som ett pedagogiskt komplement i utbildning i elchockvapen (ECV) inom svensk polisutbildning, med särskilt fokus på resurseffektivitet, möjligheter till mängdträning samt användarnas upplevelser av tekniken. Studien genomfördes inom ramen för Polisprogrammet vid Malmö universitet i samverkan med Polismyndigheten. Bakgrunden till studien är dels Polismyndighetens ökande utbildningsbehov i takt med en växande poliskår, dels de begränsningar som traditionell, fysisk scenariobaserad utbildning innebär vad gäller kostnader, tillgång till utrustning och antal möjliga övningstillfällen. Utbildning i elchockvapen är ett tydligt exempel på ett moment där mängdträning är önskvärd, men där skarp träning är kostsam och svår att genomföra i större omfattning. Mot denna bakgrund prövas VR som ett möjligt komplement till ordinarie utbildningsmoment. Studien har en bred utvärderande ansats och omfattar tre delstudier med olika användargrupper: polislärare, polisstudenter och yrkesverksamma poliser. Datainsamlingen har genomförts med en kombination av kvalitativa och kvantitativa metoder, inklusive intervjuer, observationer, enkäter, mätning av simulatorsjuka samt analys av resultat från praktisk examination. Utvärderingen har analyserats med stöd av Kirkpatricks modell för utbildningsutvärdering samt ramverket Technological Pedagogical Content Knowledge (TPACK). Resultaten visar att VR uppfattas som ett värdefullt pedagogiskt komplement snarare än en ersättning för traditionell utbildning. Lärare rapporterade en initial skepsis inför tekniken som i stor utsträckning omvandlades till en positiv inställning efter genomförd utbildning, särskilt med hänvisning till möjligheten till ökad mängdträning och tydlig återkoppling. Studenter som genomgått VR-baserad träning uppnådde jämförbara resultat vid praktisk examination som studenter som följt ordinarie utbildningsupplägg, med vissa indikationer på förbättrad vapenkontroll. Förekomsten av simulatorsjuka var låg och symtomen generellt lindriga. Studien identifierar samtidigt viktiga utmaningar, bland annat behovet av tekniskt stöd, anpassning av utrustning samt vikten av att VR-scenarier utformas på ett sätt som tydligt integrerar taktiska och juridiska överväganden. Sammantaget visar resultaten att VR har potential att stärka utbildningen i elchockvapen genom ökad tillgänglighet och mängdträning, förutsatt att tekniken integreras med tydligt pedagogiskt syfte och med respekt för utbildningens kontext och krav
Breaking the Barrier – Insights into Mucin-Degrading Proteases in Oral Bacteria
No full textMucins are large, glycosylated proteins that form the structural backbone of mucus and play a central role in shaping microbial communities at mucosal surfaces. In the oral cavity, the predominant salivary mucin MUC5B provides structural support for biofilm formation and mediates host-microbe interactions. Deciphering how MUC5B is modulated by microbial effector molecules is key to understand how biofilms are formed, developed and reorganized. This thesis investigates three previously uncharacterized mucin-degrading proteases — MdpL from Limosilactobacillus fermentum, and MdpS and MdpS2 from Streptococcus oralis. Using a multidisciplinary approach, this work demonstrates that the enzymes extensively degrade MUC5B in a domain-specific and functionally significant manner. Each enzyme displayed distinct physicochemical traits and substrate preferences, reflecting their ecological adaptation to different biofilm niches and highlighting the evolutionary diversity of mucin-degrading strategies. The findings contribute to oral microbiology by linking specific enzymatic activities to MUC5B network remodeling, and biofilm dispersal. In enzymology, they introduce a novel class of mucin-targeting proteases with non-canonical activation, regulation, and substrate recognition. From a mucin biology perspective, this work challenges the glycosidase-centric model of mucin degradation and demonstrates that domain-specific proteolysis can initiate structural remodeling and changes in the physical properties of mucins. Together, these insights reveal mucin-degrading proteases as active agents of ecological change at the host-biofilm interface and open new avenues for targeted modulation of mucus environments. The work also lays a foundation for future studies in microbial ecology, the discovery of additional Mdp-like enzymes, and a broader exploration of enzyme-driven mechanisms in biofilm development.Munhälsa handlar inte bara om friska tänder. Den påverkar hela din kropp och ditt välbefinnande mer än vi tidigare anat. Men vad är det egentligen som påverkar munhälsan och hur? Föreställ dig munnen som en stad uppbyggd på vatten. Saliven är floden som rinner mellan husen, och tänderna är träpålarna som håller grunden på plats. I saliven finns muciner, stora och sockerrika proteiner, som bygger upp husgrunder och broar för att forma och binda samman staden. Den viktigaste av dessa är MUC5B, som fungerar som det perfekta byggmaterialet. På det kan stadens invånare, mikroberna, bygga sina hus och tillsammans bilda samhällen — så kallade biofilmer. Den exakta sammansättningen av mikrober, deras interaktioner och uppbyggnad är avgörande för att förstå och skapa ett hälsosamt och dynamiskt samhälle. Men vilka verktyg mikroberna använder för att omforma och anpassa sig till sin omgivning vet vi förvånansvärt lite om. Det är här denna avhandling kommer in i bilden. Vi har identifierat och studerat tre tidigare okända enzym: MdpL, MdpS och MdpS2. De fungerar som molekylära saxar. De kan klippa sönder MUC5B på ett sätt som aldrig tidigare observerats. Enzymerna kommer från munbakterierna Limosilactobacillus fermentum och Streptococcus oralis och har olika specialiteter anpassade till sin specifika biofilmsmiljö. Särskilt MdpS2, som i samspel med MdpS, visar störst kapacitet i att bryta ner MUC5B-nätverk och främja bakteriell spridning — en strategi som kan förbättra S. oralis överlevnadsmöjligheter. Upptäckterna förändrar vår syn på hur munbakterier formar sin miljö och ger oss nya möjligheter att förstå vad som skapar ett hälsosamt bakteriellt samhälle. Dessutom öppnar de dörren för nya spännande och oväntade tillämpningar som kan bidra till nya terapeutiska och bioteknologiska lösningar
Development and Validation of the Latvian Version of the Orofacial Esthetic Scale in Dental Patients with Aesthetic, Functional and No Treatment Needs
No full textBackground and Objectives: This study was conducted in order to develop and validate the Latvian version of the Orofacial Aesthetic Scale (OES-LV) and to assess its psychometric properties in patients with aesthetic, functional or no treatment needs. Materials and Methods: The English version of the OES was translated into Latvian following international guidelines for establishing cultural equivalency of instruments. The test group consisted of 101 subjects comprised of those without treatment requirement, with functional impairment (tooth loss) and with aesthetic treatment needs. Internal consistency, test–retest reliability and convergent validity were investigated. Responsiveness was not tested in the current study. Results: The test–retest assessment of this study was performed on 31 subjects and showed intra-class correlation coefficients ranging from 0.80 to 0.81, which was considered to be good. Cronbach’s α was 0.91, demonstrating the strong internal consistency of the scale. Spearman’s rank correlation coefficients between the OHIP and OES scores varied across subgroups, ranging from −0.35 to −0.57 and showed a negative correlation between OES-LV and selected OHIP items. Conclusions: The Latvian OES demonstrated strong psychometric properties, supporting its use in assessing self-perceived orofacial aesthetics, clinical research, prosthodontic evaluation and dental education. Further studies on responsiveness are recommended
Disturbing the Giant of Design Based Research : Developing a Desire Inspired Methodologic
No full textInspired by desire-based research methodologies, we present anongoing project about developing a methodological device whichcould be used for problematizing and disturbing design-basedresearch (DBR) methodologies to avoid results that are technofixes.This is important because in mathematics education design-basedresearch is currently becoming very influential – almost a giant – inpolicy making and among stakeholders. We use an educational designresearch project to show how the proposed device allows for noticingand considering the wishes (request) of people who are affected by thechanges that are proposed within the DBR methodologiInspiradas en metodologías desire-based research,presentamos un proyecto que actualmente se encuentra en cursoacerca del desarrollo de un dispositivo methodológico que puedeser usado para problematizar y generar perturbaciones en lasmethodologías de investigación basadas en diseño (DBR) y asíevitar resultados que sean tecnofijos. Esto es importante debidoa que, actualmente, en educación matemática, la investigaciónbasada en diseño se está convirtiendo en algo muy influyente-casi gigantesco-, tanto en la formulación de políticas como entretodos los actores interesados. Usamos un proyecto de investigaciónde diseño educativo para mostrar cómo el dispositivo propuestopermite identificar y considerar los requerimientos de las personas que están siendo afectadas por los cambios que seproponen dentro de las metodologías D
Vision III of scientific literacy and science education: an alternative vision for science education emphasising the ethico-socio-political and relational-existential
No full textPublications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same yearas Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III – understood as alternative views to Western mainstream understandings – have been in existence for an even longer period. Different interpretations of Vision III are reviewed. Common interpretations and emphases are (environmental) engagement, pluralism, realising complexity, the political, and responsible knowing-in-action. The article explores how the three visions relate to each other and their different curriculum emphases. Six new curriculum emphases are suggested for Vision III: STS-perspectives (science and technology studies), ethico-sociopolitical perspectives, agency, philosophical values, cultural-existential perspectives, and embodied knowledge. The article culminates with a suggestion of an integrated conceptualisation of Vision III. Scientific literacy from Vision III-perspectives can be characterised as: based on broad scientific knowings, fundamental anddigital literacy, and an understanding of our complex world from pluralistic perspectives (cross-disciplinary, critical, historyphilosophy-sociology, intersectionality, indigenous worldviews, relationalism), being engaged and prepared for ‘glocal’ action. In essence, Vision III can be seen as synonymous with critical-eco-reflexive Bildung-oriented scientific literacy and science education