Identifying Complex Cultural Interactions in the Instructional Design Process: A Case Study of a Cross-Border, Cross-Sector Training for Innovation Program

The purpose of this research is to identify complex cultural dynamics in theinstructional design process of a cross-sector, cross-border training environment by applying Young’s (2009) Culture-Based Model (CBM) as a theoretical framework and taxonomy for description of the instructional design process under the conditions of one case. The guiding question of this study is: How does culture, as defined by Young’s (2009) CBM framework, interact with the instructional design process in this case of a cross-sector, cross-border training program? This research uses the qualitative approach of case study and applies a cultural design framework to examine the process of instructional design by a team of designers-by-assignment in a NASA/university consortium program to train applied research and development teams for an education software company headquartered in India. Fifteen representative participants were chosen to reflect each role involved in the training program and instructional design process, including management, instructors and students. In over two years of engagement with participants, data was gathered at a NASA space center and in Mumbai, India through interviews, observation and artifact analysis. Data was analyzed to identify where components of the design process, decisions of the design team, and perceptions of the stakeholders overlap with culture as defined by Young’s CBM framework. The findings indicate that at least twenty-three distinguishable elements of culture interact across the design process in the: 1) goals and funding decisions of the client; 2) goals and design decisions of the design team; 3) perceptions of the training program of all stakeholders; and 4) the observable outcomes of the training program. The findings also offer insight into what stakeholders do or do not consciously attribute to culture. By empirically illuminating the pervasive presence of cultural interactions across the instructional design process, this study advocates for culture to be recognized as a construct of importance in our field and demonstrates the powerful capabilities of using a comprehensive descriptive model as a lens for exploring cultural dynamics in the instructional design process

HSCI2013: proceedings of the 10th International Conference on Hands-on Science

The core topic of the 10th Hands-on Science Conference is "Educating for Science and through Science"Livro de trabalhos extensos aceites para publicação no livro de proceedings da 10ª conferencia HSC

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

ECSCW 2013 Adjunct Proceedings The 13th European Conference on Computer Supported Cooperative Work 21 - 25. September 2013, Paphos, Cyprus

This volume presents the adjunct proceedings of ECSCW 2013.While the proceedings published by Springer Verlag contains the core of the technical program, namely the full papers, the adjunct proceedings includes contributions on work in progress, workshops and master classes, demos and videos, the doctoral colloquium, and keynotes, thus indicating what our field may become in the future

Constellations: A participatory, online application for research collaboration in higher education interdisciplinary courses

The research establishes a model for online learning centring on the needs of integrative knowledge practices. Through the metaphor of Constellations, the practice-based research explores the complexities of working within interdisciplinary learning contexts and the potential of tools such as the Folksonomy learning platform for providing necessary conceptual support

Creative little scientists: enabling creativity through science and mathematics in preschool and first years of primary education

The aim of this report is to provide a detailed analysis of evidence gathered through fieldwork in the nine European countries (Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania and the UK) participating in the Creative Little Scientists project. The Report builds on Country Reports (D4.3) that drew together data gathered from each partner country to examine and illustrate the potential for creativity and the role of inquiry in the classroom realities of preschool and early primary school science and mathematics education. It includes a selection of exemplary episodes of learning and teaching from each partner country illustrating the variety of approaches observed and the possibilities identified for creativity in early science and mathematics. Analysis of findings from fieldwork is grounded in concepts and synergies identified in the Conceptual Framework (D2.2) and operationalised in the List of Mapping and Comparison Factors (D3.1) developed previously in the project. Moreover, the contents of this report aim to complement those of the Report on Mapping and Comparing Recorded Practices (D3.2) and the Report on First Survey of School Practice (D3.3), previous project deliverables that addressed the same goals through the analysis of relevant policy records and teacher survey data respectively.Comissão Europei