Understanding and Supporting Emerging Domestic Energy Practices

The current transformation of the domestic energy landscape, including local generation, new consumption and storage, requires rethinking our research approach. This paper reports experiences from two case studies with their implications for future HCI research in the home

Complexity as Process: Complexity Inspired Approaches to Composition

This article examines the use of Complexity Theory as an inspiration for the creation of new musical works, and highlights problems and possible solutions associated with its application as a compositional tool. In particular it explores how the philosophy behind Complexity Theory affects notions of process-based composition, indeterminacy in music and the performer/listener/environment relationship, culminating in providing a basis for the understanding of music creation as an active process within a context. The author presents one of his own sound installations, Cross-Pollination, as an example of a composition inspired and best understood from the philosophical position as described in Complexity Theory

MAT94 : Interactive material library

Treball desenvolupat dins el marc del programa 'European Project Semester'.The purpose of this paper is to explain the design process of an interactive material library in detail and show the methods that were used during the project to reach our goal. Research and tests show that material libraries have a great importance in design processes; this is because of they knowledge they bring to creators to enhance the performance, aesthetics and sustainability of their projects. Our team was able to develop an eye-catching, accessible, interactive library that accommodates three design aspects which were established at the beginning stages in the project; the physical library at the University of Antwerp’s campus, a digital database and a complementary app. All of our objectives were accomplished by systemizing each phase starting from the business canvas, to brainstorming, to designing with the requirement in mind, which was to create an Interactive Material Library; by this means, MAT 94 was created

Creating Environmental Awareness using an Eco-Feedback Application at a Higher Education Institution

Providing environmental education and creating environmental awareness assists future generations to conserve, preserve and sustain the environment. Organisations are supporting environmental awareness education efforts and universities are increasingly being required to exercise sound environmental behaviour and educate all stakeholders on their responsibility of being aware of their environmental impact. Gamification and eco-feedback applications in previous studies have been used to provide feedback on an individual’sbehaviour with the goal of creating environmental awareness. Students are generally not provided with environmental information regarding their use of electricity, water and waste management whilst on campus. In this exploratory study, an eco-feedback application was developed and used to create environmental awareness amongst postgraduate students at the Nelson Mandela University and the functionality of the eco-feedback application was evaluated. The results indicated that participants became more aware of their environmental impact after being exposed to an eco-feedback application. The functionality provided by the eco-feedback application, to assist in creating environmental awareness within an academic institution, proved to be useful

An aesthetic for sustainable interactions in product-service systems?

Copyright @ 2012 Greenleaf PublishingEco-efficient Product-Service System (PSS) innovations represent a promising approach to sustainability. However the application of this concept is still very limited because its implementation and diffusion is hindered by several barriers (cultural, corporate and regulative ones). The paper investigates the barriers that affect the attractiveness and acceptation of eco-efficient PSS alternatives, and opens the debate on the aesthetic of eco-efficient PSS, and the way in which aesthetic could enhance some specific inner qualities of this kinds of innovations. Integrating insights from semiotics, the paper outlines some first research hypothesis on how the aesthetic elements of an eco-efficient PSS could facilitate user attraction, acceptation and satisfaction

Quality Frameworks for MOOCs

The hype surrounding MOOCs has been tempered by scepticism about the quality of MOOCs. The possible flaws of MOOCs include the quality of the pedagogies employed, low completion rates and a failure to deliver on the promise of inclusive and equitable quality education for all. On the other hand, MOOCs that have given a boost to open and online education have become a symbol of a larger modernisation agenda for universities, and are perceived as tools for universities to improve the quality of blended and online education—both in degree education and Continuous Professional Development. MOOC provision is also much more open to external scrutiny as part of a stronger globalising higher education market. This has important consequences for quality frameworks and quality processes that go beyond the individual MOOC. In this context, different quality approaches are discussed including possible measures at different levels and the tension between product and process models. Two case studies are described: one at the institutional level (The Open University) and one at a MOOC platform level (FutureLearn) and how they intertwine is discussed. The importance of a national or international quality framework which carries with it a certification or label is illustrated with the OpenupEd Quality label. Both the label itself and its practical use are described in detail. The examples will illustrate that MOOCs require quality assurance processes tailored to e-learning and open education, embedded in institutional frameworks. The increasing unbundling of educational services may require additional quality processes

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

Students, Faculty and Sustainable WPA Work

In lieu of an abstract, here is the chapter\u27s first paragraph: Despite several cycles of reforms spanning the last fifteen years, we three composition colleagues were unable to achieve widespread student engagement in our required one-semester writing course. At California State University, Chico, the WPA oversees faculty development and program assessment for a first-year writing program that serves 2700 students each year with over 100 sections of first-year writing. Several different WPAs experienced fatigue as they undertook challenging and often unproductive work: resisting an outdated California State policy on the aims and goals for General Education, including what constitutes appropriate aims for writing courses; revising notions of student writing that are too tied to the “modes” and views of information literacy that end in exercises rather than in the activity of scholarship; developing and delivering assessments whose findings frequently conflict with budgetary, ideological, or departmental constraints; and promoting the complex underlying assumptions of our work despite widespread and reductive beliefs about the writing capabilities of first year students

Social Equity Matters in Payments for Ecosystem Services

Although conservation efforts have sometimes succeeded in meeting environmental goals at the expense of equity considerations, the changing context of conservation and a growing body of evidence increasingly suggest that equity considerations should be integrated into conservation planning and implementation. However, this approach is often perceived to be at odds with the prevailing focus on economic efficiency that characterizes many payment for ecosystem services (PES) schemes. Drawing from examples across the literature, we show how the equity impacts of PES can create positive and negative feedbacks that influence ecological outcomes. We caution against equity-blind PES, which overlooks these relationships as a result of a primary and narrow focus on economic efficiency. We call for further analysis and better engagement between the social and ecological science communities to understand the relationships and trade-offs among efficiency, equity, and ecological outcomes