179,945 research outputs found
Beyond Searching: Understanding How People Use Search to Support Their Creative Endeavors
Creativity is an essential part of people's daily life and work across a range of everyday tasks. However, little prior work has explored how people use search engines and information resources as part of their creative processes, and how systems might better support users' information needs when working on tasks that involve creative endeavors. In this dissertation research, I sought to investigate the types of information seeking tools and strategies that people currently use in practice when they engage in projects that involve everyday creativity. The dissertation includes two parts. In the first part, an online survey with 175 participants was conducted to get a general understanding of how people use search engines and other existing information tools to support their everyday creativity tasks, the types of creative process stages that are involved in their tasks, and how they use different tools to support different creative stages. To get a deeper understanding of people's behaviors and their creative processes, in the second part, I conducted a two-week diary study to investigate users' in-situ search behaviors in their design-related projects from different perspectives (e.g., types of information sought in a project, intents to use the information found online, strategies of using different resources or tools in creative processes, and challenges encountered in creative processes). At the end of this dissertation, I discuss the implications of this research and provide recommendations for future research and the future design of search systems.Doctor of Philosoph
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Ideation as an intellectual information acquisition and use context: Investigating game designersâ information-based ideation behavior
Human Information Behavior (HIB) research commonly examines behavior in the context of why information is acquired and how it will be used, but usually at the level of the work or everyday-life tasks the information will support. HIB has not been examined in detail at the broader contextual level of intellectual purpose (i.e. the higher-order conceptual tasks the information was acquired to support). Examination at this level can enhance holistic understanding of HIB as a âmeans to an intellectual endâ and inform the design of digital information environments that support information interaction for specific intellectual purposes. We investigate information-based ideation (IBI) as a specific intellectual information acquisition and use context by conducting Critical Incident-style interviews with ten game designers, focusing on how they interact with information to generate and develop creative design ideas. Our findings give rise to a framework of their ideation-focused HIB, which systems designers can leverage to reason about how best to support certain behaviors to drive design ideation. These findings emphasize the importance of intellectual purpose as a driver for acquisition and desired outcome of use
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Information encountering re-encountered: A conceptual re-examination of serendipity in the context of information acquisition
Purpose
In order to understand the totality, diversity and richness of human information behavior, increasing research attention has been paid to examining serendipity in the context of information acquisition. However, several issues have arisen as this research subfield has tried to find its feet; we have used different, inconsistent terminology to define this phenomenon (e.g. information encountering, accidental information discovery, incidental information acquisition), the scope of the phenomenon has not been clearly defined and its nature was not fully understood or fleshed-out.
Design/methodology/approach
In this paper, information encountering (IE) was proposed as the preferred term for serendipity in the context of information acquisition.
Findings
A reconceptualized definition and scope of IE was presented, a temporal model of IE and a refined model of IE that integrates the IE process with contextual factors and extends previous models of IE to include additional information acquisition activities pre- and postencounter.
Originality/value
By providing a more precise definition, clearer scope and richer theoretical description of the nature of IE, there was hope to make the phenomenon of serendipity in the context of information acquisition more accessible, encouraging future research consistency and thereby promoting deeper, more unified theoretical development
The Framework Catalogue of Digital Competences
The Framework Catalogue of Digital Competences
Justyna Jasiewicz, MirosĆaw Filiciak, Anna Mierzecka, Kamil Ćliwowski, Andrzej Klimczuk, MaĆgorzata Kisilowska, Alek Tarkowski & Jacek ZadroĆŒny
Centrum Cyfrowe Projekt: Polska (2015
Collaborative Practices that Support Creativity in Design
Design is a ubiquitous, collaborative and highly material activity. Because of the embodied nature of the design profession, designers apply certain collaborative practices to enhance creativity in their everyday work. Within the domain of industrial design, we studied two educational design departments over a period of eight months. Using examples from our fieldwork, we develop our results around three broad themes related to collaborative practices that support the creativity of design professionals: 1) externalization, 2) use of physical space, and 3) use of bodies. We believe that these themes of collaborative practices could provide new insights into designing technologies for supporting a varied set of design activities. We describe two conceptual collaborative systems derived from the results of our study
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Learning by volunteer computing, thinking and gaming: What and how are volunteers learning by participating in Virtual Citizen Science?
Citizen Science (CS) refers to a form of research collaboration that engages volunteers without formal scientific training in contributing to empirical scientific projects. Virtual Citizen Science (VCS) projects engage participants in online tasks. VCS has demonstrated its usefulness for research, however little is known about its learning potential for volunteers. This paper reports on research exploring the learning outcomes and processes in VCS. In order to identify different kinds of learning, 32 exploratory interviews of volunteers were conducted in three different VCS projects. We found six main learning outcomes related to different participants' activities in the project. Volunteers learn on four dimensions that are directly related to the scope of the VCS project: they learn at the task/game level, acquire pattern recognition skills, on-topic content knowledge, and improve their scientific literacy. Thanks to indirect opportunities of VCS projects, volunteers learn on two additional dimensions: off topic knowledge and skills, and personal development. Activities through which volunteers learn can be categorized in two levels: at a micro (task/game) level that is direct participation to the task, and at a macro level, i.e. use of project documentation, personal research on the Internet, and practicing specific roles in project communities. Both types are influenced by interactions with others in chat or forums. Most learning happens to be informal, unstructured and social. Volunteers do not only learn from others by interacting with scientists and their peers, but also by working for others: they gain knowledge, new status and skills by acting as active participants, moderators, editors, translators, community managers, etc. in a project community. This research highlights these informal and social aspects in adult learning and science education and also stresses the importance for learning through the indirect opportunities provided by the project: the main one being the opportunity to participate and progress in a project community, according to one's tastes and skills
Teaching for wisdom in modern early education
Teaching for wisdom (especially at the early educational stages) requires personal competence by the teacher, interesting teaching aids and modern, motivating techniques that stimulate and develop the childâs potential abilities and competences related to general and practical intelligence and creativity. In early education, an especially needed type of childrenâs/studentsâ activity is that which leads to the direct experiencing of the surrounding cultural, natural, technical and social reality. Such activity is undertaken by individuals through internal emotional involvement, which leads to experiencing values in an in-depth way, supporting development and gaining all kinds of practical experience, which in turn fosters maturity towards wisdom.
The environment where Teaching for wisdom should be deliberately organized is school (preschool). Factual knowledge and the methodical competences of teachers can support the organization of educational situations that allow children/students to experience values and wisdom, develop their potential cognitive abilities, gain experience in the interpretation and evaluation of wise/unwise behavior, and develop the habits of wise behavior. These situations should be a source of getting students ready to use wisdom in life and to shape their value systems. The proposal of a detailed competence scope for the notion of wisdom is presented in the this article
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