Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

Self-Checkout: Improving Scan Accuracy Through Design

In this unique applied research study, academics and designers partnered with four of ECR’s Retailer members to immerse themselves in the self-checkout experience, understanding from the perspectives of the shopper and self-checkout supervisors, their journey from entry to exit, and their design challenges and frustrations. Whilst some Retailers have taken strong design approaches, the design-research nevertheless found SCO machines ‘plonked’ wherever they can reasonably fit, and shoppers not always sure how to use the machines or smoothly navigate the SCO environment. In response to this problem context, the design researchers adopted a human-centred design-led approach and formulated key insights to reframe the challenges at self-checkout. Then generated a range of concepts, most of which amount to sketches of possible incremental design changes that might help reduce retail losses and improve customer and staff experiences. Research findings overall suggest that there are no silver bullet design solutions for the complex challenges faced at SCO and instead an ecosystem of low-tech and high-tech design solutions will have a role to play in reducing customer frustrations and improving flow at self-checkout. While improved machine solutions (including future capacity for AI computer vision technology) can address some existing challenges, the key takeaway from this report is to show how refreshed “design thinking” approaches and small design interventions can make a big difference. The report highlights simple design methods that can be adopted and low-tech concepts that can be adapted and tested by Retail partners to improve upon a range of local problems, suggesting improvements that take a human-centred focus. It urges Retailers to engage with design thinking to better understand design context at SCO to help improve customer experience and reduce retail losses. Two reports have been generated for this project: this ‘full’ report contains research insights, twenty design concepts, and includes a comprehensive account of DAC’s design-led approach, methodology and crime science thinking. The second ‘short’ report covers the research insights and the design concepts. We encourage you to review these in your business, with as many functions as possible, including those on the shop floor and in the critical role of the self-checkout supervisor

Self-Checkout Loss: Three Ways to Rethink SCO Design

In this unique applied research study, academics and designers partnered with four of ECR’s Retailer members to immerse themselves in the self-checkout experience, understanding from the perspectives of the shopper and self-checkout supervisors, their journey from entry to exit, and their design challenges and frustrations. Whilst some Retailers have taken strong design approaches, the design-research nevertheless found SCO machines ‘plonked’ wherever they can reasonably fit, and shoppers not always sure how to use the machines or smoothly navigate the SCO environment. In response to this problem context, the design researchers adopted a human-centred design-led approach and formulated key insights to reframe the challenges at self-checkout. Then generated a range of concepts, most of which amount to sketches of possible incremental design changes that might help reduce retail losses and improve customer and staff experiences. Research findings overall suggest that there are no silver bullet design solutions for the complex challenges faced at SCO and instead an ecosystem of low-tech and high-tech design solutions will have a role to play in reducing customer frustrations and improving flow at self-checkout. While improved machine solutions (including future capacity for AI computer vision technology) can address some existing challenges, the key takeaway from this report is to show how refreshed “design thinking” approaches and small design interventions can make a big difference. The report highlights simple design methods that can be adopted and low-tech concepts that can be adapted and tested by Retail partners to improve upon a range of local problems, suggesting improvements that take a human-centred focus. It urges Retailers to engage with design thinking and offers a detailed explanation of concepts from crime prevention to better understand design context at SCO to help improve customer experience and reduce retail losses. Two reports have been generated for this project: this ‘full’ report contains research insights, twenty design concepts, and includes a comprehensive account of DAC’s design-led approach, methodology and crime science thinking. The second ‘short’ report covers the research insights and the design concepts. We encourage you to review these in your business, with as many functions as possible, including those on the shop floor and in the critical role of the self-checkout supervisor

The oblique perspective: philosophical diagnostics of contemporary life sciences research

This paper indicates how continental philosophy may contribute to a diagnostics of contemporary life sciences research, as part of a “diagnostics of the present”. First, I describe various options for an oblique reading of emerging scientific discourse, bent on uncovering the basic “philosophemes” of science. Subsequently, I outline a number of radical transformations occurring both at the object-pole and at the subject-pole of the current knowledge relationship, namely the technification of the object and the anonymisation or collectivisation of the subject, under the sway of automation, ICT and big machines. Finally, I further elaborate the specificity of the oblique perspective with the help of Lacan’s theorem of the four discourses. Philosophical reflections on contemporary life sciences concur neither with a Master’s discourse, nor with university discourse, nor with what Lacan refers to as hysterical discourse, but rather with the discourse of the analyst, listening with evenly-poised attention to the scientific files in order to bring to the fore the cupido sciendi which both inspires and disrupts contemporary life sciences discourse

Modelling the User: How design for sustainable behaviour can reveal different stakeholder perspectives on human nature

Copyright @ 2010 TU DelftInfluencing more environmentally friendly and sustainable behaviour is a current focus of many projects, ranging from government social marketing campaigns, education and tax structures to designers’ work on interactive products, services and environments. There is a wide variety of techniques and methods used—we have identified over 100 design patterns in our Design with Intent toolkit—each intended to work via a particular set of cognitive and environmental principles. These approaches make different assumptions about ‘what people are like’: how users will respond to behavioural interventions, and why, and in the process reveal some of the assumptions that designers and other stakeholders, such as clients commissioning a project, make about human nature. In this paper, we discuss three simple models of user behaviour—the Pinball, the Shortcut and the Thoughtful—which emerge from user experience designers’ statements about users while focused on designing for behaviour change. We characterise these models using systems terminology and examine the application of each model to design for sustainable behaviour via a series of examples

Scaffolded autoethnography: a method for examining practice-to-research

Teachers often perceive educational research as confusing and can be disenfranchised by the research process. We propose scaffolded authethnography as a method to support principled examination of authentic practice. The approach is appealing because it is motivated by the teacher’s own day-to-day practice in a research context. Our demonstration of this method uses an analytical autoethnographic approach coupled with a data capture tool that documents the pedagogic content knowledge of a practicing teacher. We include a short case-study description where the method was used in the context of research in the area of threshold concept identification

Measures for assessing the impact of ICT use on attainment

"Building on ImpaCT2, this study aims to design a measure or measures capable of tracking 'snapshot' data, such that it will be possible to monitor the development of ICT use to support attainment" -- page 4

Desire Lines: Open Educational Collections, Memory and the Social Machine

This paper delineates the initial ideas around the development of the Co-Curate North East project. The idea of computerised machines which have a social use and impact was central to the development of the project. The project was designed with and for schools and communities as a digital platform which would collect and aggregate ‘memory’ resources and collections around local area studies and social identity. It was a co-curation process supported by museums and curators which was about the ‘meshwork’ between ‘official’ and ‘unofficial’ archives and collections and the ways in which materials generated from within the schools and community groups could themselves be re-narrated and exhibited online as part of self-organised learning experiences. This paper looks at initial ideas of social machines and the ways in machines can be used in identity and memory studies. It examines ideas of navigation and visualisation of data and concludes with some initial findings from the early stages of the project about the potential for machines and educational work

Creativity in the primary curriculum

Abstract not available