Presentation at the MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective, London, July 2009
Social networks, microblogging, virtual worlds, and Web 2.0 in the teaching o...Gonçalo Cruz Matos
This document describes a trial conducted to incorporate social networks, microblogging, and virtual worlds into the teaching of programming techniques for software engineering. Students were assigned a course project requiring them to engage with online programming communities. The goal was for students to find motivation from interacting with expert programmers and having to thoroughly explain their solutions. Key aspects of the trial included assigning identically structured but differently instantiated problems to groups, using a wiki for collaboration, and providing non-programming examples to guide students. Results showed that while most groups engaged only briefly, a few were able to sustain involvement throughout the project phases by contributing regularly to the wiki.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
This document discusses using communication between agents to help accelerate learning tasks. The authors are interested in quantitatively evaluating how communication benefits learning and developing a formal approach to define trust between agents. They have previously applied techniques of collaborative learning and communication between interface agents for tasks like network management. Their work adapted machine learning algorithms to handle temporal concepts and they observed communication helped accelerate learning and reduce the impact of noisy data.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
This document discusses ICT innovations on a train and aims to integrate technology into education. It mentions a train with 3 carriages and asks which carriage someone is in via an online poll. It also lists aims to integrate a broad range of technologies into learning, think creatively about using technology across subjects, and help other educators incorporate technology into their teaching.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
An Exploratory Study of Usability Practice from User-Centered Design View: M...Ruby Kuo
The document summarizes an exploratory study on usability practice from a user-centered design perspective in Taiwan's internet industry. Through in-depth interviews with 14 professionals, the study found:
1) Usability knowledge and skills were generally lacking, with most learning through experience rather than formal training.
2) Design methods were typically linear rather than iterative as recommended by user-centered design. Deadlines often took priority over usability.
3) While usability testing and prototyping were acknowledged as helpful, they were seldom used due to schedule and budget constraints. Users tended to be involved primarily to satisfy business goals rather than design goals.
Social networks, microblogging, virtual worlds, and Web 2.0 in the teaching o...Gonçalo Cruz Matos
This document describes a trial conducted to incorporate social networks, microblogging, and virtual worlds into the teaching of programming techniques for software engineering. Students were assigned a course project requiring them to engage with online programming communities. The goal was for students to find motivation from interacting with expert programmers and having to thoroughly explain their solutions. Key aspects of the trial included assigning identically structured but differently instantiated problems to groups, using a wiki for collaboration, and providing non-programming examples to guide students. Results showed that while most groups engaged only briefly, a few were able to sustain involvement throughout the project phases by contributing regularly to the wiki.
Paper presented at EDUCON 2012 (April), talking about an experience of using social network, web2.0, microblogging and virtual worlds in the teaching of programming techniques.
This document discusses using communication between agents to help accelerate learning tasks. The authors are interested in quantitatively evaluating how communication benefits learning and developing a formal approach to define trust between agents. They have previously applied techniques of collaborative learning and communication between interface agents for tasks like network management. Their work adapted machine learning algorithms to handle temporal concepts and they observed communication helped accelerate learning and reduce the impact of noisy data.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
This document discusses ICT innovations on a train and aims to integrate technology into education. It mentions a train with 3 carriages and asks which carriage someone is in via an online poll. It also lists aims to integrate a broad range of technologies into learning, think creatively about using technology across subjects, and help other educators incorporate technology into their teaching.
The CNHS 2010 Year End Report summarizes the school's progress and plans for continued development. It outlines targets and strategies across several areas including special projects, student development, staff development, curriculum development, and facilities development. The report indicates that through collaboration and commitment from stakeholders, the school has integrated ICT into teaching and learning, trained teachers, and increased student achievement. It provides a guide for continuing efforts to achieve excellence through an annual implementation plan focused on innovation.
An Exploratory Study of Usability Practice from User-Centered Design View: M...Ruby Kuo
The document summarizes an exploratory study on usability practice from a user-centered design perspective in Taiwan's internet industry. Through in-depth interviews with 14 professionals, the study found:
1) Usability knowledge and skills were generally lacking, with most learning through experience rather than formal training.
2) Design methods were typically linear rather than iterative as recommended by user-centered design. Deadlines often took priority over usability.
3) While usability testing and prototyping were acknowledged as helpful, they were seldom used due to schedule and budget constraints. Users tended to be involved primarily to satisfy business goals rather than design goals.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.Daniel Crawford
Summary of papers related to "Education and Training" component of the first Workshop on Sustainable Software for Science: Practice and Experiences held Sunday, November 17th, at SC13 in Denver, CO.
The document outlines plans to develop a sustainable Chilean Telecentre Academy to provide training to telecentre operators. It discusses establishing [1] administrative and economic sustainability through an efficient management model, [2] adapting curricula based on operator needs, and [3] developing e-learning programs. The methodology involves asynchronous e-learning, self-study modules, and evaluations. The curriculum includes courses on managing telecentres, democracy, e-government, and best practices. The goals are to address inequality in operator training and reshape operator profiles to achieve social inclusion objectives.
Communities of Practice: A Conceptual Frame for Human-Centred ComputingDavid Geerts
This document discusses communities of practice as a conceptual framework for human-centered computing. It describes key theories of practice and how learning occurs within communities and networks of practice. The document then outlines several case studies and a research agenda for developing innovative applications that are designed based on an understanding of specific practices. The goal is to support appropriation of technologies within and across different practice-based social groups.
1. The document discusses a design study exploring the relationship between knowledge maturing and social learning, specifically looking at how ontology maturing relates to collaborative learning dialogues.
2. It proposes a "mashup" that combines an ontology development tool called SOBOLEO with a dialogue game platform called InterLoc to allow users to have structured discussions about developing and refining ontologies.
3. A hypothetical example is described where a career advisor could use the mashup to research labor market information with a client, facilitating knowledge acquisition and refinement through collaborative dialogue.
The document summarizes the staff, doctoral students, resources, and laboratories of the HCI Group at Tallinn University. It lists the researchers, professors, and analysts that make up the staff. It also lists the doctoral students that have been or are currently affiliated with the group. Finally, it describes two laboratories managed by the group - the Interaction Design Laboratory and the User Experience Laboratory, including their purposes and example projects.
Mature - a dynamic perspective on ontologiesSimone Braun
1) The document discusses the MATURE project, which aims to support continuous social learning in knowledge networks through a bottom-up knowledge maturing process.
2) The knowledge maturing process model involves individuals developing new ideas that are then exchanged and discussed to develop a common terminology, which are then structured into documents and learning objects to disseminate knowledge more broadly.
3) The MATURE project seeks to reduce barriers to participation and knowledge sharing by providing tools and services in personal and organizational learning environments to support the collaborative and active knowledge maturing process.
The document discusses a PhD research project that aims to understand how information communication technologies (ICT) influence the social networks of collaborative organizations and the diffusion of collaborative services. The research will involve three stages: 1) case studies of existing collaborative services on digital platforms, 2) participation in design projects for sustainable local development, and 3) design and application of a service design tool. The goal is to design a tool to help develop solutions that enable sustainable local development.
This document summarizes a presentation on future directions for e-learning research. It identifies 7 strategic priorities for e-learning development, including building capacity for learning design and assessment, enabling innovation and evaluation, and integrating technology and pedagogy. It also outlines 5 principles for learning design, a model for innovation, and broad themes for future research like open educational resources and mobile learning. Overall, the presentation calls for a strategic and evidence-based approach to integrating technology and pedagogy to improve the learner experience.
Do the Software Architects get the Needed Support for the job They Perform?Kresimir Popovic
In this paper, we report on two year case study
research in a software development organization which
includes more than 20 architects of different social profile,
knowledge and time zone locations. During that time, we built
up understanding on how to support software architects in
knowledge codification (converting human expertise to
organized, categorized, indexed, easily accessible knowledge in
a knowledge base form available for the organizational
members). By following an action research cycle, we first
diagnosed the architecting process of this organization and
proposed solutions for identified problems. The revelations
gained over the past two years have resulted in creation of a
theoretical instruction framework of what software architects
do and what support they need.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
The document outlines an agenda for a workshop on becoming a networked NGO, including introducing the concept of a networked nonprofit, mapping networks using social media, developing a social media strategy and policy, and designing action learning projects. Participants will learn practical tips for using social media effectively through presentations, exercises, and peer sharing to help strengthen their communications strategies and networks. The goal is for NGOs to implement small social media pilots and share learning to better leverage relationships and amplify impact.
The document summarizes research into how social software technologies can support knowledge sharing and professional development among vocational education and training (VET) practitioners, as well as VET delivery. The research found that social software is valuable for enhancing knowledge sharing, development, and teaching/learning experiences when there is a willingness to share and collaborate in an enabling culture. It also found that social software aligns well with the needs of the "Net Gen" student demographic and may become ubiquitous like email. The research provides recommendations and strategies for selecting, developing, and implementing appropriate social software tools in VET organizations and classrooms.
It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
This document outlines the CARDIAC project which aims to advise the European Commission on research priorities in accessible and assistive information and communication technologies (ICT). The project will use a structured dialogic design process involving stakeholders to develop roadmaps on technology transfer, inclusive human-machine interaction, and network-based applications. Key activities include workshops and events to gather input which will be clustered and voted on to create the roadmaps defining short and long-term research priorities. The overall goal is to increase available products and services to improve integration and inclusion of people with disabilities.
Design patterns can help support others in making successful design decisions for online teaching by drawing inspiration from previous successful designs and making that knowledge reusable. The document discusses how design patterns make tacit design knowledge visible, shareable, and reusable. It provides an example environmental familiarization activity pattern and discusses how design pattern workshops that incorporate narrative cases, design challenges, and prototypes can help facilitate the capture and reuse of expert design knowledge at scale. In summary, design patterns can transfer representations of practice that are appropriate for the user, present essential elements, encourage creative use, and add the voice of expert designers.
Talk given at WCC2010 in Brisbane (KCKS 2010); Title:
EU Project MATURE / R&D RG DDI: ICT-Support for Knowledge Maturing in Learning Organizations and Communities
A PRELIMINARY STUDY ON MULTIDISCIPLINARY DESIGN FRAMEWORK IN A VIRTUAL REALIT...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework
(MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study
was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing
collaborative design in a VRLE. The objective was to introduce and implement a synchronous
multidisciplinary design teaching and learning engagement framework with asynchronous online
documentation that manages and evaluates evidence of learning outcomes. This study employed a
sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students
from the creative media specializations in collaboration with 39 other students from the business,
computing, communication, and product design degree students over a 14- weeks duration. Students were
surveyed using online questionnaires, interviews, and observations by the module facilitator for the
quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding
of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3%
from the previous cohort that was without the framework and VRLE support. Overall, the students’
commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of
collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone.
The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and
could be applied to all higher education multidisciplinary collaborations in a VRLE.
A Preliminary Study on Multidisciplinary Design Framework in a Virtual Realit...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework (MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing collaborative design in a VRLE. The objective was to introduce and implement a synchronous multidisciplinary design teaching and learning engagement framework with asynchronous online documentation that manages and evaluates evidence of learning outcomes. This study employed a sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students from the creative media specializations in collaboration with 39 other students from the business, computing, communication, and product design degree students over a 14- weeks duration. Students were surveyed using online questionnaires, interviews, and observations by the module facilitator for the quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3% from the previous cohort that was without the framework and VRLE support. Overall, the students’ commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone. The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and could be applied to all higher education multidisciplinary collaborations in a VRLE.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
T. Daniel Crawford' presentation at WSSSPE 2013 at SC13.Daniel Crawford
Summary of papers related to "Education and Training" component of the first Workshop on Sustainable Software for Science: Practice and Experiences held Sunday, November 17th, at SC13 in Denver, CO.
The document outlines plans to develop a sustainable Chilean Telecentre Academy to provide training to telecentre operators. It discusses establishing [1] administrative and economic sustainability through an efficient management model, [2] adapting curricula based on operator needs, and [3] developing e-learning programs. The methodology involves asynchronous e-learning, self-study modules, and evaluations. The curriculum includes courses on managing telecentres, democracy, e-government, and best practices. The goals are to address inequality in operator training and reshape operator profiles to achieve social inclusion objectives.
Communities of Practice: A Conceptual Frame for Human-Centred ComputingDavid Geerts
This document discusses communities of practice as a conceptual framework for human-centered computing. It describes key theories of practice and how learning occurs within communities and networks of practice. The document then outlines several case studies and a research agenda for developing innovative applications that are designed based on an understanding of specific practices. The goal is to support appropriation of technologies within and across different practice-based social groups.
1. The document discusses a design study exploring the relationship between knowledge maturing and social learning, specifically looking at how ontology maturing relates to collaborative learning dialogues.
2. It proposes a "mashup" that combines an ontology development tool called SOBOLEO with a dialogue game platform called InterLoc to allow users to have structured discussions about developing and refining ontologies.
3. A hypothetical example is described where a career advisor could use the mashup to research labor market information with a client, facilitating knowledge acquisition and refinement through collaborative dialogue.
The document summarizes the staff, doctoral students, resources, and laboratories of the HCI Group at Tallinn University. It lists the researchers, professors, and analysts that make up the staff. It also lists the doctoral students that have been or are currently affiliated with the group. Finally, it describes two laboratories managed by the group - the Interaction Design Laboratory and the User Experience Laboratory, including their purposes and example projects.
Mature - a dynamic perspective on ontologiesSimone Braun
1) The document discusses the MATURE project, which aims to support continuous social learning in knowledge networks through a bottom-up knowledge maturing process.
2) The knowledge maturing process model involves individuals developing new ideas that are then exchanged and discussed to develop a common terminology, which are then structured into documents and learning objects to disseminate knowledge more broadly.
3) The MATURE project seeks to reduce barriers to participation and knowledge sharing by providing tools and services in personal and organizational learning environments to support the collaborative and active knowledge maturing process.
The document discusses a PhD research project that aims to understand how information communication technologies (ICT) influence the social networks of collaborative organizations and the diffusion of collaborative services. The research will involve three stages: 1) case studies of existing collaborative services on digital platforms, 2) participation in design projects for sustainable local development, and 3) design and application of a service design tool. The goal is to design a tool to help develop solutions that enable sustainable local development.
This document summarizes a presentation on future directions for e-learning research. It identifies 7 strategic priorities for e-learning development, including building capacity for learning design and assessment, enabling innovation and evaluation, and integrating technology and pedagogy. It also outlines 5 principles for learning design, a model for innovation, and broad themes for future research like open educational resources and mobile learning. Overall, the presentation calls for a strategic and evidence-based approach to integrating technology and pedagogy to improve the learner experience.
Do the Software Architects get the Needed Support for the job They Perform?Kresimir Popovic
In this paper, we report on two year case study
research in a software development organization which
includes more than 20 architects of different social profile,
knowledge and time zone locations. During that time, we built
up understanding on how to support software architects in
knowledge codification (converting human expertise to
organized, categorized, indexed, easily accessible knowledge in
a knowledge base form available for the organizational
members). By following an action research cycle, we first
diagnosed the architecting process of this organization and
proposed solutions for identified problems. The revelations
gained over the past two years have resulted in creation of a
theoretical instruction framework of what software architects
do and what support they need.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
The document outlines an agenda for a workshop on becoming a networked NGO, including introducing the concept of a networked nonprofit, mapping networks using social media, developing a social media strategy and policy, and designing action learning projects. Participants will learn practical tips for using social media effectively through presentations, exercises, and peer sharing to help strengthen their communications strategies and networks. The goal is for NGOs to implement small social media pilots and share learning to better leverage relationships and amplify impact.
The document summarizes research into how social software technologies can support knowledge sharing and professional development among vocational education and training (VET) practitioners, as well as VET delivery. The research found that social software is valuable for enhancing knowledge sharing, development, and teaching/learning experiences when there is a willingness to share and collaborate in an enabling culture. It also found that social software aligns well with the needs of the "Net Gen" student demographic and may become ubiquitous like email. The research provides recommendations and strategies for selecting, developing, and implementing appropriate social software tools in VET organizations and classrooms.
It is impossible to separate the human factors from software engineering expertise during
software development, because software is developed by people and for people. The intangible
nature of software has made it a difficult product to successfully create, and an examination of
the many reasons for major software system failures show that the reasons for failures
eventually come down to human issues. Software developers, immersed as they are in the
technological aspect of the product, can quickly learn lessons from technological failures and
readily come up with solutions to avoid them in the future, yet they do not learn lessons from
human aspects in software engineering. Dealing with human errors is much more difficult for
developers and often this aspect is overlooked in the evaluation process as developers move on
to issues that they are more comfortable solving. A major reason for this oversight is that
software psychology (the softer side) has not developed as extensively
This document outlines the CARDIAC project which aims to advise the European Commission on research priorities in accessible and assistive information and communication technologies (ICT). The project will use a structured dialogic design process involving stakeholders to develop roadmaps on technology transfer, inclusive human-machine interaction, and network-based applications. Key activities include workshops and events to gather input which will be clustered and voted on to create the roadmaps defining short and long-term research priorities. The overall goal is to increase available products and services to improve integration and inclusion of people with disabilities.
Design patterns can help support others in making successful design decisions for online teaching by drawing inspiration from previous successful designs and making that knowledge reusable. The document discusses how design patterns make tacit design knowledge visible, shareable, and reusable. It provides an example environmental familiarization activity pattern and discusses how design pattern workshops that incorporate narrative cases, design challenges, and prototypes can help facilitate the capture and reuse of expert design knowledge at scale. In summary, design patterns can transfer representations of practice that are appropriate for the user, present essential elements, encourage creative use, and add the voice of expert designers.
Talk given at WCC2010 in Brisbane (KCKS 2010); Title:
EU Project MATURE / R&D RG DDI: ICT-Support for Knowledge Maturing in Learning Organizations and Communities
A PRELIMINARY STUDY ON MULTIDISCIPLINARY DESIGN FRAMEWORK IN A VIRTUAL REALIT...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework
(MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study
was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing
collaborative design in a VRLE. The objective was to introduce and implement a synchronous
multidisciplinary design teaching and learning engagement framework with asynchronous online
documentation that manages and evaluates evidence of learning outcomes. This study employed a
sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students
from the creative media specializations in collaboration with 39 other students from the business,
computing, communication, and product design degree students over a 14- weeks duration. Students were
surveyed using online questionnaires, interviews, and observations by the module facilitator for the
quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding
of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3%
from the previous cohort that was without the framework and VRLE support. Overall, the students’
commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of
collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone.
The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and
could be applied to all higher education multidisciplinary collaborations in a VRLE.
A Preliminary Study on Multidisciplinary Design Framework in a Virtual Realit...ijma
This article presents a preliminary study on the effectiveness of the multidisciplinary design framework (MDF) for teaching and learning in a Virtual Reality Learning Environment (VRLE). The aim of the study was to investigate the students’ learning experiences with fully remote multidisciplinary groups, practicing collaborative design in a VRLE. The objective was to introduce and implement a synchronous multidisciplinary design teaching and learning engagement framework with asynchronous online documentation that manages and evaluates evidence of learning outcomes. This study employed a sequential explanatory mixed method research on a quasi-experiment involving 30 undergraduate students from the creative media specializations in collaboration with 39 other students from the business, computing, communication, and product design degree students over a 14- weeks duration. Students were surveyed using online questionnaires, interviews, and observations by the module facilitator for the quantitative and qualitative data collection. A triangulation protocol was used for the convergence coding of three data sets. Results revealed that there were 85% students scoring grade A’s as compared to 69.3% from the previous cohort that was without the framework and VRLE support. Overall, the students’ commented that the multidisciplinary design collaboration was beneficial, realizing the advantage of collaborating to merge various skill sets and knowledge to solve problems that couldn’t be solved alone. The study’s finding implied that the MDF effectively achieved the teaching and learning outcomes and could be applied to all higher education multidisciplinary collaborations in a VRLE.
12-15 hours/week
Mentor: 2-3 hours/week
Evaluation
Weekly assignments
Final project
Attendance in sessions
Certification
Post successful completion
Resources
Curated material
Hands-on sessions
Doubt clearing sessions
Intro to Generative AI
Mentors:
Anthropic
Expected Mentees Intake: 15
48
Project Overview
This project aims to introduce participants to the exciting field of generative AI through hands-on experience with state-of-the-art generative models. Participants will:
- Learn the mathematical foundations of generative models like VAEs and GANs
- Get hands
The document discusses instructional design from several perspectives:
1) As a process involving analysis, design, development, implementation and evaluation of instruction.
2) As a discipline concerned with research and theory about instructional strategies.
3) As a science involving creating detailed specifications for developing, implementing and maintaining learning situations.
4) As a reality where the design process is not always linear and systematic.
It also defines instructional systems, technology, and development and discusses instructional design models and key players in the process.
Integrative Learning Design Framework for online learningDaniela Gachago
The Integrative Learning Design Framework (ILDF) is a constructivist-based model for developing online learning. It consists of 4 phases: 1) Exploration of learner needs, context, theories and strategies; 2) Enactment by selecting technologies to address instructional challenges; 3) Evaluation through formative and summative assessments; and 4) Reflection on lessons learned to improve future designs. The goal is to systematically create interventions that meet learner needs through the perspectives of all stakeholders in the design process.
1. The document discusses the MATURE project, which aims to enable continuous social learning and knowledge sharing in organizations.
2. It does this through developing a knowledge maturing model, tools to support content, processes, people and semantics, and evaluating their effectiveness.
3. The goal is to leverage intrinsic motivation to contribute to organizational learning and foster sustainable knowledge sharing, as top-down approaches alone have failed.
Integrative learning design framework (ildf) for the checet 2013 courseRita Ndagire Kizito
The document describes the Integrative Learning Design Framework (ILDF), a 4-phase model for designing online learning. The 4 phases are: [1] Exploration to investigate context and needs, [2] Enactment to design a prototype, [3] Evaluation to assess the prototype, and [4] Reflection to consider lessons learned. Each phase is informed by contextual factors, technology affordances, and pedagogical models to create user-friendly, relevant learning interventions through a collaborative design process.
The Changing World of Work and the Role of IdentitiesAndreas Schmidt
Pre-Conference Workshop at OEB 2017 (Online Educa Berlin) on professional identity and its transformation and how it relates to shaping change in today's workplaces.
Kompetenzmanagement im Zeitalter von Industrie 4.0: Ein Prozessmodell für agi...Andreas Schmidt
Präsentation auf der GfA-Frühjahrstagung 2017 in Brugg (CH):
Angesichts des demographischen Wandels und der disruptiven Veränderung von vielen Industriebereichen durch die fortschreitende Digitalisierung/Industrie 4.0 sieht sich das Thema Kompetenzmanagement vor neuen Herausforderungen. Es geht nun vor allem um agile Herangehensweisen, die Umbruchssituationen und kreativen, auf Einzelsituationen angepassten Einzellösungen gewachsen sind. Der Beitrag stellt ein Kompetenzmanagementprozessmodell und dessen Anwendung auf konkrete Unternehmensbeispiele vor, das auf die wechselseitige Abhängigkeit von unterschiedlichen Ebenen (operativ, strategisch, normativ) und die Verknüpfung mit anderen Unternehmensprozessen abzielt. Dabei ist im besonderen Fokus der Einbau von Lernzyklen für ein Double-Loop-Learning, um die Zielsetzung und eingesetzte Methoden an die sich teilweise schnell verändernden Umgebungsbedingungen zu erreichen und doch auf ein stabiles systematisches Vorgehen setzen zu können.
Lerntechnologien und das berufliche Selbstverständnis: Warum wir tieferes Ler...Andreas Schmidt
Präsentation über die Nutzung von modernen Lerntechnologien in europäischen Arbeitsagenturen zur Weiterentwicklung des beruflichen Selbstverständnisses (professional identity)
LEARNTEC, 24.01.2017, Karlsruhe
Facilitating Maturing of Socio-technical Patterns through Social Learning App...Andreas Schmidt
Presentation at I-KNOW 2015, Special Track on Social Knowledge Management
Pattern-based approaches are becoming increasingly popular to
capture design experiences for a wider audience. This rises to
particular importance in participatory processes, such as user-driven design approaches. However, the creation process of such patterns is challenging, especially when it comes to motivational, affective and other soft factors. In this paper, we view the pattern development as a knowledge maturing process, i.e., a process of collective knowledge development. We describe the pattern development process, identify barriers in this process, and explain how various social learning approaches, such as peer coaching, social learning programmes (i.e., online courses with a collaborative focus), and reflective instruments in agile processes contribute to the key issue of decontextualizing and recontextualizing experiences in a continuous way.
Toward Motivational Design Patterns - 6th International Workshop on Motivatio...Andreas Schmidt
The document outlines the agenda for the 6th International Workshop on Motivational and Affective Aspects in Technology-Enhanced Learning (MATEL 2015). The agenda includes 5 presentations on topics related to motivation and affect in technology-enhanced learning between 10:00-12:15. From 14:30-16:00 there will be a session on developing patterns to describe experiences and solutions related to motivational and affective aspects of socio-technical systems. In the afternoon participants will work on developing pattern structures to describe their own contributions and present results.
Overview of EmployID presented at LearnTec 2015: Scalable and cost-effective facilitation of professional identity transformation in public employment servives"
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
5th Int. Workshop on Motivational & Affective Aspects in TEL - Developing pat...Andreas Schmidt
This document outlines the agenda and concept of motivational design patterns that were discussed at the 5th International Workshop on Motivational and Affective Aspects in Technology-Enhanced Learning (MATEL 2014). The workshop included presentations on motivating learners and influencing emotions, as well as hands-on development of sample motivational design patterns. Patterns are proposed as a way to document best practices for motivating learners by providing structured descriptions of experiences in context. The document provides an example pattern structure and overview of how patterns could be used to convey experiential knowledge to newcomers in the domain.
Agile Project Management for Large-Scale Research Projects - An IntroductionAndreas Schmidt
Introduction into using agile project management in the context of multi-disciplinary, multi-national ICT research projects like those funded under EC's Framework Programme - prepared for the EmployID project (http://employid.eu)
Knowledge maturing - Learning Layers Theory CampAndreas Schmidt
The knowledge maturing model is an analytical model that describes collective knowledge development phenomena by classifying them into characteristic phases and patterns. It aims to derive both technical and non-technical interventions by analyzing the activities and characteristics within each phase of knowledge maturation. The model holds that the development of knowledge artifacts does not always align with the true maturity of the knowledge, and this misalignment can sometimes need to be addressed.
This document summarizes research on motivational and affective aspects in technology enhanced learning. It discusses how motivation is key to knowledge work and learning. Research in this area has been fragmented across different fields. Motivation can influence individuals to share knowledge, use tools, and adapt to new developments. Motivation to learn relates to implicit interest and explicit goals. Motivation to share knowledge is influenced by collaboration and social dynamics. Emotions are an emerging topic in technology enhanced learning with challenges that include a lack of common language and representations of emotions. The relationship between emotions, motivation, and learning outcomes is complex.
The document discusses using voice-based reflection to support workplace learning for busy professionals like general practitioners. It proposes creating reflection opportunities during time slots like commutes by allowing users to record voice responses to structured interview questions. These responses would be transcribed and sent back to allow practitioners to make their learning traceable for certification requirements while fitting it into their schedules. The questions would come from a community-developed bank that users could select, reuse or create their own decks of situational questions tailored to different types of users and situations.
Linking Reflective Learning and Knowledge Maturing in OrganizationsAndreas Schmidt
This document discusses linking reflective learning and knowledge maturing in organizations. It proposes that reflective learning is important for individual and team development but challenging to embed at the organizational level. Knowledge maturing provides a framework to explain knowledge development across individual, team, and organization scopes. The goal is to link reflective perspectives with the knowledge maturing model. Three propositions are outlined relating expertise, knowledge maturity, and discrepancies to reflection and knowledge maturing. Examples from care homes illustrate the propositions. The implications are that knowledge maturing can enrich reflection models and organizational learning, especially if individual expertise, knowledge maturity, and discrepancies are considered.
Wissensreifung - eine neue Perspektive auf den Umgang mit WissenAndreas Schmidt
Antrittsvorlesung am 5. Juni 2013 an der Hochschule Karlsruhe
In einer sich immer schneller verändernden Umgebung müssen
Unternehmen vorausschauend agieren, Innovationen in Produkte umsetzen
und ihre Prozesse verbessern und ihre Kompetenz weiterentwickeln. Hierzu
ist ein kontinuierlicher „Wissensfluss“ erforderlich, innerhalb dessen Ideen
weiterentwickelt werden. Das Modell der Wissensreifung beschreibt diesen
Wissensfluss und die damit verbundenen Informationsartefakte wie
Dokumente oder Modelle als kollektiven Lernprozess mit identifizierbaren
Phasen und charakteristischen motivationalen, sozialen oder
organisationalen Barrieren.
Dies eröffnet neue Perspektiven: wann kommt es auf Kreativität, wann auf
Offenheit und Dialog, wann auf Einigung an, wann lohnt sich Formalisierung
– und wann behindert sie nur? Dies betrifft die Ausgestaltung von Software-
Systemen, die Arbeitsorganisation, Führungsprinzipien, aber insbesondere
auch gängige Konzeptionen von Kompetenz-, Prozess- oder
Qualifikationsmanagement. Dies soll anhand typischer Probleme und neuen,
auf sozialen Medien basierenden Ansätzen aufgezeigt werden.
This document presents a knowledge maturing model for continuous social learning in knowledge networks. It was created by Andreas Schmidt from Karlsruhe University of Applied Sciences. The model was presented at the Knowledge Camp event in Karlsruhe, Germany in October 2012. Contact information is provided for Andreas Schmidt and the Knowledge Maturing Consulting Network website for further information.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...Andreas Schmidt
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
User Centred Requirements Processes in MATURE: The Big Picture
1. MATURE
Continuous Social Learning in Knowledge Networks
MATURE Approach to
Requirements
Engineering
Andrew Ravenscroft,
John Cook (LTRI)
Andreas Schmidt (FZI)
http://mature-ip.eu
London, July 2, 2009
2. Outline
Methodological outline
Year 1 Design Studies
Formative evaluation
Use Case Development & Initial Requirements
Year 2 Demonstrator Planning
MATURE - Continuous Social Learning in Knowledge Networks 2 2
3. Design-based research (DBR)
“The challenge of design-based research is in flexibly
developing research trajectories that meet our dual
goals of refining locally valuable innovations and
developing more globally usable knowledge for the
field.”
(Design-based research collective, 2002, Educational
Researcher)
“The design-science paradigm seeks to extend boundaries
of human and organizational capabilities by creating
new and innovative artefacts”
(Hevner et. al., 2009), MIS Quarterly)
MATURE - Continuous Social Learning in Knowledge Networks 3 3
4. Design Study Approach in Year 1
MATURE - Continuous Social Learning in Knowledge Networks
5. Design Studies
8 critical experiments in design
• explored key aspects that needed to be validated prior to
embarking on a full-scale draft requirements specification
Characteristics
• Exploratory not confirmatory
• Focussed and time limited
• Based on existing tools with limited further developments
• Incorporated both conceptual and software development foci
• Application partner involvement (consortium/associate)
o Inspired by real user needs
o Developed in close interaction with end user representatives
o Collected feedback on the end result
• Evaluated
o Cover key aspects and phases of knowledge maturing?
MATURE - Continuous Social Learning in Knowledge Networks 5 5
6. Design Studies in the project organization
MATURE - Continuous Social Learning in Knowledge Networks 6 6
7. Evaluation and coordination: DS Grids
DS grids linked design activities to conceptions and
activities consistent with knowledge maturing (KM),
through 12 questions
• What aspects? (conceptual, technical, user)
• Specified whether PLME, OLME, both
Provided an aggregated picture of design activities
KM: phases covered? commonalities? gaps? candidates
for integration?
…advance organisers to get design teams thinking in
terms of KM, ‘user requirements in context’
7 7
8. Use Case Development & Requirements
Definition
Use Case Development &
Requirements Specification
MATURE - Continuous Social Learning in Knowledge Networks
14. Prioritizing use cases:
where should focus on first?
Useful and user-driven:
Solving a real problem of application partners
Focussed:
Adressing a key knowledge maturing issue,
yielding a distinctive solution
Relevant to TEL research:
Adressing a key challenge for technology-enhanced
learning research (using the PROLEARN TEL priorities)
Feasible:
Feasible within the project timeframe and resource
constraints
MATURE - Continuous Social Learning in Knowledge Networks 14
14
15. How did we approach it?
Collecting priorities from application partners and
scientific partners
Aggregating high priority use cases into groups
Development of demonstrator definitions
• Scenario
• Relevance for knowledge maturing
• Benefit for application partners
• Research challenges
Cross-checking demonstrator definitions with
TEL priorities from the PROLEARN Roadmap
Concrete planning (time, resources, involvement)
MATURE - Continuous Social Learning in Knowledge Networks 15
15
16. Demonstrators
Demonstrators covering groups of use cases
• Implementing a coherent scenario
• Feasible within one year
• Can be evaluated within the next year
• Clearly illustrate the added value of MATURE in an example
Will evolve into the “MATURE solution”
(OLME/PLME/Maturing Services)
• built on a shared infrastructure
• Key architectural issues will be solved across demonstrators
The other use cases will be added or redefined at a
later stage
MATURE - Continuous Social Learning in Knowledge Networks 16
16
17. Overview of Demonstrators
Demonstrator 1
Co n
Assuring Quality for Social Learning in Content ten
t
Networks
Demonstrator 2 Sem
Developing Collaborative Understanding an t
ics
Demonstrator 3
People Tagging for Organizational Peo
ple
Development
Demonstrator 4 P ro
Maturing Process Knowledge and Learning Support cesses
in Business Processes
MATURE - Continuous Social Learning in Knowledge Networks 17
17
18. Summary
Design-based research as an underlying methodology
First year activities were 8 focused design studies
• early and critical experiments in design that informed further
design activities prior to Use Case process (year 1)
Use case definition as a moderated bottom-up process
4 Demonstrators covering groups of use cases
with high priority and a coherent theme for year 2
• will constitute the 1st Prototype after year 2
MATURE - Continuous Social Learning in Knowledge Networks 18
18