When Prototyping Meets Storytelling. Practices and Malpractices in Innovating Software Firms

Storytelling is an important but often underestimated practice in software engineering. Whereas existing research widely regards storytelling as creating a common understanding between developers and users, we argue that storytelling and prototyping are intertwined practices for innovators to persuade decision makers. Based on a two-year qualitative case study in two innovating software firms, we identify and dialectically examine practices of storytelling and prototyping. Our study implies that storytelling and prototyping should be integrated together into software engineering methods

Differentiator factors in the implementation of social network sites

Estágio realizado na Business Analyst da Documento Crítico - Desenvolvimento de Software, S. A. (Cardmobili) e orientado pelo Eng.ª Catarina MaiaTese de mestrado integrado. Engenharia Informática e Computação. Faculdade de Engenharia. Universidade do Porto. 200

A Conceptual Framework for Consumer Information Systems Development

Consumer information systems (CIS) are an emerging area of inquiry for information systems researchers. IS researchers have traditionally emphasized efficiency and effectiveness of organizational processes and system use. However, design for consumer information systems requires more attention to be paid to processes of value creation embedded in the consumer experience. This shift in focus demands a reconsideration of current information systems development approaches. In this paper we propose a conceptual framework for consumer information systems development. The framework includes six elements of co-creation of consumer value. The framework is illustrated by reviewing the findings from three case studies. Available at: https://aisel.aisnet.org/pajais/vol2/iss1/5

Constructionism through mobile interactive knowledge elicitation (MIKE) in human-computer interaction

Mobile computing holds significant as-yet unknown applications of interest in the field of Cyberscience (e-Science) methods. This thesis provides a diverse exploration into the advancement of HC1 theory through the development and testing of mobile cyberscience tools. This is done by synthesising new metrics from learning epistemologies, with the benefits that can be provided by mobile computing solutions. This thesis aims to explore how mobile cyberscience can improve HCI knowledge elicitation (KE) methods. A review of the current state of the art in mobile computing and mobile HCI demonstrates that there is very little reported research in the direction of applying mobile computing to HCI theory (rather than the reverse which is demonstrated to be significantly considered in academia). This motivates a review of the current methods and cyberscience-based tools in the domain of KE in HCI, with several prototype mobile tool designs discussed. A review of candidate grounding theories in pedagogical epistemologies is then covered to build a theoretical foundation for this work. This facilitates the acquisition of a mobile-applicable investigation candidate, namely Constructionism theory, for software modelling in mobile computing methods in HCI KE. A framework for investigating constructionism is designed and presented, describing three key models that extend the domain of HCI KE theory. Through the design, implementation and testing (both expert and user testing) of several mobile computing tools for HCI KE, termed MIKE (Mobile Interactive Knowledge Elicitation) tools, these three key models of constructionism are explored through empirical research and are reported in this thesis as separate case studies. Case study 1 investigates the use of inert constructionism through the use of card sorting. Case Study 2 investigates the use of semi-dynamic constructionism through the use of affinity diagramming. Case Study 3 investigates the use of dynamic constructionism, through the use of low fidelity paper prototyping. The findings from these case studies indicate that mobile cyberscience has a significant scope for application in the practice of current-day HCI methods, and that new qualitative measures in HCI can be acquired through mobile cyberscience tools. There are three main contributions of this thesis that provide practitioners, educators and researchers in HCI with new knowledge. Firstly, the fields of mobile computing and mobile HCI are expanded with the empirically tested simulation of the techniques of card sorting, affinity diagramming and low-fidelity paper prototyping in HCI theory through mobile software. Secondly, a developed framework of constructionism theory successfully enhances the field of HCI KE, contributing to the growth of grounding theories in the field of HCI through the findings of three separately reported case studies. Lastly, cyberscience research for HCI has been given an expansion of research in the area of augmenting HCI with mobile computing. This is achieved through the user centred design, development and user testing of several mobile tools incorporating facilities unique to HCI practitioners, educators and researchers, leading to several related peer-reviewed publications

The Maker Movement, the Promise of Higher Education, and the Future of Work

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education.Dissertation/ThesisDoctoral Dissertation Human and Social Dimensions of Science and Technology 201