Information Systems for Supporting Fire Emergency Response

Despite recent work on information systems, many first responders in emergency situations are unable to develop sufficient understanding of the situation to enable them to make good decisions. The record of the UK Fire and Rescue Service (FRS) has been particularly poor in terms of providing the information systems support to the fire fighters decision-making during their work. There is very little work on identifying the specific information needs of different types of fire fighters. Consequently, this study has two main aims. The first is to identify the information requirements of several specific members of the FRS hierarchy that lead to better Situation Awareness. The second is to identify how such information should be presented. This study was based on extensive data collected in the FRS brigades of three counties and focused on large buildings having a high-risk of fire and four key fire fighter job roles: Incident Commander, Sector Commander, Breathing Apparatus Entry Control Officer and Breathing Apparatus Wearers. The requirements elicitation process was guided by a Cognitive Task Analysis (CTA) tool: Goal Directed Information Analysis (GDIA), which was developed specifically for this study. Initially appropriate scenarios were developed. Based on the scenarios, 44 semi-structured interviews were carried out in three different elicitation phases with both novice and experienced fire fighters. Together with field observations of fire simulation and training exercises, fire and rescue related documentation; a comprehensive set of information needs of fire fighters was identified. These were validated through two different stages via 34 brainstorming sessions with the participation of a number of subject-matter experts. To explore appropriate presentation methods of information, software mock-up was developed. This mock-up is made up of several human computer interfaces, which were evaluated via 19 walkthrough and workshop sessions, involving 22 potential end-users and 14 other related experts. As a result, many of the methods used in the mock-up were confirmed as useful and appropriate and several refinements proposed. The outcomes of this study include: 1) A set of GDI Diagrams showing goal related information needs for each of the job roles with the link to their decision-making needs, 2) A series of practical recommendations suitable for designing of human computer interfaces of fire emergency response information system, 3) Human computer interface mock-ups for an information system to enhance Situation Awareness of fire fighters and 4) A conceptual architecture for the underlying information system. In addition, this study also developed an enhanced cognitive task analysis tool capable of exploring the needs of emergency first responders. This thesis contributes to our understanding of how information systems could be designed to enhance the Situation Awareness of first responders in a fire emergency. These results will be of particular interest to practicing information systems designers and developers in the FRS in the UK and to the wider academic community

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

A new methodology for learning design

This paper describes the development of a new methodology for learning design. Our approach is predicated on the view that no one, simple, view of design is appropriate, because of the inherently messy and creative nature of design. Instead we are adopting an interactive and multi-faceted approach which consists of a series of cycles of user consultation, focus groups and workshops alongside the development of learning design tools and resources. In particular we will describe how we have adapted an existing mind mapping and argumentation tool, Compendium, so that it can be used as a means of guiding designers through the learning design decision making process in the creation of learning activities. We will describe the initial evaluations of the use of this tool, along with our findings to date on a series of fact finding exercises to better understand individual and team approaches to design

Inclusion and online learning opportunities: Designing for accessibility

Higher education institutions worldwide are adopting flexible learning methods and online technologies which increase the potential for widening the learning community to include people for whom participation may previously have been difficult or impossible. The development of courseware that is accessible, flexible and informative can benefit not only people with special needs, but such courseware provides a better educational experience for all students

A Thick Industrial Design Studio Curriculum

This presentation was part of the session : Pedagogy: Procedures, Scaffolds, Strategies, Tactics24th National Conference on the Beginning Design StudentThis paper describes an industrial design studio course based in a private university in Izmir, Turkey where second year industrial design students, for the first time, engage in a studio project. The design studio course emphasises three distinct areas of competence in designing that are the focus of the curriculum. They are; design process: the intellectual act of solving a design problem; design concept: the imagination and sensibility to conceive of appropriate design ideas; and presentation: the ability to clearly and evocatively communicate design concepts. The studio is 'thick' with materials, tasks and activities that are intentionally sequenced to optimise learning in a process that is known as educational 'scaffolding.' The idea of a process--a patient journey toward it's destination, is implicit in the studio that is full of opportunities for reflection-in-action. A significant feature is the importance placed on drawing and model making. An exemplary design process should show evidence of 'breadth'--meaning a wide search for solutions where a range of alternatives explored throughout; followed by an incremental refinement of the chosen solution where elements of the final design concept are developed thoroughly and in detail--called 'depth.' Learning to design is predicated on an engagement in and manipulation of the elements of the design problem. Evidence of that learning will be found by examining the physical materials and results of the design process. The assessment criteria are published with the brief at the outset of design project and outcomes are spelt out at the end. Students are remind throughout project of the criteria, which is to say they are reminded of pedagogical aims of the studio. Assessment criteria are detailed and the advantages of summative assessment are described

Methods and tools for supporting industrial design innovation

The introduction of information technology (IT) systems to support designers’ activities and data management have profoundly affected company structure and design organization. This evolution has brought the introduction of systematic methods, close to information tools skills and prerogatives, using computer management and data recovery skills as main design support. The use of the IT also improved information exchange among different work figures involved during product development process. In this direction authors have intended to analyze the role and the implementation of systematic methods and tools within industrial designer area of the design process and their impact on the conceptual design phase in particular. Consequently, the research has been developed primarily in reference to design methods able to support the strict ideation stage of the Conceptual Design, that can be referred to two typologies: knowledge based and functional approaches. Subsequently authors have analyzed the information tools currently used during design process, as CAD systems, and some innovative, as Virtual and Augmented Reality tools, that can be used within industrial design area. The result of the study has been a formalization of the course followed during idea conceptual phase in order to include and to arrange the design methods and tools analysed. The research proposes a structured view of a process of product conceptualization, usually considered as mainly heuristic, focusing on the integration of methods and tools to support project and its communication. In this area the research has highlighted industrial designer role characteristics during design process, changeable in reference of project development level, and also some important new questions have been identified about the interaction between industrial designers and the other design areas involved in the process. In this direction the study has highlighted the need to support knowledge exchange and recovery, introducing the possibility to extend the research to the whole process and integrate industrial design and engineering collaboration in a more effective way. Keywords: Conceptual design process, Systematic innovation, Knowledge management, Integration</p

Preserving Communication Context. Virtual workspace and interpersonal space in Japanese CSCW.

The past decade has seen the development of a perspective\ud holding that technology is socially constructed (Mackenzie and Wacjman, 1985; Bijker, Hughes and Pinch, 1987; Bijker and Law, 1992). This paper examines the social construction of one group of technologies, systems for computer supported cooperative work (CSCW). It describes the design of CSCW in Japan, with particular attention to the influence of culture on the design process. Two case studies are presented to illustrate the argument that culture is an important factor in technology design, despite commonly held assumptions about the neutrality and objectivity of science and technology. The paper further argues that, by looking at\ud CSCW systems as texts which reflect the context of their production and the society from which they come, we may be better able to understand the transformations that operate when these texts are “read” in the contexts of their implementation

Digital information support for concept design

This paper outlines the issues in effective utilisation of digital resources in conceptual design. Access to appropriate information acts as stimuli and can lead to better substantiated concepts. This paper addresses the issues of presenting such information in a digital form for effective use, exploring digital libraries and groupware as relevant literature areas, and argues that improved integration of these two technologies is necessary to better support the concept generation task. The development of the LauLima learning environment and digital library is consequently outlined. Despite its attempts to integrate the designers' working space and digital resources, continuing issues in library utilisation and migration of information to design concepts are highlighted through a class study. In light of this, new models of interaction to increase information use are explored

CLIP/CETL Fellowship Report 2007/8 : Mentorship Scheme : extending work related learning

This project seeks to work with four parties; current second year students, alumni within the design industry, design professionals and PPD staff at LCC in a two stage process; setting up the requirements for a mentorship scheme and then investigating the outcomes. A handbook and website was produced