The first IEEE workshop on the Future of Research Curation and Research Reproducibility

This report describes perspectives from the Workshop on the Future of Research Curation and Research Reproducibility that was collaboratively sponsored by the U.S. National Science Foundation (NSF) and IEEE (Institute of Electrical and Electronics Engineers) in November 2016. The workshop brought together stakeholders including researchers, funders, and notably, leading science, technology, engineering, and mathematics (STEM) publishers. The overarching objective was a deep dive into new kinds of research products and how the costs of creation and curation of these products can be sustainably borne by the agencies, publishers, and researcher communities that were represented by workshop participants.National Science Foundation Award #164101

Enhancing computer-human interaction with animated facial expressions

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1991.Includes bibliographical references (leaves 87-93).by Brent Cabot James Britton.M.S

ALT-C 2012 Abstracts

This is a PDF of the abstracts for all the sessions at the 2012 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 7 September 2012

Future visioning system for designing and developing new product concepts in the consumer electronics industries

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This thesis discusses development of a future visioning system model that can be adopted to create new product concepts for consumer electronics companies operating in a highly competitive business environment. The research work investigates consumer electronic product companies and their market environment to identify problematic issues and indicates that a proactive new product strategy which opens new markets through developing concept-led products is a strategic priority, thus the concept development stage in new product development process is in need of improvement. An evaluation of existing concept development tools for the purpose of proactive product strategy is presented and concludes that future visioning procedure is the most appropriate tool. To develop a future visioning system model as a concept development tool, the theoretical future visioning system models are analysed and mapped to extract essential structure and contents of future visioning procedure. The consequent future visioning system model is then revised according to the findings and suggestions from the field research work which investigated four major consumer electronics product companies in practice. The findings also validates the necessity of adopting a proactive product strategy and evaluates acceptability of the future visioning system model for practical use. The final future visioning system model is defined after the opinions of the design managers are considered and applied. The major suggestions from the research findings are: (1) Executing proactive product strategy can be a valuable strategic tool (2) A new process is necessary for the companies to create one-step-ahead product (3) Future visioning system is recommended as an advanced approach that creates new product concept. (4) Future visioning system model should consist of eight stages: project initiation, environmental scanning, future visioning, generating product concepts, scenario planning, concept testing, concept visualisation, and finalized concepts. (5) Product concepts can be generated from future vision by applying backcasting. (6) Scenario planning should be used in the future visioning system model as a concept testing tool providing objective validating criteria. (7) Executing a future visioning system model creates new roles for the designer such as information integrator, process moderator, and futurist

Special Libraries, Fall 1996

Volume 87, Issue 4https://scholarworks.sjsu.edu/sla_sl_1996/1003/thumbnail.jp

A case study of the Information Environment for School Leadership Preparation project

The Interstate School Leaders Licensure Consortium (1996) noted that the social fabric of schools is changing. School administrators are faced with new challenges, provided new opportunities to implement reform, and required to learn new technology skills (Means, Olsen, & Singh, 1995; Streifer, 1999). Potentially universities play an invaluable role in preparing educators to use technology effectively. However, studies suggest that universities are far from realizing that potential (O\u27Flahavan, 1988; Lemke, 1999; Roblyer & Erlanger, 1999). A nation-wide survey found that the integration of instructional technology across disciplines and the use of technology to solve real-world problems were the most important aspects in preparation programs (McKenzie, 1993; Means, Olsen, & Singh, 1995). Most preparation programs offered discrete technology courses emphasizing literacy (Haymore Sandholtz, Ringstaff, & Dwyer, 1997; Stevens & Lonberger, 1998); Although, models for effective preparation programs exist (Witter-Churchill & Erlandson, 1994) the issue of technology assimilation into school administration has not been thoroughly reviewed (Barta, Telem, & Gev, 1995; Crane & Spoon, 1998). Innovations that incorporate the integrated use of technology within an instructional program deserve the attention of both practitioners and researchers (Daresh & Playko, 1992; Clark, 1994; Riedl, Smith, Ware, Wark, & Yount, 1998). A need exists to study and disseminate innovative programs to determine whether or not the results of these approaches justify the changes made (Gagne, 1990; Witters-Churchill, & Erlandson, 1990); Utilizing semi-structured interviews and document analysis, a case study was conducted in order to examine the issues, incentives, and challenges surrounding the Information Environment For School Leadership Preparation (IESLP) project (Fetterman, 1984; Simon, 1986). A study of the development and implementation of the technology-based information environment for administrator preparation program indicated that despite participants\u27 common conceptual framework barriers existed that hindered the implementation process. Inhibitors to implementing the innovative program were scarce resources, training issues, existing disconnect between educators and software developers, rapid pace of technology, and a lack of consistent direction. These findings have implications for leaders overseeing the use of technology in administrator preparation programs as well as the implementation of innovative technology applications

Does the use of a learning platform support approaches to personalised learning in the classroom?

Much of the research literature relating to the use of virtual learning environments (VLEs) to support teaching and learning focuses on their use in higher and further education. This thesis makes a contribution to the study of such environments in relation to secondary schools in the UK. A number of common themes were identified from the literature review that was part of my original critical analytical study and which is updated here. The themes included assessment, differentiation, collaboration and flexible learning practices. These were investigated in one school, over the course of one year, during the introduction of a local authority approved virtual learning environment. I had assumed that the use of the technology would have a transformational effect on teacher practice. In reality for most of the time the technology was used to reaffirm an existing classroom way of doing things. The conceptual framework that guides the investigation was based on action research, influenced by social constructionism and critical theory. It employs aspects of a second-generation model of activity theory to explore the tensions that may arise in a classroom when technology is introduced. A phased approach was adopted towards the collection of data, given the complexities of both classroom practice and the technology employed. This ranged from the use of questionnaires and technical data from the VLE when it was initially introduced, to interviews and classroom observations as teachers became more confident in its use, through to the design of an intervention that enabled a more in depth exploration of what was happening. This research revealed that where the use of the technology was most effective in supporting approaches to personalised learning, a number of key components were combined. I have proposed that where teachers have the technical skills to use a VLE, linked to an understanding of the theories and models associated with online learning and where they structure their teaching outside the confines of the traditional lesson format, then online technologies support personalised learning