Innovative collaborative design in international interaction design summer schools

[About the book]: Design is changing, and to educate the next generation of designers, these changes need to be addressed. In light of the growing role research and interdisciplinary collaboration play in contemporary design performance, Design Integrations calls for an innovative shake up in design education. Poggenpohl asserts that design research is developed through a typology within academic and business contexts, and follows different research theories and strategies. Such issues in design collaboration are explored in-depth, with essays on an inter-institutional academic project, cross-cultural learning experiences, and a multi-national healthcare project, demonstrating the importance of shared values, interdisciplinary negotiated process and clear communication for tomorrow’s designers

Innovation, generative relationships and scaffolding structures: implications of a complexity perspective to innovation for public and private interventions

The linear model of innovation has been superseded by a variety of theoretical models that view the innovation process as systemic, complex, multi-level, multi-temporal, involving a plurality of heterogeneous economic agents. Accordingly, the emphasis of the policy discourse has changed over time. The focus has shifted from the direct public funding of basic research as an engine of innovation, to the creation of markets for knowledge goods, to, eventually, the acknowledgement that knowledge transfer very often requires direct interactions among innovating actors. In most cases, policy interventions attempt to facilitate the match between “demand” and “supply” of the knowledge needed to innovate. A complexity perspective calls for a different framing, one focused on the fostering of processes characterized by multiple agency levels, multiple temporal scales, ontological uncertainty and emergent outcomes. This contribution explores what it means to design interventions in support of innovation processes inspired by a complex systems perspective. It does so by analyzing two examples of coordinated interventions: a public policy funding innovating networks (with SMEs, research centers and university), and a private initiative, promoted by a network of medium-sized mechanical engineering firms, that supports innovation by means of technology brokerage. Relying on two unique datasets recording the interactions of the organizations involved in these interventions, social network analysis and qualitative research are combined in order to investigate network dynamics and the roles of specific actors in fostering innovation processes. Then, some general implications for the design of coordinated interventions supporting innovation in a complexity perspective are drawn

Evaluation of Careers Yorkshire and the Humber: inspiration activity and good practice guide.

The evaluation captures the work of Careers Yorkshire and the Humber in their response to the government's 'inspiration agenda' which aims to support schools, colleges and prisons to inspire career aspiration in young people. Careers Yorkshire and the Humber is a regional provider of the National Careers Service.Careers Yorkshire and the Humbe

Multi-touch interaction principles for collaborative real-time music activities: towards a pattern language

In this paper we give an analysis of the literature on a set of problems that can arise when undertaking the interaction design of multi-touch applications for collaborative real-time music activities, which are designed for multitouch technologies (e.g. smartphones, tablets, interactive tabletops, among others). Each problem is described, and a candidate design pattern (CDP) is suggested in the form of a short sentence and a diagram—an approach inspired by Christopher Alexander’s A Pattern Language. These solutions relate to the fundamental collaborative principles of democratic relationships, identities and collective interplay. We believe that this approach might disseminate forms of best design practice for collaborative music applications, in order to produce real-time musical systems which are collaborative and expressive

The student as producer: reinventing the student experience in higher education

In this chapter, we set out to provide an overview of recent critical responses to the corporatisation of higher education and the configuration of the student as consumer. We also discuss the relationship between the core activities of teaching and research and reflect on both nineteenth century discourse and more recent efforts to re-establish the university as a liberal humanist institution, where teaching and research are equal and fundamental aspects of academic life. While recognizing recent efforts which acknowledge and go some way to addressing the need for enquiry-based learning and constructivist models of student participation, we argue that a more critical approach is necessary to promote change at an institutional level. This critical approach looks at the wider social, political and economic context beyond the institution and introduces the work of Benjamin and other Marxist writers who have argued that a critique of the social relations of capitalist production is central to understanding and remodeling the role of the university and the relationship between academic and student. The idea of student as producer encourages the development of collaborative relations between student and academic for the production of knowledge. However, if this idea is to connect to the project of refashioning in fundamental ways the nature of the university, then further attention needs to be paid to the framework by which the student as producer contributes towards mass intellectuality. This requires academics and students to do more than simply redesign their curricula, but go further and redesign the organizing principle, (i.e. private property and wage labour), through which academic knowledge is currently being produced. An exemplar alternative organizing principle is already proliferating in universities in the form of open, networked collaborative initiatives which are not intrinsically anti-capital but, fundamentally, ensure the free and creative use of research materials. Initiatives such as Science Commons, Open Knowledge and Open Access, are attempts by academics and others to lever the Internet to ensure that research output is free to use, re-use and distribute without legal, social or technological restriction (www.opendefinition.org). Through these efforts, the organizing principle is being redressed creating a teaching, learning and research environment which promotes the values of openness and creativity, engenders equity among academics and students and thereby offers an opportunity to reconstruct the student as producer and academic as collaborator. In an environment where knowledge is free, the roles of the educator and the institution necessarily change. The educator is no longer a delivery vehicle and the institution becomes a landscape for the production and construction of a mass intellect in commons

Achieving a New Standard in Primary Care for Low-Income Populations -- Case Studies of Redesign and Change Through a Learning Collaborative

Describes four case studies that focus on improving patient care delivery systems through learning collaboratives that were undertaken by New York City's nonprofit Primary Care Development Corporation

Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device

Deep recommender engine based on efficient product embeddings neural pipeline

Predictive analytics systems are currently one of the most important areas of research and development within the Artificial Intelligence domain and particularly in Machine Learning. One of the "holy grails" of predictive analytics is the research and development of the "perfect" recommendation system. In our paper, we propose an advanced pipeline model for the multi-task objective of determining product complementarity, similarity and sales prediction using deep neural models applied to big-data sequential transaction systems. Our highly parallelized hybrid model pipeline consists of both unsupervised and supervised models, used for the objectives of generating semantic product embeddings and predicting sales, respectively. Our experimentation and benchmarking processes have been done using pharma industry retail real-life transactional Big-Data streams.Comment: 2018 17th RoEduNet Conference: Networking in Education and Research (RoEduNet