A user-centred collective system design approach for Smart Product-Service Systems:A case study on fitness product design

Emerging technologies have significantly contributed to the evolution of traditional product-service systems (PSS) into smart PSS. This transformation demands a fresh perspective and a more inventive design approach. In response, this study proposes a new User-Centred Collective System Design (CSD) framework and process for Smart PSS design, aiming to enhance stakeholder engagement during the entire design process, thus promoting highly effective and creative design solutions. A case study, titled ‘Next-G Smart Fitness PSS Design’, was carried out to test and implement this approach, contrasting the results of the CSD method with a designer-centred method. The outcomes showed a marked improvement in product novelty and user desirability of the design outcomes when using the proposed design framework. The proposed CSD framework could offer beneficial insights and user-centric viewpoints for practitioners dealing with complex challenges linked to smart PSS design

Design Frames: A Narrative and Network Approach

In today's increasingly interconnected world, we are facing challenges that are unprecedented in complexity and scale. At the same time, there is a growing awareness about the inadequacy and obsolescence of old and "best practice" strategies for solving these vexing challenges. The inadequacy of solutions that work within existing frames of thought has generated a renewed interest in research on problem-solving and creativity. While originally initiated in cognitive psychology, cognitive science, and artificial intelligence, research on the mechanisms underlying the creative process has become a central topic in a variety of other disciplines, such as management, business, and healthcare. As a result, public and private organizations are increasingly turning to designers to bring a fresh perspective to the challenges they are facing. As designers become more engaged in solving large-scale and intricate questions, the need for developing systematic approaches to design and their deployment in both design education and practice becomes more evident. Developing methods that function successfully within design environments requires a thorough understanding of problem-solving approaches in design. In recent years, a growing number of studies have addressed this question by investigating designers' working practices in the lab or in the field. One of the most influential concepts in studying the design process is the constructivist notion of "framing" (Schön, 1983) which suggests that the core activity in the design process is constructing a frame: a perspective or a point of view that allows the designers to tackle a problem in a vague and indefinite design situation. While the frame's concept has been central in studying the design process, its formal definition remains vague and unclear. This dissertation aims to shed new light on the concept of frame by proposing two models for systematically describing their structure. These models can be used to make the frames constructed during the design process more explicit by following their development throughout the design process. Building upon two language-based representation modes (stories and semantic networks), the models employed in this dissertation facilitate the description of frames and the analysis of the design process by tracking the shifts in the content and structure of frames. These models were utilized in three verbal protocol studies to investigate different aspects of framing in design. In these studies, we explored the strategies for managing the multiplicity of the frames (chapter 2), reframing process (chapter 3), and divergent and convergent patterns (chapter 4) during the design process. The contributions of this dissertation are both theoretical and practical. Models and results presented in this dissertation open up new paths future research on the use of framing in design, thereby informing design education and practice. Models presented in this work address the gap in the formal description of frames in the existing literature. The concepts of narrative and network show a flexible way to describe frames that can be utilized to identify and describe frames both qualitatively and quantitatively. On the other hand, the description of frames as a system of stories (narrative model) and concepts (network model) allows the frame to be analyzed on both meta-level (network and narratives) and the component level (concepts and stories). This systematic perspective suggests an interactive analysis of frames in which shifts in the frame level can be traced to the constituent elements of the design process and vice versa.PHDArchitectureUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/163057/1/babaks_1.pd

Explaining Aha! moments in artificial agents through IKE-XAI: Implicit Knowledge Extraction for eXplainable AI

During the learning process, a child develops a mental representation of the task he or she is learning. A Machine Learning algorithm develops also a latent representation of the task it learns. We investigate the development of the knowledge construction of an artificial agent through the analysis of its behavior, i.e., its sequences of moves while learning to perform the Tower of Hanoï (TOH) task. The TOH is a well-known task in experimental contexts to study the problem-solving processes and one of the fundamental processes of children’s knowledge construction about their world. We position ourselves in the field of explainable reinforcement learning for developmental robotics, at the crossroads of cognitive modeling and explainable AI. Our main contribution proposes a 3-step methodology named Implicit Knowledge Extraction with eXplainable Artificial Intelligence (IKE-XAI) to extract the implicit knowledge, in form of an automaton, encoded by an artificial agent during its learning. We showcase this technique to solve and explain the TOH task when researchers have only access to moves that represent observational behavior as in human–machine interaction. Therefore, to extract the agent acquired knowledge at different stages of its training, our approach combines: first, a Q-learning agent that learns to perform the TOH task; second, a trained recurrent neural network that encodes an implicit representation of the TOH task; and third, an XAI process using a post-hoc implicit rule extraction algorithm to extract finite state automata. We propose using graph representations as visual and explicit explanations of the behavior of the Q-learning agent. Our experiments show that the IKEXAI approach helps understanding the development of the Q-learning agent behavior by providing a global explanation of its knowledge evolution during learning. IKE-XAI also allows researchers to identify the agent’s Aha! moment by determining from what moment the knowledge representation stabilizes and the agent no longer learns.Region BretagneEuropean Union via the FEDER programSpanish Government Juan de la Cierva Incorporacion - MCIN/AEI IJC2019-039152-IGoogle Research Scholar Gran

Evaluation Report of Prospero’s Island: an Immersive Approach to Literacy at Key Stage 3.

Prospero's Island is an immersive theatre project created by Punchdrunk Enrichment and sponsored by Learning Partner, London Borough of Hackney (Hackney Learning Trust). The project sought to inspire and motivate students’ engagement with the English curriculum, and to develop an immersive approach to teaching literacy that would improve students’ learning. Prospero’s Island took place in a secondary academy in Hackney, London over two school terms (autumn 2014-spring 2015). The project was embedded in existing schemes of work, and included the following elements: • An immersive theatre installation for Year 7-8 students (aged 11-13 years); this took the form of an interactive game based on The Tempest; over a two-week period groups of students participated in this experience for a morning or afternoon (autumn term); • A Teaching and Learning Day (TALD) and eight twilight CPD sessions on immersive learning techniques for school staff and teachers across London (autumn term); • A return to the installation for one lesson, led by English teachers (autumn term); • Follow-on work by teachers to develop immersive learning in English lessons (spring term); • An independent evaluation of the project (autumn and spring terms)

An Academic Conference as a Space for the Formation of Knowledge about Higher Education

The article presents the results of an analysis of Polish scientific conferences devoted to problems of higher education. The analysis focuses on two related issues: the intensity of the scientific and conference debate and its detailed subject matter. From a theoretical point ofview, scientific conferences have been included as an element of the dispositif of the university, a discursive system that combines strong regulatory processes with interpretive multiplicity and openness (Maeße & Hamann, 2016; Angermuller, 2010). The results of the study showed: 1) a limited share of scientific conferences in the debate on the reform of higher education, 2) their thematic consolidation, and 3) formations of pedagogization, economization, metaphorization and ethicalization of knowledge about the university as part of conference discourse

Developing Students’ Creativity through Computer Simulation Based Learning in Quantum Physics Learning

ABSTRACT This study aims to analyses the effect of Phet computer simulation to the students' creativity increasing in Quantum Physics Learning. There were 120 students as the subject in physics education department at the Faculty of Mathematics and Natural Sciences of State University of Makassar. A pre-test and post-test creativity experimental design was used during which students were randomly assigned into either the experimental or the control group. Interview sheet, observation sheet, and questionnaire were used to obtain quantitative data. The results of the research indicate that there are significant differences between the experimental group and the control group in terms of creativity. Interview result shown that student whose was learned by computer simulation based learning believes that it helped them to improve their creativity in term of quantum subject. The students in the experimental group showed that they prefer to use learning tool namely software and it can help lecturer in teaching quantum physics. These findings support the idea that the students majoring at physics education should be trained in the use of computer simulations to improve their creativity. This puts a responsibility of the educational authorities for the procurement of computer simulation software to be used in teaching physics and other science subjects in University. KEYWORDS Students’ Creativity, Quantum Physics Learning, Computer Simulation Based Learning Jurnal International Bereputasi terindeks Scopus, Q3 dengan Nilai Sjr:0,209 International Journal of Environmental and Science Education, Vol. 12, No. 8, Oktober 2017, halaman 349-35

Designing end use components for additive manufacturing: navigating an emerging field

Despite much excitement, research and development, Additive Manufacturing (AM) as a series production process for end-use components and products is not yet widespread or considered mainstream. However, there is a clear potential for AM to form a viable alternative to many conventional manufacturing processes, especially in low to medium production volumes. A key enabler for this transformation is the capacity to design components and products that are both able to exploit AM capabilities and avoid its limitations. In recent years, many studies have explored the topic of Design for Additive Manufacturing (DfAM). This report presents an overview of the state of the art of this research area. A systematic review has been carried out to identify the most significant academic studies on the topic. The review resulted in 66 key resources being identified and critically reviewed. These resources have been reviewed and categorised using a generic model of the design process. This categorisation provides and easy and immediate way to map and navigate this emerging field. Consequently, five major research areas are presented: 1. Process planning 2. Detail design 3. Embodiment design 4. Conceptual design 5. Design processes In the discussion, these research areas are examined with the aim of highlighting shortcomings and providing future research directions

Applications of the Nature of Science to Teacher Pedagogy Through the Situation of Neuroscience Within the Context of Daily Classroom Practice

Educational research has established a positive influence of learning the nature of science (NOS) on teachers’ practice when an explicit reflective approach to instruction is employed (Abd-El-Khalick, 2001; Abd-El-Khalick & Akerson, 2004; Akerson, Abd-El-Khalick, & Lederman, 2000; Duschl & Grandy, 2013; Lederman, 2007; Pintrich, Marx, & Boyle, 1993; Schwartz & Crawford, 2004). Additionally, research focused on the utility of teaching teachers neuroscience has indicated a positive connection between learning neuroscience in professional development settings and effective classroom practice (Dubinsky, Roehrig, & Varma, 2013; Roehrig, Michlin, Schmitt, MacNabb, & Dubinsky, 2012). Therefore, this study hypothesizes that there is an important connection between neuroscience and teachers’ conceptions of NOS, in that neuroscience can be used as a tool to better understand the complex NOS, and that this understanding has connections to classroom practice. This study presents an approach for NOS instruction that utilizes a situated approach for teaching NOS in addition to using “catalytic groups” to push forward the discussions about the potential connections that could be made between neuroscience and NOS. The goal of this study was to explore the potential relationship between neuroscience and NOS as a method for better understanding the complex NOS and define that relationship more clearly. Additionally, the study was designed to measure the effectiveness of the alternative design approach for situated NOS instruction. This novel design approach consisted of the use of ‘catalytic groups’, or small groups that met outside of class time, whose conversations guided the conceptual changes for students in the larger class setting. A mixed-methods analysis was utilized to investigate how the 17 participants in this study interacted over the course of the four weeks, how their understandings of NOS and their attitudes and beliefs toward integrating neuroscience and NOS change over time into one cohesive understanding of NOS. Additionally, a case study was conducted that provided deeper insight into participant interactions during the four-week course. Evidence collected in this study included Likert surveys, open-ended reflection reports, observations, a researcher journal, and transcriptions of catalytic group settings. Using a theoretical framework of conceptual change, a number of findings were realized from the evidence collected. These findings are presented in the form of a manuscript approach to the dissertation, where each Results chapter is presented as a single, separate research paper that is appropriate for formal publication. These two separate manuscripts use conceptual change as the theoretical framework for data analysis. Chapter 4 presents the mixed-methods analysis of all 17 participants in the study and Chapter 5 presents a mixed-methods, case study approach of three participants. Based on the evidence in Chapter 4, three major findings were realized: (1) previous exposure to NOS may help students to apply the abstract tenets of NOS to a scientific context, (2) the use of neuroscience as a situated approach for NOS instruction was particularly effective for areas of neuroscience most closely related to teachers’ practice, and (3) added time for critical reflection and small-group discourse impacted the perceived importance of NOS on daily classroom practice. The three findings provide evidence for a meaningful re-design of the novel instructional approach used in this study for further implementation in NOS instruction, with an emphasis on utilizing small-group discussion settings for students to reflect on their changing understandings of NOS in relation to teacher pedagogy. Based on the evidence in Chapter 5, three main findings are reported: (1) the degree of appropriateness of neuroscience for contextualized NOS instruction may be varied based on students’ perceived intelligibility of neuroscience, (2) when context-specific NOS instruction is utilized, it is imperative that students connect the specific context used for instruction to their own scientific knowledge and experiences, and (3) when students are learning NOS, those learning opportunities must have perceived value and relevance to the professional development of students. The findings from this study provide evidence of the usefulness of integrating neuroscience and NOS in the quest to better understand how students comprehend the nature of the scientific discipline. In this study, neuroscience was particularly useful because of its character as a ‘contemporary science story’, where the tenets of NOS are explicit and easy to see. Areas of future research are also explored, with suggestions on the use of neuroscience to teach the complex NOS. Three common themes describe the findings from each of the Results chapters that comprise this study. First, neuroscience can prove as a useful scientific context for NOS instruction even when students are not necessarily familiar with neuroscience content. However, this usefulness depends on students’ ability to connect neuroscience to classroom practice and/or to their own science disciplinary focus. Second, critical reflection proved to be an important aspect of NOS instruction, as it allowed students to reflect on their own understandings of NOS with a focus on how those understandings have changed over time. Last, the catalytic groups that define the alternative model for NOS instruction that was used in this study positively impacted NOS learning. These groups impacted students’ ability to synthesize neuroscience with NOS into a cohesive understanding of NOS at a general level. These findings leave a variety of implications for future NOS instruction in addition to suggestions for the future use of the instructional approach presented in this study. Those implications include the use of more catalytic groups for NOS instruction, where all students are engaged in small-group discussions that inform future NOS instruction, and more targeted metacognitive strategies for NOS instruction, where specific strategies are employed to allow all learners to develop a ‘deep processing’ orientation toward NOS