Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device

AODM as a framework and model for characterising learner experiences with technology

The task of characterising learner experiences with technology is increasingly becoming complex due to continuous technological advancements that enable learners to connect, collaborate, generate educational resources and promptly share them in various settings. The challenge for the educator is to understand how to effectively capture and represent learners’ current and future experiences with technology. This paper presents ‘Activity-Oriented Design Method’ (AODM) as a framework and model for characterising personalised and contextualised learner experiences with technology. The objective is to show how AODM can be used to understand learner experiences by examining learner practices with technology and interactions with each other. The aim is to assess the significance and adequacy of AODM as a framework and model that contributes to future understanding of learner experiences with technology. In order to support our arguments, we draw practical insights from two studies that applied AODM to e-learning investigations. The outcome of this analysis is an assessment of the capacity of AODM as a model and framework for characterising both current and future learner experiences with technology. Furthermore, the analysis illuminates the processes of change that inform the design and use of future technologies for learning

Grid service orchestration using the Business Process Execution Language (BPEL)

Modern scientific applications often need to be distributed across grids. Increasingly applications rely on services, such as job submission, data transfer or data portal services. We refer to such services as grid services. While the invocation of grid services could be hard coded in theory, scientific users want to orchestrate service invocations more flexibly. In enterprise applications, the orchestration of web services is achieved using emerging orchestration standards, most notably the Business Process Execution Language (BPEL). We describe our experience in orchestrating scientific workflows using BPEL. We have gained this experience during an extensive case study that orchestrates grid services for the automation of a polymorph prediction application

Sensemaking reconsidered : towards a broader understanding through phenomenology

We develop a typology of sensemaking in organizations that reconsiders existing sensemaking research by providing a more coherent and integrative conceptualization of what defines sensemaking and how it is connected with organizing. Drawing on existential phenomenology, we make the following core claims: (1) sensemaking is not a singular phenomenon but comprises four major types: immanent, involved-deliberate, detached-deliberate, and representational sensemaking; (2) all types of sensemaking originate and take place within specific practice worlds; (3) the core constituents of sensemaking within a practice world (sense–action nexus, temporality, embodiment, and language) are played out differently in each type of sensemaking. Furthermore, we elaborate the links between sensemaking and organizing, focusing especially on the connections between types and levels of sensemaking, and the consequences of sensemaking outcomes for organizing. Finally, we discuss how the typology contributes to the existing sensemaking perspective, outline methodological implications, and suggest ways of advancing sensemaking research

An approach to enacting business process models in support of the life cycle of integrated manufacturing systems

The complexity of enterprise engineering processes requires the application of reference architectures as means of guiding the achievement of an adequate level of business integration. This research aims to address important aspects of this requirement by associating the formalism of reference architectures to various life cycle phases of integrating manufacturing systems (IMS) and enabling their use in addressing contemporary system engineering issues. In pursuit of this aim, the following research activities were carried out: (1) to devise a framework which supports key phases of the IMS life cycle and (2) to populate part of this framework with an initial combination of architectures which can be encapsulated into a computer-aided systems engineering environment. This has led to the creation of a workbench capable of providing support for modelling, analysis, simulation, rapid-prototyping, configuration and run-time operation of an IMS, based on a consistent set of models associated with the engineering processes involved. The research effort concentrated on selecting and investigating the use of appropriate formalisms which underpin a selection of architectures and tools (i. e. CIM-OSA, Petrinets, object-oriented methods and CIM-BIOSYS), this by designing, implementing, applying and testing the workbench. The main contribution of this research is to demonstrate that it is possible to retain an adequate level of formalism, via computational structures and models, which extend through the IMS life cycle from a conceptual description of the system through to actions that the system performs when operating. The underlying methodology which supported this contribution is based on enacting models of system behaviour which encode important coordination aspects of manufacturing systems. The strategy for demonstrating the incorporation of formalism to the IMS life cycle was to enable the aggregation into a workbench of knowledge of 'what' the system is expected to achieve (i. e. 'problems' to be addressed) and 'how' the system can achieve it (i. e possible 'solutions'). Within the workbench, such a knowledge is represented through an amalgamation of business process modelling and object-oriented modelling approaches which, when adequately manipulated, can lead to business integration

Team-oriented process programming

Team-oriented process programming promises to provide significant support for the planning, directing, and controlling of software engineering projects. In this paper we apply process programming to software engineering teams and show how this can provide powerful new capabilities for the management of software projects. We identify key issues which must be addressed to apply process programming to teams, and present our vision for team-oriented process programming

Senior Computer Science Students’ Task and Revised Task Interpretation While Engaged in Programming Endeavor

Developing a computer program is not an easy task. Studies reported that a large number of computer science students decided to change their major due to the extreme challenge in learning programming. Fortunately, studies also reported that learning various self-regulation strategies may help students to continue studying computer science. This study is interested in assessing students’ self-regulation, in specific their task understanding and its revision during programming endeavors. Task understanding is specifically selected because it affects the entire programming endeavor. In this qualitative case study, two female and two male senior computer science students were voluntarily recruited as research participants. They were asked to think aloud while answering five programming problems. Before solving the problem, they had to explain their understanding of the task and after that answer some questions related to their problem-solving process. The participants’ problem-solving process were video and audio-recorded, transcribed, and analyzed. This study found that the participants’ were capable of tailoring their problem-solving approach to the task types, including when understanding the tasks. Given enough time, the participants can understand the problem correctly. When the task is complicated, the participants will gradually update their understanding during the problem-solving endeavor. Some situations may have prevented the participants from understanding the task correctly, including overconfidence, being overwhelmed, utilizing an inappropriate presentation technique, or drawing knowledge from irrelevant experience. Last, the participants tended to be inexperienced in managing unfavorable outcomes