Living Innovation Laboratory Model Design and Implementation

Living Innovation Laboratory (LIL) is an open and recyclable way for multidisciplinary researchers to remote control resources and co-develop user centered projects. In the past few years, there were several papers about LIL published and trying to discuss and define the model and architecture of LIL. People all acknowledge about the three characteristics of LIL: user centered, co-creation, and context aware, which make it distinguished from test platform and other innovation approaches. Its existing model consists of five phases: initialization, preparation, formation, development, and evaluation. Goal Net is a goal-oriented methodology to formularize a progress. In this thesis, Goal Net is adopted to subtract a detailed and systemic methodology for LIL. LIL Goal Net Model breaks the five phases of LIL into more detailed steps. Big data, crowd sourcing, crowd funding and crowd testing take place in suitable steps to realize UUI, MCC and PCA throughout the innovation process in LIL 2.0. It would become a guideline for any company or organization to develop a project in the form of an LIL 2.0 project. To prove the feasibility of LIL Goal Net Model, it was applied to two real cases. One project is a Kinect game and the other one is an Internet product. They were both transformed to LIL 2.0 successfully, based on LIL goal net based methodology. The two projects were evaluated by phenomenography, which was a qualitative research method to study human experiences and their relations in hope of finding the better way to improve human experiences. Through phenomenographic study, the positive evaluation results showed that the new generation of LIL had more advantages in terms of effectiveness and efficiency.Comment: This is a book draf

The experience of learning in "The Cube" : Queensland University of Technology's giant interactive multimedia environment

In this paper we report findings of the first phase of an investigation, which explored the experience of learning amongst high-level managers, project leaders and visitors in QUT's "Cube". "The Cube" is a giant, interactive, multi-media display; an award-winning configuration that hosts several interactive projects. The research team worked with three groups of participants to understand the relationship between a) the learning experiences that were intended in the establishment phase; b) the learning experiences that were enacted through the design and implementation of specific projects; and c) the lived experiences of learning of visitors interacting with the system. We adopted phenomenography as a research approach, to understand variation in people’s understandings and lived experiences of learning in this environment. The project was conducted within the first twelve months of The Cube being open to visitors

“It makes me feel like part of the world”: How children in the International Baccalaureate Primary Years Programme understand international-mindedness

This thesis investigates how children learning within a Primary Years Programme international school understand international-mindedness, the goal of all International Baccalaureate programmes. Children in PYP schools are expected to develop international-mindedness as a consequence of the curriculum, yet international-mindedness is a difficult term to apprehend. It is defined through the IB learner profile, intercultural understanding, global engagement, and multilingualism, but remains a “fuzzy concept” making it difficult to assess its impact on learning. Investigating how children understand international-mindedness will help educators, and others, to ascertain the impact of international-mindedness on student’s thinking. The research employed a qualitative phenomenographic framework and used focus group interviews and a thinking template to elicit children's views on international-mindedness. The data analysis resulted in four categories of description that represent how children understand international-mindedness. These are international-mindedness as friendship, international-mindedness as adapting to the world, international-mindedness as an outcome of social interactions, and international-mindedness as a change in thinking about yourself and the world. Underpinning these categories are three themes of expanding awareness that express the structural variations within the categories. These are 1) the contexts for the development of international-mindedness, 2) the attitudes, skills and knowledge children associate with international-mindedness, and 3) children’s thinking about themselves, others and their place in the world. The process of becoming internationally-minded occurs as children become consciously aware of the phenomenon through critical introspection of their life experiences and global realities. Through reflection on their friendships, their experiences of adapting to new situations, their social interactions with others, as well as their emerging sense of who they are vis-à-vis the world, children learn about the contexts, knowledge, attitudes, skills, and personal, social and global positioning that contribute to the development of IM, which can be enhanced through skilful educators.

Digital Technologies and Analytics: An Investigation on University Academic Staff Perceptions of the Role ‘Big Data and Analytics’ might play in Teaching and Learning.

Abstract This thesis investigates variation in how academics account for Big Data (BD) in teaching and learning in higher education from a single institution in the United Kingdom (UK). The study adopted a phenomenographic research approach in order to elicit and give a detailed qualitatively different ways in which academic staff experienced Big Data and Analytics in teaching and learning. These phenomenographic results were based on a purposive sample of thirty-six academic staff as participants who ranged from gender, age, academic positions, and careers across the nine schools in the university. Semi structured interviews were used for data gathering in this study and these were subjected to a rigorous phenomenographic analysis. In this study the analysis revealed qualitative differences in academic staff accounts of their experience with Big Data which constituted five hierarchical descriptions of categories in the role that Big Data emerges which included (1) no knowledge, (2) large amount of data, (3) evidence of student support, (4) structured information, (5) evidence of professional development. These findings highlighted the fact that academic staff hold on views about Big Data to an extent that has not always been acknowledged in existing literature in teaching and learning in higher education. This research gives a more comprehensive picture of the way academic staff experience the role that Big Data plays in teaching and learning, however the research also revealed the incompleteness of this world picture and suggests the need to carry out further research on the topic to enhance the existing knowledge

GO-GN Research Methods Handbook

Methodology can be one of the most challenging aspects for doctoral researchers. When we conduct research into education and/or technology, we can be confronted with a potentially confusing array of options. This is true even for those using a well-established approach, but can be especially acute if combining approaches in a mixed-methods study or trying to develop a completely new way of doing research. Choosing the right method for what we are interested in is a key part of high quality research, and this requires us to think about the scientific and philosophical foundations of what we do. In this guide we explore some of these issues with a focus on open research, drawing on insights from researchers within the Global OER Graduate Network (GO-GN). Open practices in research can challenge assumptions about how to create and share new knowledge. In the handbook, we draw on insights from experienced open researchers to build understanding of research in the open. The advice given applies to all research, but is of particular relevance to those interested in open approaches

Secondary Mathematics Teachers’ Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography

The purpose of this phenomenographic study was to acquire a better understanding of the lived experiences of 12 secondary mathematics teachers who integrated one-to-one technology into their classrooms as part of a district-wide one-to-one technology initiative. Transcripts from semi-structured interviews were analyzed to elicit and describe different ways in which secondary mathematics teachers experienced the phenomenon. Data analysis showed teachers experienced technology integration in classrooms based on their attitude towards using technology. Those who expressed positive attitudes used technology to support modeling mathematics, differentiate learning, problem-solving, expedite grading, and provide instant feedback to students. Those who did not have positive attitudes refrained from using technology unless they had to. The results will be useful for educators, teacher educators, instructional and technology coaches, administrators, and district leaders to understand the phenomenon of one-to-one technology integration through the actual experiences of the secondary mathematics teachers, improve instructional technology practices in the classrooms, identify the need for effective professional development based on the teachers’ experiences specific to the content area they work with, and to develop district-wide policies regarding technology integration in the classrooms. Recommendations for future research suggested including larger sample size across different grade levels and content areas and looking more closely into how the external variables affected the teachers’ acceptance to one-to-one technology

Technical Interviews: Another Barrier to Broadening Participation in Computing?

What does it take to obtain a computing position in the industry? Although anecdotal reports state that ``hiring is broken,\u27\u27 empirical evidence is necessary to identify the flaws in the existing system. The goal of this dissertation was to understand what expectations companies have for job seekers in computing, and to explore students\u27 experiences with technical interviews and their pathways to job attainment. In particular, this work considered how hiring practices may impact populations already underrepresented in computing such as women, Black/African American students, and Hispanic/Latinx students. It also sought to understand how minoritized populations leverage their own inherent capital to overcome obstacles throughout the process. The theoretical frameworks of community cultural wealth, social cognitive career theory, identity theory, and intersectionality guided the studies, to answer the following research questions: 1) What does the hiring process in computing look like from both the applicant and industry perspective?; 2) How do cultural experiences impact technical interview preparation?; 3) How do technical interviews, and other professional and cultural experiences impact computing identity?; and 4) How do students describe their experiences with the hiring process in computing? To address these questions, a variety of methods were employed, beginning with a systematic literature review. This was followed by an explanatory sequential mixed-methods design that utilized a survey, statistical analysis, and semi-structured interviews. Discursive phenomenography was also the methodology chosen which shaped the qualitative inquiry. The findings illustrated the unique experiences and support mechanisms students from different gender, racial, and ethnic backgrounds utilize to succeed in hiring. These results not only serve to inform students, educators, and administrators how to best prepare for technical interviews, but also present a call to action for industry to change hiring and workplace practices that limit diversity. Suggestions and guidelines are given to enable a hiring process that can still achieve its target of finding qualified employees, but that does so in a manner more inclusive to all job seekers

Undergraduate engineering students\u27 experiences of interdisciplinary learning: a phenomenographic perspective

Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members\u27 experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie outside of the hierarchical structure need to engage difference in a positive manner and also have a purpose in engaging differences in order to experience interdisciplinary learning in a more comprehensive way. The results offer insights into the design of curriculum and classroom interdisciplinary experiences in engineering education