Enterprise Experience into the Integration of Human-Centered Design and Kanban

he integration of Human-Centered Design (HCD) and Agile Software Development (ASD) promises the development of competitive products comprising a good User Experience (UX). This study has investigated the integration of HCD and Kanban with the aim to gain industrial experiences in a real world context. A case study showed that requirements flow into the development process in a structured manner by adding a design board. To this end, the transparency concerning recurring requirements increased. We contribute to the body of knowledge of software development by providing practical insights into Human-Centered Agile Development (HCAD). On one hand, it is shown that the integration of HCD and Kanban leads to a product with a good UX and makes the development process more human-centered. On the other hand, we conclude that a cross-functional collaboration speeds up product development.Ministerio de Economía y Competitividad TIN2013-46928-C3-3-RMinisterio de Economía y Competitividad TIN2015-71938-RED

Toward a Theory of Learner-Centered Training Design: An Integrative Framework of Active Learning

[Excerpt] The goal of this chapter, therefore, is to develop an integrative conceptual framework of active learning, and we do this by focusing on three primary issues. First, we define the active learning approach and contrast it to more traditional, passive instructional approaches. We argue that the active learning approach can be distinguished from not only more passive approaches to instruction but also other forms of experiential learning based on its use of formal training components to systematically influence trainees\u27 cognitive, motivational, and emotion self-regulatory processes. Second, we examine how specific training components can be used to influence each of these process domains. Through a review of prior research, we extract core training components that cut across different active learning interventions, map these components onto specific process domains, and consider the role of individual differences in shaping the effects of these components (aptitude-treatment interactions [ATIs]). A final issue examined in this chapter concerns the outcomes associated with the active learning approach. Despite its considerable versatility, the active learning approach is not the most efficient or effective means of responding to all training needs. Thus, we discuss the impact of the active learning approach on different types of learning outcomes in order to identify the situations under which it is likely to demonstrate the greatest utility. We conclude the chapter by highlighting research and practical implications of our integrated framework, and we outline an agenda for future research on active learning

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice

Curbing domestic violence: instantiating C-K theory with formal concept analysis and emergent self organizing maps.

In this paper we propose a human-centered process for knowledge discovery from unstructured text that makes use of Formal Concept Analysis and Emergent Self Organizing Maps. The knowledge discovery process is conceptualized and interpreted as successive iterations through the Concept-Knowledge (C-K) theory design square. To illustrate its effectiveness, we report on a real-life case study of using the process at the Amsterdam-Amstelland police in the Netherlands aimed at distilling concepts to identify domestic violence from the unstructured text in actual police reports. The case study allows us to show how the process was not only able to uncover the nature of a phenomenon such as domestic violence, but also enabled analysts to identify many types of anomalies in the practice of policing. We will illustrate how the insights obtained from this exercise resulted in major improvements in the management of domestic violence cases.Formal concept analysis; Emergent self organizing map; C-K theory; Text mining; Actionable knowledge discovery; Domestic violence;

Preparing Tomorrow\u27s Classroom Leaders: Challenges for Christian Higher Education

Christian college teacher education program faculties face the challenge of employing a Christian epistemology that includes a pedagogy that embraces today’s learners. The authors seek to communicate the foundations of modernism and postmodernism and their impact on the epistemology and pedagogies employed in university classrooms. How the postmodern thinking claims have influenced the lives of Christian students will also be examined. The paper concludes with a discussion of the challenges for Christian teacher education faculties

Concept discovery innovations in law enforcement: a perspective.

In the past decades, the amount of information available to law enforcement agencies has increased significantly. Most of this information is in textual form, however analyses have mainly focused on the structured data. In this paper, we give an overview of the concept discovery projects at the Amsterdam-Amstelland police where Formal Concept Analysis (FCA) is being used as text mining instrument. FCA is combined with statistical techniques such as Hidden Markov Models (HMM) and Emergent Self Organizing Maps (ESOM). The combination of this concept discovery and refinement technique with statistical techniques for analyzing high-dimensional data not only resulted in new insights but often in actual improvements of the investigation procedures.Formal concept analysis; Intelligence led policing; Knowledge discovery;

A case of using formal concept analysis in combination with emergent self organizing maps for detecting domestic violence.

In this paper, we propose a framework for iterative knowledge discovery from unstructured text using Formal Concept Analysis and Emergent Self Organizing Maps. We apply the framework to a real life case study using data from the Amsterdam-Amstelland police. The case zooms in on the problem of distilling concepts for domestic violence from the unstructured text in police reports. Our human-centered framework facilitates the exploration of the data and allows for an efficient incorporation of prior expert knowledge to steer the discovery process. This exploration resulted in the discovery of faulty case labellings, common classification errors made by police officers, confusing situations, missing values in police reports, etc. The framework was also used for iteratively expanding a domain-specific thesaurus. Furthermore, we showed how the presented method was used to develop a highly accurate and comprehensible classification model that automatically assigns a domestic or non-domestic violence label to police reports.Formal concept analysis; Emergent self organizing map; Text mining; Actionable knowledge discovery; Domestic violence;