An Investigation of Design Parameters for Constructive Online Discussion Environment

Exchanges of viewpoints are an is omnipresent aspects in online interactions, increasingly in the form of commenting on digital media. The ubiquity of such discussions does not mean they are of good quality, or equitable, or inclusive. This Human-Computer Interaction (HCI) thesis will address the potential of interaction design to construct an environment that will encourage people to contribute constructively to discussions. It will explore how people can engage with each other through commenting around contentious sociopolitical topics, such as the content of political speeches or televised debates. The aim of the research is to explore the relationship between user experience in contentious debates and modes of commenting, including issues of temporal reference and identity

Scaffolding Reflection: Prompting Social Constructive Metacognitive Activity in Non-Formal Learning

The study explores the effects of three different types of non-adaptive, metacognitive scaffolding on social, constructive metacognitive activity and reflection in groups of non-formal learners. Six triads of non-formal learners were assigned randomly to one of the three scaffolding conditions: structuring, problematising or epistemological. The triads were then asked to collaboratively resolve an ill-structured problem and record their deliberations. Evidence from think-aloud protocols was analysed using conversational and discourse analysis. Findings indicate that epistemological scaffolds produced more social, constructive metacognitive activity than either of the two other scaffolding conditions in all metacognitive activities except for task orientation, as well as higher quality interactions during evaluation and reflection phases. However, participants appeared to be less aware of their activities as forming a strategic, self-regulatory response to the problem. This may indicate that for learning transfer, it may be necessary to employ an adaptive, facilitated reflection on learners' activities

Seismic and solar performance of historical city. Urban form-based multicriteria analysis

The understanding of the global performance of a historical city is a complex balance of several specific issues and requires a multi-disciplinary approach to face with actual urban phenomena and challenges, such as the seismic risk and energy efficiency, that are strongly influenced by urban form. This paper focuses on the potential of urban metrics and typological indicators for describing the seismic vulnerability and the solar radiation availability of distinct urban textures, and the correlation between the two aspects. Comparative analysis at fabric scale was conducted on the historical centre of Rieti (Latium, Italy), to underline the main seismic and solar indicators. In the last decade, we witnessed the spreading of urban scale assessment and analysis tools, but seldom using an integrated approach to face the complexity of the historical city. Relying on morpho-typological indicators, the proposed method characterizes the fabrics in terms of seismic vulnerability and solar availability through a multicriteria analysis. The analysis reveals substantial differences between fabrics using three groups of indicators: Plan, Space and Analysis-oriented. Each group describes different features of the urban fabrics that affect seismic and solar performance and suggests improvement strategies. The purpose is to support policymaker and designer in the urban renovation process

Gaming Business Communities: Developing online learning organisations to foster communities, develop leadership, and grow interpersonal education

This paper explores, through observation and testing, what possibilities from gaming can be extended into other realms of human interaction to help bring people together, extend education, and grow business. It uses through action learning within the safety of the virtual world within Massively Multiplayer Online Games. Further, I explore how the world of online gaming provides opportunity to train a wide range of skills through extending Revans’ (1980) learning equation and action inquiry methodology. This equation and methodology are deployed in relation to a gaming community to see if the theories could produce strong relationships within organisations and examine what learning, if any, is achievable. I also investigate the potential for changes in business (e.g., employee and customer relationships) through involvement in the gaming community as a unique place to implement action learning. The thesis also asks the following questions on a range of extended possibilities in the world of online gaming: What if the world opened up to a social environment where people could discuss their successes and failures? What if people could take a real world issue and re‐create it in the safe virtual world to test ways of dealing with it? What education answers can the world of online gaming provide

Total replacement of recycled aggregate and treated wastewater: concrete recycling in extremis

Million tons of construction and demolition waste (CDW) are generated every year around the world, and most of them are not adequately disposed, generating significant pollution on water, soil and air. Additionally, the use of freshwater in industrial processes, such as the production of cement, concrete manufacturing and curing for newly-built structures; has damaged the health of our freshwater ecosystems, reducing their volume and hindering their natural cycle of renovation. Therefore, the incorporation of recycled aggregate (RA) and treated wastewater (TW) as substitutes for the usual aggregates (UA) and freshwater, could generate significant environmental benefits. In this research, a comparative analysis of the experimental results of the properties of fresh and hardened concrete with different replacement percentage of UA for RA, is presented; and as an innovation the use TW. The results show that, regardless of the replacement percentage and use of treated wastewater, a concrete with RA and TW (recycled concrete in extremis, CRiE) had a satisfactory and acceptable or equivalent performance, not differing significantly from the performance of conventional concrete (CC), confirming that the use of RA for concrete building is feasible.Peer ReviewedPostprint (published version

High-Tech Tools for Teaching Physics: the Physics Education Technology Project

This article appeared in the Journal of Online Teaching and Learning September 15, 2006.This paper introduces a new suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their utility. We compare the use of PhET simulations to the use of more traditional educational resources in lecture, laboratory, recitation and informal settings of introductory college physics. In each case we demonstrate that simulations are as productive, or more productive, for developing student conceptual understanding as real equipment, reading resources, or chalk-talk lectures. We further identify six key characteristic features of these simulations that begin to delineate why these are productive tools. The simulations: support an interactive approach, employ dynamic feedback, follow a constructivist approach, provide a creative workplace, make explicit otherwise inaccessible models or phenomena, and constrain students productively

Undergraduate dissertations in a department of architecture

Undergraduate academic writing in a Department of Architecture offers opportunities as well as challenges. To students, it can be a source of independent research and learning, enriching their development as architects and critics of the built environment; at the same time it can be an obstacle, a perceived impediment to design work. To staff, it can be a chance to share their research interest with colleagues and students, so enriching exchange and debate; it can also be time consuming and not clearly relevant to the formation of a professional. This case study argues that a change in attitude towards the objectives of the dissertation, coupled with careful consideration of its curriculum, can enhance the role that undergraduate academic writing plays in a School of Architecture, extending its benefits to the development of research and design agendas