A Review of Research Methodologies Employed in Serendipity Studies in the Context of Information Research

Background: The concept of serendipity has become increasingly interesting for those undertaking serendipity research in recent years. However, serendipitous encounters are subjective and rare in a real-world context, making this an extremely challenging subject to study. Methods: Various methods have been proposed to enable researchers to understand and measure serendipity, but there is no broad consensus on which methods to use in different experimental settings. A comprehensive literature review was first conducted, which summarizes the research methods being employed to study serendipity. It was followed by a series of interviews with experts that specified the relative strengths and weaknesses of each method identified in the literature review, in addition to the challenges usually confronted in serendipity research. Results: The findings suggest using mixed research methods to produce a more complete picture of serendipity and contribute to the verification of any research findings. Several challenges and implications relating to empirical studies in the investigation of serendipity have been derived from this study. Conclusions: This paper investigated research methods employed to study serendipity by synthesizing finding from a literature review and the interviews with experts. It provides a methodological contribution to serendipity studies by systematically summarizing the methods employed in the studies of serendipity and identifying the strengths and weakness of each method. It also suggests the novel approach of using mixed research methods to study serendipity. This study has potential limitations related to a small number of experts involved in the expert interview. However, it should be noted that the nature of the topic is a relatively focused area, and it was observed after interviewing the experts that new data seems to not contribute to the findings owing to its repetition of comment

Open Data as open educational resources: case studies of emerging practice

Edited by Javiera Atenas and Leo Havemann Includes: Prefaces: Reflections from the scientific committee From Open Data to OER: An unexpected journey? A Scuola di OpenCoesione: From open data to civic engagement Using Open Data as a Material for Introductory Programming Assignments Teaching Data Analysis in the Social Sciences: A case study with article level metrics The Alan Walks Wales Dataset: Quantified self and open data Open Data for Sustainable Development: Knowledge society & knowledge econom

Using Open Data as a Material for Introductory Programming Assignments

This case study explores why and how open data can be used as a material with which to produce engaging challenges for students as they are introduced to programming. Through describing the process of producing the assignments, and learner responses to them, we suggest that open data is a powerful material for designing learning activities because of its qualities of ease of access and authenticity. We conclude by outlining steps to take in devising and implementing open data-based assignments

Open Data as Open Educational Resources: Case studies of emerging practice

This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets which have been created and made available to the public by national or local governments, academic researchers, or other organisations. These datasets can be accessed, used and shared without restrictions other than attribution of the intellectual property of their creators1.While there are various definitions of OER, these are generally understood as openly-licensed digital resources that can be used in teaching and learning. On the basis of these definitions, it is reasonable to assert that while Open Data is not always OER, it certainly becomes OER when used within pedagogical contexts. Yet while the question may appear already settled at the level of definition, the potential and actual pedagogical uses of Open Data appear to have been under-discussed. As open education researchers who take a wider interest in the various open ‘movements’, we have observed that linkages between them are not always strong, in spite of shared and interconnecting values. So, Open Data tends to be discussed primarily in relation to its production, storage, licensing and accessibility, but less often in relation to its practical subsequent uses. And, in spite of widespread understanding that use of the term ‘OER’ is actually context-dependent, and, therefore, could be almost all-encompassing, the focus of OER practice and research has tended to be on educator-produced learning materials. The search for relevant research literature in the early stages of this project turned up sources which discuss the benefits of opening data, and others advocating improving student engagement with data3, but on the topic of Open Data as an educational resource specifically, there appeared to be something of a gap

Open Data as Open Educational Resources : Case studies of emerging practice

doi: http://dx.doi.org/10.6084/m9.figshare.1590031This collection presents the stories of our contributors’ experiences and insights, in order to demonstrate the enormous potential for openly-licensed and accessible datasets (Open Data) to be used as Open Educational Resources (OER). Open Data is an umbrella term describing openly-licensed, interoperable, and reusable datasets which have been created and made available to the public by national or local governments, academic researchers, or other organisations. These datasets can be accessed, used and shared without restrictions other than attribution of the intellectual property of their creators .While there are various definitions of OER, these are generally understood as openly-licensed digital resources that can be used in teaching and learning

Designing Tools for Reflection: a concept-driven approach

We are surrounded by objects. We often use and interact with them to do our daily activities. They do not only support us and augment our abilities, but also, can be considered as companions of our thoughts. We think with objects, because they contain information about us: about our memories, experiences, emotions, and activities as Sherry Turkle highlights (2011). Furthermore, our everyday objects are increasingly computed, smart and connected to the Internet. They are able to collect data, elaborate and provide real-time feedbacks. These feedbacks cannot only support us to improve our activities, but also enables critical thinking and reflection on our actions. This resonates very well with what Donald Schön meant by having reflective conversation with materials at hand (1983;1996). He highlighted that materials –artifacts– of a situation talk back to designer, so they enable and support reflection in action of designing. So, how about if we consider that our daily objects can talk back and make us think on our actions in order to consider alternatives? This dissertation, is an attempt to consider this opportunity. The nature of this dissertation is mostly conceptual and its scope is defining the physical and behavioral characteristics of smart artifacts able to provoke thoughts and reflection in user leading to a conscious behavior change. I sought to use existing theories about reflective thinking in HCI and beyond, as valuable sources for developing design concept. I have been inspired by the Concept-Driven interaction design research (Stolterman and Wiberg 2011) and created and defined the whole structure of this dissertation based on this methodology, from the definition of the concept – Tool for Reflection – to the construction of a theoretical model from the design outcome –Make Me Think model. During this process, I used different methods such as conducting literature analysis, context analysis, survey, participatory session and prototyping. The sustainable urban mobility behaviors in the city of Turin (Italy) as the target behavior and home as the place for using Tool for Reflection have been chosen for this research. In particular, informed by architectural studies, I conceptualized In-Between Places as a category of places that connect home places to city places. I suggested to consider such areas as suitable places for evoking thoughts on urban mobility behaviors, in home. This dissertation provides a theoretical perspective with which to guide the design of smart objects that evoke reflection. It first provides a set of characteristics of a Tool for Reflection as a physical artifact. Then it provides a theoretical model, considering the relationship between a Tool for Reflection and a user. The key contributions include the design of the Sóle, a smart lamp, not only as an example of a Tool for Reflection with its theoretically pre-defined characteristics, but also as an instrument for iterating from design to the theory. The overall approach, the methodology and the findings should be of interest in particular to researchers working on design for reflection in the HCI. More broadly this dissertation can be of interest of researchers in the HCI, whose research is around designing artifacts, both as an ‘outcome’ and as an ‘instrument’ of the research process

Designing individualisation of eco information via a user centred design approach

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonThis thesis stemmed from the likely future scenario that the advancement of technologies will enable new ways for information display in everyday life. Following an initial review of existing research related to sustainable behaviour change and emerging technologies, a focus group study was conducted to explore people’s expectations for a ubiquitous eco information device at the point of purchase. It was found that there was a need for eco information provision that resembles eco labelling, but provides information in an interactive manner. This led to the definition of the research aim, which was ‘to encourage sustainable individual consumer behaviour at the point of purchase by proposing the design of eco information individualisation’. A literature review was undertaken to i) identify consumer issues of existing eco labelling practice and opportunities for improvement; ii) investigate the state-of-the-art of the development of various eco information solutions; and iii) explore the opportunities for eco information provision enabled by various contextual technologies. The literature revealed that nowadays consumers are facing difficulties in perceiving and understanding eco labels, and a number of the issues can potentially be tackled using a design approach. This thesis proposed the first conceptual framework of eco information individualisation for designers. ‘Eco information individualisation’ is a concept of tailoring eco labels according to the specific needs of individual users using contextual technologies. With technologies embedded on the product and the user, both of them can act as data carriers and have a traceable record (a ‘life history’). Information can be exchanged ubiquitously. An enabled product can be intelligent enough to appeal to a user with particular preferences. A second focus group study was conducted to evaluate the framework. A card sorting study was carried out to understand user's perception towards information conveyed on existing eco labels to inform the refinement of the framework. A design tool was developed to support designers in the designing of eco information individualisation. The tool was applied and evaluated in a design workshop. A mobile app prototype was then built based on a design output generated from the workshop. Findings from these studies have provided a greater understanding of designing for eco information individualisation, in particular through the creation of the framework, the design tool and the app, as well as the identification of user requirements for eco information design