Action research as a framework to evaluate the operation of a living lab

Living lab research consists of gathering user feedback on innovations implemented in a real-life context (Eriksson et al., 2005). This can be facilitated by means of a panel-based approach (Schuurman et al., 2012). Since this panel is vital for living lab research, it is important to know whether all panel members are satisfied with the operation of the living lab itself. An interesting way to capture and act upon the delights and frustrations of a panel can be by adopting an action research approach. Within a participatory action research process, "communities of inquiry and action evolve and address questions and issues that are significant for those who participate as co-researchers" (Reason and Bradbury, 2008). Action research contrasts with many research methods, which emphasize disinterested researchers and reproducibility of findings. Amongst others, Ståhlbröst (2008) already used action research as a methodology within a living lab environment aiming to involve users early and throughout the whole development process, and to design new IT systems from the basis of these users’ needs. But how can this research approach be a framework to get to know your participants’ thoughts on the operation of your living lab? How can action research help to involve as much panel members as possible and to encourage people to share their opinion? Does active research actually result in more practical solutions for a detected problem? In order to capture and solve frustrations of the iMinds Living Lab panel members, a researcher was actively involved in a selection of living lab projects and panel members themselves were inserted in the reflection phase of an action design research from which the obtained knowledge resulted in the co-creation of an iMinds Living Labs website for panel members

Action research as a framework to evaluate the operations of a living lab

In this article, we propose an action research approach to capture and act upon the delights and frustrations of panel members who participate in living lab research in order to optimize the operations of the living lab itself. We used this approach to test the effectiveness of action research in providing guidelines to practitioners to evaluate and design effective and sustainable user involvement processes in living labs. We conducted a focused literature review and an in-depth case study of both the integration of a researcher within the community and the implementation of an action research project within an existing living lab. This living lab is regarded as both a forerunner and a best-practice example in Europe. Based on our findings, we recommend co-creating the "operations" of a living lab with the users themselves following a combined action research and living lab approach

Simulation of droplet-based microfluidic lab-on-a-chip applications

This paper was presented at the 3rd Micro and Nano Flows Conference (MNF2011), which was held at the Makedonia Palace Hotel, Thessaloniki in Greece. The conference was organised by Brunel University and supported by the Italian Union of Thermofluiddynamics, Aristotle University of Thessaloniki, University of Thessaly, IPEM, the Process Intensification Network, the Institution of Mechanical Engineers, the Heat Transfer Society, HEXAG - the Heat Exchange Action Group, and the Energy Institute.Miniaturization of biological and chemical assays in lab-on-a-chip systems is a highly topical field of research. Droplet-based microfluidic chips are types of these miniaturized systems. They expand the capability of assays with special features that are unreached by traditional workflows. In particular, small sample volumes, independent separated reaction units, high throughput, automation and parallelization of assays are prominent features of droplet-based microfluidic devices. Full custom centric design of droplet-based microfluidic lab-on-a-chip technology implicates a high system integration level and design complexity. Therefore advanced development methodologies are needed, comparable with the methods in electronic design automation. Our design and simulation toolkit meets these requirements for an agile and low-risk development of custom lab-on-a-chip devices. The system simulation approach enables a fast and precise prediction of complex microfluidic networks. This fact is confirmed by reference and benchmark experiments. The results show that the simulation correctly reproduces the experimental measurements.The German BMBF and the EU in the projects DiNaMiD, signature 0315591B and NoE Photonics4Life, Grant Agreement number: 224014

Building Fundraising Momentum: Message, Relationship, and Alliance Essentials

Inquiry-based and user-centered facility design catalyzes constituency engagement, creates shared vision, and builds stakeholder partnerships through signature ‘participatory action research’ and ‘library as lab’ initiatives that advance collective learning and energize renovation planning in the library and on campus. This user-centered design approach also informs energetic fundraising strategies which produce $32.8 million in multi-year State appropriations and cash contributions. Essential elements - creating messages, furthering relationships, and forging alliances - invigorate the capital campaign and sustain renovation fundraising momentum.https://scholarworks.gvsu.edu/rethinkit_proceedings/1001/thumbnail.jp

Governing quintuple helix innovation : urban living labs and socio-ecological entrepreneurship

Growing urbanization puts pressure on both social and ecological systems. This pressure raises complex and multi-facetted challenges that can only be tackled by collaborative and distributed innovation development processes. However, theoretical frameworks that assess such collaborations are often very conceptual, with little focus on the actual governance mechanisms that facilitate them. This article studies the urban living lab concept as an inter-organizational design and multi-stakeholder innovation development process to govern the quintuple helix model for innovation by means of an action research based multidimensional case study design, which focuses on the concepts of innovation democracy, mode 3 knowledge production, the innovation ecosystem as a system of societal subsystems, and socio-ecological transition. In this way, we provide a more profound understanding of such innovation processes to tackle socio-ecological challenges by means of public-private interactions driven by eco-entrepreneurship

Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum

Complex sustainability challenges may never be fully solved, rather requiring continuous, adaptive, and reflexive responses over time. Engagement of this nature departs from well-structured problems that entail expected solutions; here, focus shifts toward ill-structured or ill-defined issues characterized by wickedness. In the context of complex challenges, inadequate or absent framing has performative implications on action. By overlooking the value of framing, eventual responses may not only fall short; they may even displace, prolong, or exacerbate situations by further entrenching unsustainability. In educational settings, we know little about how curriculum designs support challenge framing, and how students experience and learn framing processes. In this paper we explore a transdisciplinary “Challenge Lab” (C-Lab) curriculum from a perspective of challenge framing. When considering framing in higher education, we turn to the agenda in education for, as and with sustainable development to be problem-solving, solutions-seeking or challenge-driven. We introduce framing as a boundary object for transformative praxis, where sustainability is held to be complex and contextual. This study is qualitative and case-based, designed to illuminate processes of and experiences into sustainability challenge framing in a transdisciplinary learning setting. Methodologically, we draw from student reflective diaries that span the duration of a curriculum design. We structure our results with the support of three consecutive lenses for understanding “curriculum”: intended, enacted, and experienced curriculum. First, we present and describe a C-Lab approach at the level of ambition and design. Here it is positioned as a student-centered space, process, and institutional configuration, working with framing and re-framing complex sustainability challenges in context. Second, we present a particular C-Lab curriculum design that unfolded in 2020. Third, we illustrate the lived experiences and practical realities of participating in C-Lab as students and as teachers. We reflect upon dilemmas that accompany challenge framing in C-Lab and discuss the methodological implications of this study. Finally, we point toward fruitful research avenues that may extend understandings of challenge framing in higher education

The Generation of Qualitative Data in Information Systems Research: The Diversity of Empirical Research Methods

This paper investigates the concept of data collection in information systems qualitative research. In this text, I replace the term “data collection” with “data generation” to emphasize that the researcher arranges situations that produce rich and meaningful data for further analysis. Data generation comprises activities such as searching for, focusing on, noting, selecting, extracting, and capturing data. This paper analyzes and compares a repertoire of empirical research methods for generating qualitative data. It describes and visualizes (through a common data-generation template) 12 research methods: interviewing, questionnaire study, document study, artifact study, observation study, participant observation, intervention study, practice-based design study, lab-based design study, focus group study, test study, and self-reporting. I compare these data-generation methods according to 1) the researcher’s role in data generation, 2) data generation’s influence on everyday life reality, 3) each data-generation method’s relationship to everyday life reality, 4) what parts/mediators of everyday life reality each data-generation method addresses, 5) the expected value of generated data and 6) possible shortcomings in generated data. As a basis for investigating data generation, I ontologically clarify (based on a practice-theoretical perspective) the empirical landscape of information systems (the kinds of phenomena and sources of data that exist). A concluding discussion contains 1) analyses concerning relationships between data-generation methods and compound research methods/strategies such as case study research, action research, and design science research and 2) the role of interpretation in data generation versus data analysis

Penerapan Model Bounded Inquiry Lab Berbantuan Macromedia Flash untuk Meningkatkan Hasil Belajar dan Sikap Ilmiah Siswa Kelas VIII SMP Kristen 2 Salatiga

This research was classroom action research that implemented of bounded inquiry lab model assisted by macromedia flash to improve learning outcomes and scientific attitudes. This research method used the design model Kemmis and Mc Taggart which in class action research conducted with 2 cycles for one cycle of research there were 4 phases include planning, action, observation and reflection. The results of applying the bounded inquiry lab model assisted by macromedia flash to improve learning outcomes of the largest percentage cycle I, namely the medium category with a percentage score of 52% and a decrease in value of 4% from 25 In the second cycle, the average score was 32%, spread in three categories, namely medium, low, decreased and there was also no increased. students' scientific attitudes from cycle I to cycle II students were measured through observation of activities based on aspects of scientific attitudes and student response questionnaires. The average increased that occured from each aspect is 10%, with the average percentage of the overall indicator is 60%

Engaging with site-specific design through experiential learning and case based learning

The process of reading, understanding and interpreting the inner character and performative attributes of architecture, and in-depth exploration and expression of spatial practice, are essential aspects for any design intervention on existing buildings for site-specific performance, but they are not enough used for architectural design. The originality of the action research lies in its trans-disciplinary approach and methodology derived from theatre and performance design, aimed at helping Architecture students to engage with the character of architectural spaces as a propaedeutic step of their design. The final goal is not just the resolution of a specific didactic need, but also the realisation of a resource for educators and practitioners, so to fill a gap in the literature of site-specific design methodology. The academic literature regarding site-specific performance, in fact, is more oriented in depicting its historical background, describing past and current practice, than summoning up its methodologies and applications. For this research I designed and planned a series of multidisciplinary learning activities (perception lab, mapping, dramaturgy of the place) using a constructivist approach, within a collaborative design project with level 5 BA Architecture and Theatre design students, involving the exploration of an historical building in Worksop (UK). The research utilised a combination of Active Learning approach, based on Kolb's Experiential Learning and Case-based learning (CBL); a final questionnaire measured the impact of the research: 87.4% of students agreed that this new methodology helped them to design for site-specific places. I also designed a resource for colleagues in the form of a Poster that summarized the integrated methodology that I used, identifying nodal points and learning activities to improve design for site-specific in BA level design courses. The paper was peer-reviewed as part of my PGCAP final assessment and the Poster was exhibited at TILT 2019