Uncovering everyday learning and teaching within the quilting community of Aotearoa New Zealand : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Arts at Massey University, Palmerston North, New Zealand

This thesis explores the social and cultural phenomenon of everyday learning and teaching within the communal activity of quiltmaking. Home-sewn quilts are rarely associated with the needleworkers’ high level of knowledge and skill; yet, the quilters’ act of knowing is practical, inherently social, and intentional. This research study examines the collaborative processes of “quilting together” to understand cultural patterns of participation; and investigates the participants’ meaning-making experiences to facilitate an analysis of collective knowledge practices. Using an ethnographic methodology, this research investigated the lived experiences of quilters within the situated context of two quilting groups, located in Aotearoa New Zealand. Observations were made of participants’ engagement in quilting activities as they interacted with each other, material artefacts and quilting tools. These observations took place during regular quilting sessions and special events. Interviews were conducted with founding members to gain an understanding of cultural-historical processes, as well as a purposively selected sample of ten participants who shared their personal quilting experiences. Observation notes, conversation commentaries and interview transcripts were analysed in relation to the research question and two guiding questions. Key findings are related to a variety of contextual issues surrounding the process of informal learning and teaching as it materialised through the quilters’ engagement in idiosyncratic community practices: the practices of which are generative of quilting knowledge and vice-versa. Firstly, through social integration quilters developed a sense of belonging and responsibility. Secondly, cultural patterns of social interaction consisted of multi-directional learning with quilters having complementary roles. Thirdly, due to the tacit nature of quilting knowledge, embodied experiences and material mediations were essential for thinking and communicating with others. Fourthly, a constellation of knowledge practices co-existed in the quilting community. Finally, the quilters’ informal learning was organised and supported within the community. The study contributes to a body of locally-based and international research concerned with informal learning and teaching theory, situated in a quilting community-based setting. The emerging conceptual framework, “Apprenticeship Model of Craft Community Learning”, develops and extends participation-based approaches to learning. In addition, the quilters’ collaborative designing process of inquiry advances understanding of knowledge creation within craft maker cultures

INCF Lithuanian Workshop on Neuroscience and Information Technology

The aim of this workshop was to give a current overview of neuroscience and informatics research in Lithuania, and to discuss the strategies for forming the Lithuanian Neuroinformatics Node and becoming a member of INCF. The workshop was organized by Dr. Aušra Saudargiene (Department of Informatics, Vytautas Magnus University, Kaunas, and Faculty of Natural Sciences, Vilnius University, Lithuania) and INCF.
The workshop was attended by 15 invited speakers, among them 4 guests and 11 Lithuanian neuroscientists, and over 20 participants. The workshop was organized into three main sessions: overview of the INCF activities including the Swedish and UK nodes of INCF; presentations on Neuroscience research carried out in Lithuania; discussion about the strategies for forming an INCF national node, and the benefits of having such a node in Lithuania (Appendix A: Program; Appendix B: Abstracts)

A model-based residual approach for human-robot collaboration during manual polishing operations

A fully robotized polishing of metallic surfaces may be insufficient in case of parts with complex geometric shapes, where a manual intervention is still preferable. Within the EU SYMPLEXITY project, we are considering tasks where manual polishing operations are performed in strict physical Human-Robot Collaboration (HRC) between a robot holding the part and a human operator equipped with an abrasive tool. During the polishing task, the robot should firmly keep the workpiece in a prescribed sequence of poses, by monitoring and resisting to the external forces applied by the operator. However, the user may also wish to change the orientation of the part mounted on the robot, simply by pushing or pulling the robot body and changing thus its configuration. We propose a control algorithm that is able to distinguish the external torques acting at the robot joints in two components, one due to the polishing forces being applied at the end-effector level, the other due to the intentional physical interaction engaged by the human. The latter component is used to reconfigure the manipulator arm and, accordingly, its end-effector orientation. The workpiece position is kept instead fixed, by exploiting the intrinsic redundancy of this subtask. The controller uses a F/T sensor mounted at the robot wrist, together with our recently developed model-based technique (the residual method) that is able to estimate online the joint torques due to contact forces/torques applied at any place along the robot structure. In order to obtain a reliable residual, which is necessary to implement the control algorithm, an accurate robot dynamic model (including also friction effects at the joints and drive gains) needs to be identified first. The complete dynamic identification and the proposed control method for the human-robot collaborative polishing task are illustrated on a 6R UR10 lightweight manipulator mounting an ATI 6D sensor

A new framework for the design and evaluation of a learning institution’s student engagement activities

In this article we explore the potential for attempts to encourage student engagement to be conceptualised as behaviour change activity, and specifically whether a new framework to guide such activity has potential value for the Higher Education (HE) sector. The Behaviour Change Wheel (BCW) (Michie, Susan, Maartje M van Stralen, and Robert West. 2011. “The Behaviour Change Wheel: A New Method for Characterising and Designing Behaviour Change Interventions.” Implementation Science : IS 6 (1): 42. doi:10.1186/1748-5908-6-42) is a framework for the systematic design and development of behaviour change interventions. It has yet to be applied to the domain of student engagement. This article explores its potential, by assessing whether the BCW comprehensively aligns with the state of student engagement as currently presented in the HE literature. This work achieves two things. It firstly allows a prima facie assessment of whether student engagement activity can be readily aligned with the BCW framework. It also highlights omissions and prevalence of activity types in the HE sector, compared with other sectors where behaviour change practice is being successfully applied

A requirements engineering framework for integrated systems development for the construction industry

Computer Integrated Construction (CIC) systems are computer environments through which collaborative working can be undertaken. Although many CIC systems have been developed to demonstrate the communication and collaboration within the construction projects, the uptake of CICs by the industry is still inadequate. This is mainly due to the fact that research methodologies of the CIC development projects are incomplete to bridge the technology transfer gap. Therefore, defining comprehensive methodologies for the development of these systems and their effective implementation on real construction projects is vital. Requirements Engineering (RE) can contribute to the effective uptake of these systems because it drives the systems development for the targeted audience. This paper proposes a requirements engineering approach for industry driven CIC systems development. While some CIC systems are investigated to build a broad and deep contextual knowledge in the area, the EU funded research project, DIVERCITY (Distributed Virtual Workspace for Enhancing Communication within the Construction Industry), is analysed as the main case study project because its requirements engineering approach has the potential to determine a framework for the adaptation of requirements engineering in order to contribute towards the uptake of CIC systems

A COLLABORATIVE MODEL FOR VIRTUAL ENTERPRISE

Collaborative process characteristics have three dimensions: actors, activities and action’s logic. The aim of this paper is to present a virtual portal’s model that helps managing consortiums. Our model based on dynamic e-collaboration and it has a modular structure, multilayer approach. System’s functionality of virtual enterprise is collaborative model is concern on users’ login, based on role and access control, searching and providing distributed resources, accessibility, metadata management and improved information’s management. Our proposal for developing solution offers a functional architecture of a virtual enterprise using dynamic e-collaboration and shared space.dynamic e-collaboration, multilayer solution, modular approach

MusA: Using Indoor Positioning and Navigation to Enhance Cultural Experiences in a museum

In recent years there has been a growing interest into the use of multimedia mobile guides in museum environments. Mobile devices have the capabilities to detect the user context and to provide pieces of information suitable to help visitors discovering and following the logical and emotional connections that develop during the visit. In this scenario, location based services (LBS) currently represent an asset, and the choice of the technology to determine users' position, combined with the definition of methods that can effectively convey information, become key issues in the design process. In this work, we present MusA (Museum Assistant), a general framework for the development of multimedia interactive guides for mobile devices. Its main feature is a vision-based indoor positioning system that allows the provision of several LBS, from way-finding to the contextualized communication of cultural contents, aimed at providing a meaningful exploration of exhibits according to visitors' personal interest and curiosity. Starting from the thorough description of the system architecture, the article presents the implementation of two mobile guides, developed to respectively address adults and children, and discusses the evaluation of the user experience and the visitors' appreciation of these application

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning