10,704 research outputs found

    Getting personal: exploring the usage of persona in order to optimize the involvement of a living lab panel

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    iMinds Living Labs started with living lab research in 2009. Living lab research involves 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). In order to keep a panel motivated for participating in living lab research it can be beneficial to generate a sense of belonging to a community. Logghe et al. (2014) examined the motivations and behavior of the panel members and concluded that there are four groups of panel member types, each with their own motivations and behavior patterns. But how can a living lab get to know its panel members better? How can every panel member be approached in their preferred way? How can every panel member be stimulated to keep on participating in living lab research? How can a community feeling be created? In order to gather more information about each panel member type, we developed a four way segmentation of the panel which we translated into four distinct persona. These persona will be used as a basis for community building, a future panel kit, experimenting with research approaches,… supplemented with other methodologies

    Digital communities: context for leading learning into the future?

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    In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

    Where Cultural Competency Begins: Changes in Undergraduate Students\u27 Intercultural Competency

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    Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of university students before and after participation in domestic intensive and intentional cross-cultural undergraduate courses. Data analysis showed that undergraduate students began their classes at the same levels of intercultural competence, with ethnocentric views that minimize cultural differences between themselves and others. Students usually began with over-estimating their intercultural competence. However, their actual developmental orientation toward cultural differences was more ethno-centric. Due to their lack of experience among people of cultures different than their own, they were more likely to minimize cultural differences and emphasize cultural commonalities. During this investigation, after the first semester, data analysis showed no statistically significant change in students’ cultural competence. After a semester with higher-impact activities (e.g., cultural partnerships), subjects showed statistically significant positive gains in their orientations to cultures different than their own. Investigators concluded that domestic inter-cultural experiences may encourage university students to not only learn about others, but also learn from and with others

    Media Literacy: Using a Game to Prompt Self-Reflection on Political Truth Biases

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    In this paper we examine how games can both capture player biases around truthfulness and facilitate self-reflection on such patterns of biases as a pedagogical approach to media literacy. Our focus is on the study of a game called Fibber, conducted with 344 participants online. The gameplay entails guessing whether statements made by presidential candidates are mostly factual and receiving aggregate feedback on their judgment patterns and potential truth biases. Specifically we sought to answer the questions: 1) how can the game prompt self-reflection in players, 2) what player characteristics are linked to self-reported acts of self-reflection and biases, and 3) how can the study inform future designs of media literacy and self-reflection games? Our results suggest that efforts to promote self-reflection in truth biases – a useful media literacy technique – may be facilitated through aggregation of in-game decisions that can serve as en end-of-game self-reflection prompt. Furthermore, self-reflection on potential political truth biases may be supported by specific in-game behaviors and player characteristics such as gender and political orientation. Future work includes a more experimental comparison of specific game mechanics and qualitative data to better understand the self-reflection process and possible subsequent changes in behavior as a result of self-reported acts of self-reflection.

    Well-making: co-building pathways for empathy

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    This one day interactive workshop at the Wellcome Collection in London 2017 explored new research on inclusive design and empathy with a particular focus on how maker spaces might be better understood as ‘well-making spaces’: spaces of empathy that promote health and wellbeing. The event included a keynote by Professor Lizbeth Goodman, Chair of Creative Technology Innovation at University College Dublin, founder/director of the SMARTlab and MAGIC (Multimedia and Games Innovation Centre) about her international research and current European Horizon 2020 project. Other participants included, among others: Simon Duncan (Boing Boing: Resilience Research and Practice), Dr Anni Raw (School of Applied Social Sciences, University of Durham), Mah Rana (Artist and research student University College London), Jayne Howard (Director Arts Well) and Karl Royale (Head of Enterprise and Commercial Development University of Wolverhampton), Ben Salter (Course Leader Interior Design Norwich University of the Arts), a diverse interdisciplinary group of designers and design researchers, arts and crafts practitioners, social scientists, arts for health organisations, community partners, and health researchersArts & Humanities Research Counci

    Reflexivity, methodology and contexts in participatory digital media research: making games with Latin American youth in London

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    In this paper, I intend to explore the role played by reflexivity in grounding a more critical perspective when designing, implementing and analysing participatory digital media research. To carry out this methodological reflection, I will present and discuss a recently concluded research project on young people’s game-making in an after-school programme targeting Latin American migrants in London/UK. I will pay special attention to how my subjectivities influenced planning, data generation and analysis of this programme, and to how context, lived experiences, curricular decisions and interpersonal relationships shaped the kinds of knowledge produced through this research. Findings emerging from this experience included relevant dissonances between curricular design/decisions and the use of participatory approaches in game-making, and the limitations of traditional analytical categories within the Social Sciences field (e.g., gender and intersectionality) to understanding subjectivities expressed through game-making. This study offers relevant insights into the place of reflexivity in research on digital media production by young people by highlighting its complexity and by calling for more critical and less homogenising approaches to this type of research
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