A semi-formal framework for describing interaction design spaces

Interactive system design is typically more successful if it is an iterative process involving collaboration between multi-disciplinary teams with different viewpoints. While some sub-teams may focus on the creative aspects of the user interface design and other sub-groups on the implementation of required functionality, all must ensure that they are working towards the same goal. They must also satisfy the requirements and needs of all stakeholders. Although many suggestions have been made as to how such design might be supported in a more formal way (such as by using a model-driven process), less focus has been given to managing the co-ordination of design sub-teams following a creative process. In this paper we propose a semi-formal framework to describe and to compare design spaces, and the external design representations within those spaces. The framework is based on ideas from interaction design and on formal refinement approaches. It suggests a distinction of design options into alternatives and variants to describe and guide processes of idea generation and convergence within, and between, different design sub-spaces and sub-groups. We provide a small example to illustrate our approach and to show how it can be implemented by using standard formal approaches alongside less formal design notations and human-computer interaction processes

Examining trade-offs between social, psychological, and energy potential of urban form

Urban planners are often challenged with the task of developing design solutions which must meet multiple, and often contradictory, criteria. In this paper, we investigated the trade-offs between social, psychological, and energy potential of the fundamental elements of urban form: the street network and the building massing. Since formal methods to evaluate urban form from the psychological and social point of view are not readily available, we developed a methodological framework to quantify these criteria as the first contribution in this paper. To evaluate the psychological potential, we conducted a three-tiered empirical study starting from real world environments and then abstracting them to virtual environments. In each context, the implicit (physiological) response and explicit (subjective) response of pedestrians were measured. To quantify the social potential, we developed a street network centrality-based measure of social accessibility. For the energy potential, we created an energy model to analyze the impact of pure geometric form on the energy demand of the building stock. The second contribution of this work is a method to identify distinct clusters of urban form and, for each, explore the trade-offs between the select design criteria. We applied this method to two case studies identifying nine types of urban form and their respective potential trade-offs, which are directly applicable for the assessment of strategic decisions regarding urban form during the early planning stages

Web 2.0, new literacies, and the idea of learning through participation

In this paper I identify some current elaborations on the theme of participation and digital literacy in order to open further debate on the relationship between interaction, collaboration, and learning in online environments. Motivated by an interest in using new technologies in the context of formal learning (Merchant, 2009), I draw on in-school and out-of-school work in Web 2.0 spaces. This work is inflected by the new literacies approach (Lankshear and Knobel, 2006a), and here I provide an overview of the ways in which learning through participation is characterised by those adopting this and other related perspectives. I include a critical examination of the idea of ‘participatory’ culture as articulated in the field of media studies, focusing particularly on the influential work of Jenkins (2006a; 2006b). In order to draw these threads together around conceptualizations of learning, I summarise ways in which participation is described in the literature on socially-situated cognition. This is used to generate some tentative suggestions about how learning and literacy in Web 2.0 spaces might be envisioned and how ideas about participation might inform curriculum planning and design

Flexible coordination techniques for dynamic cloud service collaboration

The provision of individual, but also composed services is central in cloud service provisioning. We describe a framework for the coordination of cloud services, based on a tuple‐space architecture which uses an ontology to describe the services. Current techniques for service collaboration offer limited scope for flexibility. They are based on statically describing and compositing services. With the open nature of the web and cloud services, the need for a more flexible, dynamic approach to service coordination becomes evident. In order to support open communities of service providers, there should be the option for these providers to offer and withdraw their services to/from the community. For this to be realised, there needs to be a degree of self‐organisation. Our techniques for coordination and service matching aim to achieve this through matching goal‐oriented service requests with providers that advertise their offerings dynamically. Scalability of the solution is a particular concern that will be evaluated in detail

Semantic business process management: a vision towards using semantic web services for business process management

Business process management (BPM) is the approach to manage the execution of IT-supported business operations from a business expert's view rather than from a technical perspective. However, the degree of mechanization in BPM is still very limited, creating inertia in the necessary evolution and dynamics of business processes, and BPM does not provide a truly unified view on the process space of an organization. We trace back the problem of mechanization of BPM to an ontological one, i.e. the lack of machine-accessible semantics, and argue that the modeling constructs of semantic Web services frameworks, especially WSMO, are a natural fit to creating such a representation. As a consequence, we propose to combine SWS and BPM and create one consolidated technology, which we call semantic business process management (SBPM

Museum Learning via Social Media: (How) Can Interactions on Twitter Enhance the Museum Learning Experience?

Museums are rich sources of artifacts, people and potential dialogic interactions. Recent developments in web technologies pose big challenges to museums to integrate such technologies in their learning provision. The study presented here is concerned with the potential of how school visits to museums can be enhanced by the use of social media. The Museum of London (MoL) is selected as the site of the study and the participants were a Year 9 History class (13-14 years old) in a secondary school in Milton Keynes. It draws on Falk and Dierking’s (2000) Contextual Model of Learning and considers evidence of meaning making from students’ tweets and activity on-site. Observational data during the visit, the visit’s Twitter stream and post-visit interview data with the participants is presented and analysed. It is argued that use of Twitter, a microblogging platform (http://twitter.com), enhances the social interaction around museum artifacts and thus, the process of shared construction of meaning making, which can enrich the museum experience