Improving democratic governance through institutional design: civic participation and democratic ownership in Europe

In this article we provide a conceptual and argumentative framework for studying how institutional design can enhance civic participation and ultimately increase citizens’ sense of democratic ownership of governmental processes. First, we set out the socio-political context for enhancing the democratic governance of regulatory policies in Europe, and highlight the way in which civic participation and democratic ownership is given equal weight to economic competitiveness. We then discuss the potential for institutionalised participatory governance to develop and their prospects for improving effective and democratic governance in the multi-layered European polity. The article concludes by outlining a research agenda for the field and identifying the priorities for scholars working in interaction with civil society and governments

Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

Narrative evolution: Learning from students' talk about species variation

Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool called Galapagos. This tool was developed to enable us to observe groups of learners interacting with different versions of the same multimedia content. These different versions implemented different forms of guidance for learners both within the presented narrative structure of the material and in the tools offered to learners to help them build the individual content elements into a coherent whole. Our empirical work was conducted with groups of learners within their educational establishment using the Galapagos CD-ROM as part of their studies for national examinations in Biology. Their sessions with Galapagos were recorded using video and audio and our analysis of their dialogue has enabled us to gain a greater understanding of the factors that contribute to productive, educationally focused learning interactions. Through the construction of different representations we have been able to coordinate information about interactivity between learners and system at the interface with interactivity between individual learners within the group around the system interface. Varying the quantity and quality of guidance impacts upon the trajectory learners construct through multimedia content; it also influences the manner in which they use the facilities provided by system designers to assist them in their construction of task answers

This Time It's Personal: from PIM to the Perfect Digital Assistant

Interacting with digital PIM tools like calendars, to-do lists, address books, bookmarks and so on, is a highly manual, often repetitive and frequently tedious process. Despite increases in memory and processor power over the past two decades of personal computing, not much has changed in the way we engage with such applications. We must still manually decompose frequently performed tasks into multiple smaller, data specific processes if we want to be able to recall or reuse the information in some meaningful way. "Meeting with Yves at 5 in Stata about blah" breaks down into rigid, fixed semantics in separate applications: data to be recorded in calendar fields, address book fields and, as for the blah, something that does not necessarily exist as a PIM application data structure. We argue that a reason Personal Information Management tools may be so manual, and so effectively fragmented, is that they are not personal enough. If our information systems were more personal, that is, if they knew in a manner similar to the way a personal assistant would know us and support us, then our tools would be more helpful: an assistive PIM tool would gather together the necessary material in support of our meeting with Yves. We, therefore, have been investigating the possible paths towards PIM tools as tools that work for us, rather than tools that seemingly make us work for them. To that end, in the following sections we consider how we may develop a framework for PIM tools as "perfect digital assistants" (PDA). Our impetus has been to explore how, by considering the affordances of a Real World personal assistant, we can conceptualize a design framework, and from there a development program for a digital simulacrum of such an assistant that is not for some far off future, but for the much nearer term