Management of multi-method engineering design research: a case study

There is a need for a research management methodology that will utilise research methods on an individual basis and when combined in a multi-method approach. An agreed methodology would enable rapid progress in achieving agreement on the main issues within engineering design research. Researchers at the University of Glasgow have developed a conceptual management methodology, testing it on three engineering design research projects. This paper describes the methodology and presents results indicating its ability to enable rigorous triangulation of research results obtained via different methods and across different research projects forming the basis of an effective management tool

Multidimensional measurement within adult protective services: design and initial testing of the tool for risk, interventions, and outcomes.

This study describes the development, field utility, reliability, and validity of the multidimensional Tool for Risk, Interventions, and Outcomes (TRIO) for use in Adult Protective Services (APS). The TRIO is designed to facilitate consistent APS practice and collect data related to multiple dimensions of typical interactions with APS clients, including the investigation and assessment of risks, the provision of APS interventions, and associated health and safety outcomes. Initial tests of the TRIO indicated high field utility, social worker "relevance and buy-in," and inter-rater reliability. TRIO concurrent validity was demonstrated via appropriate patterns of TRIO item differentiation based on the type of observed confirmed abuse or neglect; and predictive validity was demonstrated by prediction of the risk of actual APS recurrence. The TRIO is a promising new tool that can help meet the challenges of providing and documenting effective APS practices and identifying those at high risk for future APS recurrence

Real time integration of user preferences into virtual prototypes

Within new product development (NPD), both virtual prototypes and physical prototypes play important roles in creating, testing and modifying designs. However, in the current design process, these two forms of prototyping methods are normally used independently and converted from one to the other during different design phases. This conversion process is time consuming and expensive and also introduces potential information loss/corruption problems. If the design process requires many iterations, it may simply be impractical to generate all the conversions that are theoretically required. Therefore, the integration of virtual and physical prototyping may offer a possible solution where the design definition is maintained simultaneously in both the virtual and physical environment. The overall aim of this research was to develop an interface or a tool that achieves real time integration of physical and virtual prototyping. “Real time integration” here means changes to the virtual prototypes will reflect any changes that have been made contemporaneously to the physical prototypes, and vice versa. Thus, conversion of the prototype from physical to virtual (or vice versa) will be achieved immediately, hence saving time and cost. A review of the literature was undertaken to determine what previous research has been conducted in this area. The result of the review shows the research in this area is still in its infancy. The research hypothesis was developed through the use of a questionnaire survey. Totally 102 questionnaires were sent to designers, design directors or design managers to address the issue: will industrial designers want to make use of real time integration and if so, how? The outcome from the literature review drove further development of the research hypothesis and an initial pilot experiment to test this. The pilot trial was designed to address the research questions: • Can real time physical and virtual prototyping integration be conveniently demonstrated? • Will designers and users be comfortable using the integration method? • Will users recognise the benefits of the integration? The results showed that real time integration between physical and virtual prototyping is necessary in helping designers develop new products and for getting users more closely involved. The future research suggested is that more investigations and experiments are needed to explore a proper method that simultaneously employing these two types of prototyping in product development process. Keywords: Physical Prototyping; Virtual Prototyping; Integration; Real Time.</p

Using the Co-design Process to Build Non-designer Ability in Making Visual Thinking Tools

This research is a case study of using co-design as a way of assisting the capacity building process for an Indianapolis-based community organizer. The community organizer seeks to develop a visual thinking tool for enhancing her engagement with community participants. Community organizers face a wide array of complicated challenges, addressing these kinds of challenges and social issues calls for innovative and inclusive approaches to community problem solving. The author hopes this case study will showcase itself as an example of leveraging design thinking and visual thinking to support and equip more first-line workers who are non-designers to do their community jobs with a more creative problem-solving approach

Issues in Evaluating Health Department Web-Based Data Query Systems: Working Papers

Compiles papers on conceptual and methodological topics to consider in evaluating state health department systems that provide aggregate data online, such as taxonomy, logic models, indicators, and design. Includes surveys and examples of evaluations

Implementation and Effects of LDC and MDC in Kentucky Districts

This brief summarizes early evidence on the success of two tools Kentucky districts have used to support their teachers' transition to these more demanding goals: Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC). With support from the Bill and Melinda Gates Foundation, LDC and MDC tools have been designed and implemented to embody the key shifts in teaching and learning that the new standards demand. By implementing the tools, teachers then engage in new pedagogy and address relevant learning goals of the Kentucky Core Academic Standards

Early Learning Innovation Fund Evaluation Final Report

This is a formative evaluation of the Hewlett Foundation's Early Learning Innovation Fund that began in 2011 as part of the Quality Education in Developing Countries (QEDC) initiative.  The Fund has four overarching objectives, which are to: promote promising approaches to improve children's learning; strengthen the capacity of organizations implementing those approaches; strengthen those organizations' networks and ownership; and grow 20 percent of implementing organizations into significant players in the education sector. The Fund's original design was to create a "pipeline" of innovative approaches to improve learning outcomes, with the assumption that donors and partners would adopt the most successful ones. A defining feature of the Fund was that it delivered assistance through two intermediary support organizations (ISOs), rather than providing funds directly to implementing organizations. Through an open solicitation process, the Hewlett Foundation selected Firelight Foundation and TrustAfrica to manage the Fund. Firelight Foundation, based in California, was founded in 1999 with a mission to channel resources to community-based organizations (CBOs) working to improve the lives of vulnerable children and families in Africa. It supports 12 implementing organizations in Tanzania for the Fund. TrustAfrica, based in Dakar, Senegal, is a convener that seeks to strengthen African-led initiatives addressing some of the continent's most difficult challenges. The Fund was its first experience working specifically with early learning and childhood development organizations. Under the Fund, it supported 16 such organizations: one in Mali and five each in Senegal, Uganda and Kenya. At the end of 2014, the Hewlett Foundation commissioned Management Systems International (MSI) to conduct a mid-term evaluation assessing the implementation of the Fund exploring the extent to which it achieved intended outcomes and any factors that had limited or enabled its achievements. It analyzed the support that the ISOs provided to their implementing organizations, with specific focus on monitoring and evaluation (M&E). The evaluation included an audit of the implementing organizations' M&E systems and a review of the feasibility of compiling data collected to support an impact evaluation. Finally, the Foundation and the ISOs hoped that this evaluation would reveal the most promising innovations and inform planning for Phase II of the Fund. The evaluation findings sought to inform the Hewlett Foundation and other donors interested in supporting intermediary grant-makers, early learning innovations and the expansion of innovations. TrustAfrica and Firelight Foundation provided input to the evaluation's scope of work. Mid-term evaluation reports for each ISO provided findings about their management of the Fund's Phase I and recommendations for Phase II. This final evaluation report will inform donors, ISOs and other implementing organizations about the best approaches to support promising early learning innovations and their expansion. The full report outlines findings common across both ISOs' experience and includes recommendations in four key areas: adequate time; appropriate capacity building; advocacy and scaling up; and evaluating and documenting innovations. Overall, both Firelight Foundation and TrustAfrica supported a number of effective innovations working through committed and largely competent implementing organizations. The program's open-ended nature avoided being prescriptive in its approach, but based on the lessons learned in this evaluation and the broader literature, the Hewlett Foundation and other donors could have offered more guidance to ISOs to avoid the need to continually relearn some lessons. For example, over the evaluation period, it became increasingly evident that the current context demands more focused advance planning to measure impact on beneficiaries and other stakeholders and a more concrete approach to promoting and resourcing potential scale-up. The main findings from the evaluation and recommendations are summarized here

Toward a user-oriented analytical approach to learning design

The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers