Between analysis and transformation: technology, methodology and evaluation on the SPLICE project

This paper concerns the ways in which technological change may entail methodological development in e-learning research. The focus of our argument centres on the subject of evaluation in e-learning and how technology can contribute to consensus-building on the value of project outcomes, and the identification of mechanisms behind those outcomes. We argue that a critical approach to the methodology of evaluation which harnesses technology in this way is vital to agile and effective policy and strategy-making in institutions as the challenges of transformation in a rapidly changing educational and technological environment are grappled with. With its focus on mechanisms and multiple stakeholder perspectives, we identify Pawson and Tilley’s ‘Realistic Evaluation’ as an appropriate methodological approach for this purpose, and we report on its use within a JISC-funded project on social software, SPLICE (Social Practices, Learning and Interoperability in Connected Environments). The project created new tools to assist the identification of mechanisms responsible for change to personal and institutional technological practice. These tools included collaborative mind-mapping and focused questioning, and tools for the animated modelling of complex mechanisms. By using these tools, large numbers of project stakeholders could engage in a process where they were encouraged to articulate and share their theories and ideas as to why project outcomes occurred. Using the technology, this process led towards the identification and agreement of common mechanisms which had explanatory power for all stakeholders. In conclusion, we argue that SPLICE has shown the potential of technologically-mediated Realistic Evaluation. Given the technologies we now have, a methodology based on the mass cumulation of stakeholder theories and ideas about mechanisms is feasible. Furthermore, the summative outcomes of such a process are rich in explanatory and predictive power, and therefore useful to the immediate and strategic problems of the sector. Finally, we argue that as well as generating better explanations for phenomena, the evaluation process can itself become transformative for stakeholders

Mixed-methods research: a new approach to evaluating the motivation and satisfaction of university students using advanced visual technologies

The final publication is available at link.springer.comA mixed-methods study evaluating the motivation and satisfaction of Architecture degree students using interactive visualization methods is presented in this paper. New technology implementations in the teaching field have been largely extended to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users, the students. In this paper, the advantages and disadvantages of applying mixed evaluation technology are discussed in a case study of the use of interactive and collaborative tools for the visualization of 3D architectonical models. The main objective was to evaluate Architecture and Building Science students’ the motivation to use and satisfaction with this type of technology and to obtain adequate feedback that allows for the optimization of this type of experiment in future iterations.Postprint (author’s final draft

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

New Models of Technology Assessment for Development

This report explores the role that ‘new models’ of technology assessment can play in improving the lives of poor and vulnerable populations in the developing world. The ‘new models’ addressed here combine citizen and decision-maker participation with technical expertise. They are virtual and networked rather than being based in a single office of technology assessment (as was the case in the United States in the 1970s-90s). They are flexible enough to address issues across disciplines and are increasingly transnational or global in their reach and scope. The report argues that these new models of technology assessment can make a vital contribution to informing policies and strategies around innovation, particularly in developing regions. They are most beneficial if they enable the broadening out of inputs to technology assessment, and the opening up of political debate around possible directions of technological change and their interactions with social and environmental systems. Beyond the process of technology assessment itself, the report argues that governance systems within which these processes are embedded play an important role in determining the impact and effectiveness of technology assessment. Finally, the report argues for training and capacity-building in technology assessment methodologies in developing countries, and support for internationally co-ordinated technology assessment efforts to address global and regional development challenges

Skills Requirements for the European Machine Tool Sector Emerging from Its Digitalization

Abstract The machine tool industry, which is the starting point of all the metal producing activities, is presently undergoing rapid and continuous changes as a result of the fourth industrial revolution Industry 4.0. Manufacturing models are profoundly transforming with emerging digitalization. Smart technologies like artificial intelligence (AI), big data, the Internet of Things (IoT), digital twin, allow the machine tool companies to optimize processes, increase efficiency and reduce waste through a new phase of automation. These technologies, as well, enable the machine tool producers to reach the aim of creating products with improved performance, extended life, high reliability that are eco-efficient. Therefore, Industry 4.0 could be perceived as an invaluable opportunity for the machine tool sector, only if the sector has a competent workforce capable of handling the implementation of new business models and technological developments. The main condition to create this highly qualified workforce is reskilling and upskilling of the current workforce. Once we define the expected evolution of skills requirements, we can clarify the skills mismatch between the workers and job profiles. Only then, we can reduce them by delivering well-developed trainings. For this purpose, this article identifies the current and foreseen skills requirements demanded by the machine tool industry workforce. To this end, we generated an integrated database for the sector with the present and prospective skills needs of the metal processing sector professionals. The presented sectoral database is a fundamental structure that will make the sector acquire targeted industrial reforms. It can also be an essential instrument for machine tool companies, policymakers, academics and education or training centers to build well-designed and effective training programs to enhance the skills of the labor forceThis research was partly funded by (a) the European Union through the Erasmus Plus Programme (Grant Agreement No. 2018-3019/001-001, Project No. 600886-1-2018-1-DE-EPPKA2-SSA-B). (b) the HAZITEK call of the Basque Government, project acronym Adit4All and (c) Accenture, Inzu Group, Fundación Telefónica and Fundación BBK, partners of the Deusto Digital Industry Chair