Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

Integrating Taxonomies into Theory-Based Digital Health Interventions for Behavior Change: A Holistic Framework

Digital health interventions have been emerging in the last decade. Due to their interdisciplinary nature, digital health interventions are guided and influenced by theories (e.g., behavioral theories, behavior change technologies, persuasive technology) from different research communities. However, digital health interventions are always coded using various taxonomies and reported in insufficient perspectives. The inconsistency and incomprehensiveness will bring difficulty for conducting systematic reviews and sharing contributions among communities. Based on existing related work, therefore, we propose a holistic framework that embeds behavioral theories, behavior change technique (BCT) taxonomy, and persuasive system design (PSD) principles. Including four development steps, two toolboxes, and one workflow, our framework aims to guide digital health intervention developers to design, evaluate, and report their work in a formative and comprehensive way

A conceptual framework for circular design

Design has been recognised in the literature as a catalyst to move away from the traditional model of take-make-dispose to achieve a more restorative, regenerative and circular economy. As such, for a circular economy to thrive, products need to be designed for closed loops, as well as be adapted to generate revenues. This should not only be at the point of purchase, but also during use, and be supported by low-cost return chains and reprocessing structures, as well as effective policy and regulation. To date, most academic and grey literature on the circular economy has focused primarily on the development of new business models, with some of the latter studies addressing design strategies for a circular economy, specifically in the area of resource cycles and design for product life extension. However, these studies primarily consider a limited spectrum of the technical and biological cycles where materials are recovered and restored and nutrients (e.g., materials, energy, water) are regenerated. This provides little guidance or clarity for designers wishing to design for new circular business models in practice. As such, this paper aims to address this gap by systematically analysing previous literature on Design for Sustainability (DfX) (e.g., design for resource conservation, design for slowing resource loops and whole systems design) and links these approaches to the current literature on circular business models. A conceptual framework is developed for circular economy design strategies. From this conceptual framework, recommendations are made to enable designers to fully consider the holistic implications for design within a circular economy

Analysis reuse exploiting taxonomical information and belief assignment in industrial problem solving

To take into account the experience feedback on solving complex problems in business is deemed as a way to improve the quality of products and processes. Only a few academic works, however, are concerned with the representation and the instrumentation of experience feedback systems. We propose, in this paper, a model of experiences and mechanisms to use these experiences. More specifically, we wish to encourage the reuse of already performed expert analysis to propose a priori analysis in the solving of a new problem. The proposal is based on a representation in the context of the experience of using a conceptual marker and an explicit representation of the analysis incorporating expert opinions and the fusion of these opinions. The experience feedback models and inference mechanisms are integrated in a commercial support tool for problem solving methodologies. The results obtained to this point have already led to the definition of the role of ‘‘Rex Manager’’ with principles of sustainable management for continuous improvement of industrial processes in companies

An Ontology for Product-Service Systems

Industries are transforming their business strategy from a product-centric to a more service-centric nature by bundling products and services into integrated solutions to enhance the relationship between their customers. Since Product- Service Systems design research is currently at a rudimentary stage, the development of a robust ontology for this area would be helpful. The advantages of a standardized ontology are that it could help researchers and practitioners to communicate their views without ambiguity and thus encourage the conception and implementation of useful methods and tools. In this paper, an initial structure of a PSS ontology from the design perspective is proposed and evaluated

A learning design toolkit to create pedagogically effective learning activities

Despite the plethora of Information and Communication Technologies (ICT) tools and resources available, practitioners are still not making effective use of e-learning to enrich the student experience. This article describes a learning design toolkit which guides practitioners through the process of creating pedagogically informed learning activities which make effective use of appropriate tools and resources. This work is part of a digital libraries project in which teaching staff at two universities in the UK and two in the USA are collaborating to share e-learning resources in the subject domains of Physical, Environmental and Human Geography. Finding, or creating, suitable e-learning resources and embedding them in well designed learning activities can be both challenging and time consuming. Sharing and adapting effective designs and solutions is both a stimulant and a time saver. This article describes the background to the specification of a learning activities design toolkit to support teachers as they create or adapt e-learning activities. This uses a model of pedagogical approaches as a basis for developing effective learning design plans and illustrates its use. The authors share their definition of a learning activity and taxonomies for the constituent elements. Real examples are discussed to illustrate their approach

Usability Evaluation in Virtual Environments: Classification and Comparison of Methods

Virtual environments (VEs) are a relatively new type of human-computer interface in which users perceive and act in a three-dimensional world. The designers of such systems cannot rely solely on design guidelines for traditional two-dimensional interfaces, so usability evaluation is crucial for VEs. We present an overview of VE usability evaluation. First, we discuss some of the issues that differentiate VE usability evaluation from evaluation of traditional user interfaces such as GUIs. We also present a review of VE evaluation methods currently in use, and discuss a simple classification space for VE usability evaluation methods. This classification space provides a structured means for comparing evaluation methods according to three key characteristics: involvement of representative users, context of evaluation, and types of results produced. To illustrate these concepts, we compare two existing evaluation approaches: testbed evaluation [Bowman, Johnson, & Hodges, 1999], and sequential evaluation [Gabbard, Hix, & Swan, 1999]. We conclude by presenting novel ways to effectively link these two approaches to VE usability evaluation

Collaborative tagging as a knowledge organisation and resource discovery tool

The purpose of the paper is to provide an overview of the collaborative tagging phenomenon and explore some of the reasons for its emergence. Design/methodology/approach - The paper reviews the related literature and discusses some of the problems associated with, and the potential of, collaborative tagging approaches for knowledge organisation and general resource discovery. A definition of controlled vocabularies is proposed and used to assess the efficacy of collaborative tagging. An exposition of the collaborative tagging model is provided and a review of the major contributions to the tagging literature is presented. Findings - There are numerous difficulties with collaborative tagging systems (e.g. low precision, lack of collocation, etc.) that originate from the absence of properties that characterise controlled vocabularies. However, such systems can not be dismissed. Librarians and information professionals have lessons to learn from the interactive and social aspects exemplified by collaborative tagging systems, as well as their success in engaging users with information management. The future co-existence of controlled vocabularies and collaborative tagging is predicted, with each appropriate for use within distinct information contexts: formal and informal. Research limitations/implications - Librarians and information professional researchers should be playing a leading role in research aimed at assessing the efficacy of collaborative tagging in relation to information storage, organisation, and retrieval, and to influence the future development of collaborative tagging systems. Practical implications - The paper indicates clear areas where digital libraries and repositories could innovate in order to better engage users with information. Originality/value - At time of writing there were no literature reviews summarising the main contributions to the collaborative tagging research or debate

Everything should be as simple as possible, but no simpler : towards a protocol for accumulating evidence regarding the active content of health behaviour change interventions

Supplemental data for this article can be accessed here: 10.1080/17437199.2013.848409Peer reviewedPublisher PD