An emerging class of intelligent tools that we term Digital Productivity Assistants (DPAs) is designed to help workers improve their productivity and keep their work-life balance in check. Using personalised work-based analytics it raises awareness of individual collaboration behaviour and suggests improvements to work practices. The purpose of this study is to contribute to a better understanding of the role of personalised work-based analytics in the context of (improving) individual productivity and work-life balance. We present an interpretive case study based on interviews with 28 workers who face high job demands and job variety and our own observations. Our study contributes to the still ongoing sensemaking of AI, by illustrating how DPAs can co-regulate human work through technology affordances. In addition to investigating these opportunities of partnering with AI, we study the perceived barriers that impede DPAs' potential benefits as partners. These include perceived accuracy, transparency, feedback, and configurability, as well as misalignment between the DPA's categorisations of work behaviour and the categorisations used by workers in their jobs.

Introduction: Citizen involvement in scientific projects has become a way of encouraging curiosity and greater understanding of science whilst providing an unprecedented engagement between professional scientists and the general public. In this paper we specifically focus on the impact of online citizen science (OCS) participation in the science education of primary school age children in New Zealand.Methods: We use four exploratory cases within a broader research project to examine the nature and impact of embedding OCS projects that use web based online crowdsourcing and collaboration tools within classroom environments of primary school science learners.Results & Discussion: Our findings provide insights into primary school teachers' perception of OCS. They offer initial insights into how teachers embed OCS in a classroom environment, and why this improves science learning aptitudes, inquisitiveness and capabilities in primary school age children. We also notice that successfully embedding OCS projects in education is affected by the project context, how the results are disseminated, and inclusivity in socio-cultural aspects.

This article explores how successful digitally native activism generates social change. Digitally native movements are initiated, organized, and coordinated online without any physical presence or pre-existing offline campaign. To do so, we explore the revelatory case of Sleeping Giants (SG)—an online movement that led more than 4,000 organizations to withdraw their programmatic advertising spend from Breitbart, a far-right publisher. Analyzing 3.5 million tweets related to the movement along with qualitative secondary data, we used a mixed method approach to investigate the conditions that favored SG emergence, the organizing and coordinating practices of the movement, and the strategic framing practices involved in the tuning of the movement’s language and rhetoric toward its targets. Overall, we contribute to research on online movements and shed light on the pivotal role of peer production work and of language in leading an impactful online movement that aimed to counter online disinformation and hate speech.

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Modern digital work environments allow for great flexibility, but can also contribute to a blurring of work/life boundaries and technostress. An emerging class of intelligent tools, that we term Digital Productivity Assistant (DPA), helps knowledge workers to improve their productivity by creating awareness of their collaboration behaviour and by suggesting improvements. In this revelatory case study, we combine auto-ethnographic insights with interview data from three organisations to explore how one such tool works to influence collaboration and productivity management behaviours, using the lens of persuasive IS design. We also identify barriers to DPAs’ effective use as a partner in personal productivity management.