343,778 research outputs found
Teaching and learning queueing theory concepts using tangible user interfaces
Tangible User Interfaces (TUI) have emerged in the past years as effective computing platforms that intertwine digital information and visualization with physical interactivity. Whilst successfully capitalizing on these properties within primary education to engage and educate children in an entertaining manner, TUI systems have seen limited deployment in more complex scenarios. To this end, this paper investigates the aptness and effectiveness of implementing TUI systems to enhance teaching and learning within higher educational institutes in order to aid the understanding of complex and abstract concepts. The proposal augments mere simulation processes by developing a table-top architecture to allow the real-time interaction and visualization of queuing theory concepts. The paper describes the deployment of the TUI framework within an undergraduate computer networks degree whereby the quantitative effectiveness of this system is assessed from a teaching and learning perspective within an engineering pedagogy
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Developing individuals for developing learning based systems
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This research is concerned with investigating the externalisation, sharing and making tangible of tacit knowledge in the context of organisational learning (OL). The externalisation, sharing and making tangible of tacit knowledge can provide âinputsâ for Information Systems (IS) development. This process, in turn, can become a basis for the development of a system that is capable of promoting a learning environment within the organisation. However, the externalising, sharing and making tangible of tacit knowledge, a transparent and subjective form of knowledge, needs staff membersâ self-confidence and willingness to undertake it. Therefore, elements that can motivate staff members to externalise, share and make tangible their tacit knowledge or skills are needed. To undertake this, the elements of meta-abilities, understanding organisational roles, internal strengths, formal and informal discussions and rational discourse are proposed. For this research, all these propositions are integrated into a framework.
Therefore, the aim of this research is to study the elements that can encourage staff members to contribute inputs for learning-based systems development. The question to be used for the research is stated as follows: How do we include individuals in the learning-based systems development? Why use meta-abilities in order to include individuals in the learning-based systems development? By answering the question this research offers the following contributions. A novel topic in the IS area, meta-abilities is discussed within the context of the IS area. By considering these elements motivation and encouragement can be offered to staff members such that a contribution to inputs for learning-based systems development can occur.
The research approach undertaken in this research involved the use of a pilot and an in-depth case study, as well as interviews, observation and reference to archival documents. From the undertaken research it was concluded that the future focus for the OL-based IS development should be towards individual development strategies that develop interpretive, creative staff members. Interpretive, creative staff members in turn, are capable of externalising, sharing and documenting their own tacit knowledge based on the situational contexts and orientation. Systems analysts can study the documented inputs provided by the staff members and can codify them. This whole process will enable continuous re-examination and modification processes of organisational IS, thereby making its content become more relevant for OL
Towards a framework for investigating tangible environments for learning
External representations have been shown to play a key role in mediating cognition. Tangible environments offer the opportunity for novel representational formats and combinations, potentially increasing representational power for supporting learning. However, we currently know little about the specific learning benefits of tangible environments, and have no established framework within which to analyse the ways that external representations work in tangible environments to support learning. Taking external representation as the central focus, this paper proposes a framework for investigating the effect of tangible technologies on interaction and cognition. Key artefact-action-representation relationships are identified, and classified to form a structure for investigating the differential cognitive effects of these features. An example scenario from our current research is presented to illustrate how the framework can be used as a method for investigating the effectiveness of differential designs for supporting science learning
Beyond representations: towards an action-centric perspective on tangible interaction
In the light of theoretical as well as concrete technical development, we discuss a conceptual shift from an information-centric to an action-centric perspective on tangible interactive technology. We explicitly emphasise the qualities of shareable use, and the importance of designing tangibles that allow for meaningful manipulation and control of the digital material. This involves a broadened focus from studying properties of the interface, to instead aim for qualities of the activity of using a system, a general tendency towards designing for social and sharable use settings and an increased openness towards multiple and subjective interpretations. An effect of this is that tangibles are not designed as representations of data, but as resources for action. We discuss four ways that tangible artefacts work as resources for action: (1) for physical manipulation; (2) for referential, social and contextually oriented action; (3) for perception and sensory experience; (4) for digitally mediated action
Tangible user interfaces : past, present and future directions
In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in or- der to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User In- terfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this ďŹeld. We then present TUIs in a broader context, survey application domains, and review frame- works and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, phycology, and philoso- phy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limita- tions of TUIs and chart directions for future research
Creative idea exploration within the structure of a guiding framework : the card brainstorming game
I present a card brainstorming exercise that transforms a conceptual tangible interaction framework into a tool for creative dialogue and discuss the experiences made in using it. Ten sessions with this card game demonstrate the frameworks' versatility and utility. Observation and participant feedback highlight the value of a provocative question format and of the metaphor of a card game
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Developing Tangible Data Literacies for the Internet of Tangible Things
This paper poses the question how to design tangible interactions with the Internet of Things (IoT) in a way that supports people to develop better mental models of the underlying cyber-physical systems and thus enrich the ways that people engage with and create new knowledge from them
Knowledge-based strategic planning: harnessing (in)tangible assets of city-regions
Purpose â The aim of this paper is to investigate the ways of best managing city-regionsâ valuable tangible and intangible assets while pursuing a knowledge-based urban development that is sustainable and competitive. Design/methodology/approach â The paper provides a theoretical framework to conceptualise a new strategic planning mechanism, knowledge-based strategic planning, which has been emerged as a planning mechanism for the knowledge-based urban development of post-industrial city-regions. Originality/value â The paper develops a planning framework entitled 6K1C for knowledge-based strategic planning to be used in the analysis of city-regionsâ tangible and intangible assets. Practical implications â The paper discusses the importance of asset mapping of cityregions, and explores the ways of successfully managing city-regionsâ tangible/intangible assets to achieve an urban development that is sustainable and knowledge-based. Keywords â Knowledge-based urban development, Knowledge-based strategic planning, Tangible assets, Intangible assets, City-regions. Paper type â Academic Research Pape
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