Interpreting environmental computational spreadsheets

Abstract. Environmental computational spreadsheets are important tools in supporting decision making. However, as the underlying concepts and relations are not made explicit, the transparency and re-use of these spreadsheets is severely limited. The goal of this project is to provide a semi-automatic methodology for constructing the underlying knowl-edge level model of environmental computational spreadsheets. We de-velop and test this methodology in a limited number of case studies. Our methodology combines heuristics on spreadsheet layout and for-mulas, with existing methods from computer science. We evaluate our constructed model with both the original developers and their peers. 1 Problem Statement Current environmental issues, like climate change and biodiversity loss, are uni-versal in their scale and long-term in their impact, their mechanisms are complex, and empirical data are scarce [1–3]. In addition there is an urgent need to find strategies to cope with these issues, and political pressure on the research com

Spreadsheets Grow Up: Three Spreadsheet Engineering Methodologies for Large Financial Planning Models

Many large financial planning models are written in a spreadsheet programming language (usually Microsoft Excel) and deployed as a spreadsheet application. Three groups, FAST Alliance, Operis Group, and BPM Analytics (under the name “Spreadsheet Standards Review Board”) have independently promulgated standardized processes for efficiently building such models. These spreadsheet engineering methodologies provide detailed guidance on design, construction process, and quality control. We summarize and compare these methodologies. They share many design practices, and standardized, mechanistic procedures to construct spreadsheets. We learned that a written book or standards document is by itself insufficient to understand a methodology. These methodologies represent a professionalization of spreadsheet programming, and can provide a means to debug a spreadsheet that contains errors. We find credible the assertion that these spreadsheet engineering methodologies provide enhanced productivity, accuracy and maintainability for large financial planning models

Keeping Research Data Safe 2: Final Report

The first Keeping Research Data Safe study funded by JISC made a major contribution to understanding of long-term preservation costs for research data by developing a cost model and indentifying cost variables for preserving research data in UK universities (Beagrie et al, 2008). However it was completed over a very constrained timescale of four months with little opportunity to follow up other major issues or sources of preservation cost information it identified. It noted that digital preservation costs are notoriously difficult to address in part because of the absence of good case studies and longitudinal information for digital preservation costs or cost variables. In January 2009 JISC issued an ITT for a study on the identification of long-lived digital datasets for the purposes of cost analysis. The aim of this work was to provide a larger body of material and evidence against which existing and future data preservation cost modelling exercises could be tested and validated. The proposal for the KRDS2 study was submitted in response by a consortium consisting of 4 partners involved in the original Keeping Research Data Safe study (Universities of Cambridge and Southampton, Charles Beagrie Ltd, and OCLC Research) and 4 new partners with significant data collections and interests in preservation costs (Archaeology Data Service, University of London Computer Centre, University of Oxford, and the UK Data Archive). A range of supplementary materials in support of this main report have been made available on the KRDS2 project website at http://www.beagrie.com/jisc.php. That website will be maintained and continuously updated with future work as a resource for KRDS users

Embedding life cycle costing in 5D BIM

Life Cycle Costing (LCC) is the consideration of all ‘relevant’ costs and revenues associated with the acquisition and ownership of an asset. LCC has a number of relevant applications, these include project appraisal; facilities management; procurement and tendering and as a means to evaluate sustainable construction. Although these advantages are well recognised, the process is underutilised due to a number of documented barriers to adoption. Notably these include lack of accurate historical databases; the perceived complexity and time consuming nature of the calculations; lack of a standard LCC methodology, and that clients are not requesting LCC. The research presented is framed in recognition of these barriers, investigating a process that could affect change by increasing efficiency in this area. A Building Information Modelling (BIM) approach to construction procurement is being increasingly utilised as a collaborative set of procedures and associated technologies that assist design and construction professions in conceiving, designing, constructing and operating the built environment. Although 5D BIM (Cost Modelling) is currently being used in Quantity Surveying (QS) practice, BIM is not extensively used in the application of LCC and there has been limited research in this area to date. The research demonstrates the development of a 5D BIM based LCC solution, where LCC is integrated into the 5D BIM process by embedding an LCC calculation model structure within an existing 5D BIM technology. This process represents a change to the 5D BIM workflow, adding on a facility for LCC through post-processing BIM data. The research is carried out under a design science research methodology, to develop and then evaluate the solution proposed. An evaluation method known as ‘Thinking Aloud cooperative evaluation’ is used to gain feedback from a sample of QSs utilising the 5D BIM based LCC solution. The purpose of the evaluation is to gauge whether LCC can be effectively embedded in a 5D BIM platform. The contribution to knowledge is the articulation of a process which extends 5D BIM for LCC, by leveraging an existing 5D BIM technology. The findings outline that the primary benefits of the proposed process/system is that it allows for a link between the QSs cost plans/BOQ’s and their LCC calculations in an integrated environment

Interventions using digital tools to improve students’ engagement and learning outcomes in higher business education

The papers of this thesis are not available in Munin. Paper 1: Bertheussen, B. A.: "Cultivating spreadsheet usage in a finance course through learning and assessment innovations". Available in International Journal of Innovation in Education 2015, 3(1). Paper 2: Bertheussen, B. A., Myrland, Ø.: "Relation between academic performance and students’ engagement in digital learning activities". Available in Journal of Education for Business 2016, 91(3), 1–7. Paper 3: Bertheussen, B. A.: "Er handelshøyskolene innelåst i historiske pedagogiske spor?". Available in Magma 2013, 16(5),40–48. Paper 4: Bertheussen, B. A. "Ruteark eller regneark. Kognitive utfordringer med å løse finansoppgaver på papier og PC". Available in Uniped 2012, 35(3):87–101. Paper 5: Bertheussen, B. A.: "Validating a Digital Assessment Practice". (Manuscript). Paper 6: Bertheussen, B. A. "Power to business professors. Automatic grading of problem-solving tasks". Available in Journal of Accounting Education 2014, 32(1):76–87. Paper 7: Bertheussen, B. A.: "Automatisk formativ feedback kan gi god motivasjon og læring". Available in Uniped 2014, 37(4):59–71. Paper 8: Bertheussen, B. A. "Revitalizing plenary finance lectures". Available in Beta 2013, 27(1):78–92. The purpose of the present study was to develop interventions using digital tools to improve student engagement and learning outcomes. The empirical context was an undergraduate finance course wherein digital learning and assessment interventions were important features of the course design. When designing the interventions, the development activities were underpinned by pedagogical principles based on cognitive and sociocultural learning perspectives. Special emphasis was placed on integrating spreadsheet usage into all learning and assessment activities and constructively aligning course targets, assessment tasks and learning activities with the overall goal to foster an active and engaging learning environment. In addition, rooted in a pragmatic research paradigm, the methodology utilised includes many similarities with interventionist action research, which has gained a foothold in qualitative management accounting research. This interventionist research project includes two main contributions. The first is its impact on practice by designing and developing interventions to solve complex problems in an authentic classroom setting. Consequently, six practical educational interventions are discussed in this dissertation. The second contribution is theory building, which advances our knowledge regarding the characteristics of the interventions and the process of designing and developing them. Consequently, a total of eight refereed scientific articles have been produced during this research and development project. As outlined in this study, the development of the digital formative feedback intervention, is in line with research stating that, in higher education, traditional paper-based feedback is being supplemented with and in some cases replaced by innovative use of ICT. Moreover, software algorithms can effectively provide detailed and helpful individual formative feedback to students regarding their learning processes and outcomes. This study strongly supports the claim that it is problematic to use technology to enhance learning without recognition through assessments. The digital summative assessment intervention reported is regarded as a precondition for establishing a spreadsheet user-culture in the subject, especially as it served as an ‘icebreaker’ for other learning interventions that were integrated into the course design. The intervention processes discussed have been through several iterations and their stepwise development and implementation have emerged through negotiating, compromising and resolving tension between the practitioner researcher, students and institution. The resulting compromises resolved tensions which sometimes resulted from limited physical resources. As the students valued the outcome from engaging in the digital learning and assessment interventions, they had a flexible attitude and deployed their private infrastructure (laptops) within the learning environment. Consequently, a vital part of the institution’s infrastructure was transformed from a fixed asset (number of PCs available in a data lab) to a flexible asset in the theatres. This compromise that was negotiated between the institution, the practitioner researcher and the students was essential for the digital educational interventions to work and progress. The overall theoretical research findings from this study are presented in the form of a tentative framework, which can help bridge the gap between the intervention practice and theory. A central conjecture in the framework is that tool usage that is integrated into interventions can be influential on learning activity and engagement and consequently on students’ learning outcomes. Moreover, the framework supports the notion of ICT as a mediating cultural tool that provides a new type of affordance that can extend the mind and promote an active and engaging learning environment. In particular, integrating a spreadsheet tool in learning of management accounting subjects can offer opportunities for learners to rapidly construct financial models, enable simulations using the completed models and stimulate subject reflections based on the functions of the models and their results. The practical outcome of this study has been emphasised through the development of artefacts that aim to support practitioners intending to integrate spreadsheet usage within their subject teaching and learning. By publishing and sharing the artefacts, the current research project is capable of informing future development and implementation decisions by guiding practitioners in similar pedagogical contexts

Reflecting on the Physics of Notations applied to a visualisation case study

This paper presents a critical reflection upon the concept of 'physics of notations' proposed by Moody. This is based upon the post hoc application of the concept in the analysis of a visualisation tool developed for a common place mathematics tool. Although this is not the intended design and development approach presumed or preferred by the physics of notations, there are benefits to analysing an extant visualisation. In particular, our analysis benefits from the visualisation having been developed and refined employing graphic design professionals and extensive formative user feedback. Hence the rationale for specific visualisation features is to some extent traceable. This reflective analysis shines a light on features of both the visualisation and domain visualised, illustrating that it could have been analysed more thoroughly at design time. However the same analysis raises a variety of interesting questions about the viability of scoping practical visualisation design in the framework proposed by the physics of notations