12 research outputs found
The different types of contributions to knowledge (in CER): All needed, but not all recognised
The overall aim of this paper is to stimulate discussion about the activities within CER, and to develop a more thoughtful and explicit perspective on the different types of research activity within CER, and their relationships with each other. While theories may be the most valuable outputs of research to those wishing to apply them, for researchers themselves there are other kinds of contribution important to progress in the field. This is what relates it to the immediate subject of this special journal issue on theory in CER. We adopt as our criterion for value âcontribution to knowledgeâ.
This paperâs main contributions are:
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A set of 12 categories of contribution which together indicate the extent of this terrain of contributions to research.
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Leading into that is a collection of ideas and misconceptions which are drawn on in defining and motivating âground rulesâ, which are hints and guidance on the need for various often neglected categories. These are also helpful in justifying some additional categories which make the set as a whole more useful in combination.
These are followed by some suggested uses for the categories, and a discussion assessing how the success of the paper might be judged.
These are followed by some suggested uses for the categories, and a discussion assessing how the success of the paper might be judged
Multi-Robot Systems: Challenges, Trends and Applications
This book is a printed edition of the Special Issue entitled âMulti-Robot Systems: Challenges, Trends, and Applicationsâ that was published in Applied Sciences. This Special Issue collected seventeen high-quality papers that discuss the main challenges of multi-robot systems, present the trends to address these issues, and report various relevant applications. Some of the topics addressed by these papers are robot swarms, mission planning, robot teaming, machine learning, immersive technologies, search and rescue, and social robotics
Precision antimicrobial therapy: the application of therapeutic drug monitoring in critical illness
Despite advances in critical care medicine, severe infections and sepsis-related mortality remain a pressing problem. There is considerable evidence of under- and overexposure from standard dosing regimens across numerous antimicrobial classes in critically ill patients, a result of pharmacokinetic alterations arising from unique pathophysiologic changes. Timely initiation of adequately dosed antimicrobial therapy is recognised to be paramount in improving clinical outcomes in sepsis. Therapeutic drug monitoring (TDM), a tool traditionally used to minimise toxicity of glycopeptides and aminoglycosides, is increasingly being used to increase the precision of antimicrobial dose regimens in critical illness. âEmergingâ candidates for which TDM is recommended include β-lactam antibiotics, linezolid, ciprofloxacin, and antifungal, antiviral and antimycobacterial drugs. Little is known about the current uptake of TDM for these agents in Australian hospitals and the barriers to TDM implementation. Performing TDM also presents a learning opportunity whereby the probability of attaining therapeutic targets using empiric dosing strategies may be (re)evaluated.
Chapter 1 presents an overview of the challenges facing clinicians prescribing antimicrobials for critically ill patients and potential ways TDM data can be used to overcome these challenges. Chapter 2 explores performance, clinician attitudes and barriers to implementation of TDM for emerging antimicrobial candidates, mapping out current unmet clinical need and providing a framework for TDM data driven precision antimicrobial dosing in subsequent chapters. Chapter 3 examines concentrationâtoxicity relationships in critically ill patients treated with β-lactam antibiotics and defines threshold concentrations associated with neuro- and nephrotoxicity. Chapter 3 also identifies factors that contribute to underexposure of antibiotics in critically ill patients. Chapter 4 investigates the pharmacokinetics and current dosing regimens of the antifungal drug fluconazole, another emerging TDM candidate. These findings are extended in Chapter 5 with an evaluation of a novel model-based dosing strategy for fluconazole. The findings from Chapters 3 and 4 leverage TDM data to provide insights into critically ill patients at risk of under- and overexposure of antimicrobials, and the use of novel antimicrobial dosing strategies. Chapter 6 discusses the clinical implications of this work and recommendations for future research
Teaching-Learning-Research: Design and Environments
This is Manchester: We do things differently here Manchester, once the âIndustrial Capitalâ of the world, has long been a test bed for architectural and urban experimentation. From the early settlements that challenged the resilience of the Romans, and then the Vikings, through the massive boom of the industrial period, when such was the frenzy in the city that it earned the sobriquet Cottonopolis, beyond the economic melancholia of the late 20th century, to the unbridled optimism of the 21st. As a progressive city, Manchester has continually reinvented itself. The present reincarnation was led through cultural regeneration facilitated by the adaptive reuse of those great redundant industrial structures, it is a city that encourages smart technologies and embraces a community of 24 Hour Party People. Where better then to hold a conference that explores progressive architectural pedagogy â especially a virtual one! The architectural, landscape, and design studio is a laboratory for experimentation where students are encouraged and expected to question and disrupt the status quo, to explore possible different futures, and to propose radical solutions to unsolvable problems. The need to fuel this move away from more traditional tabular rasa education is the responsibility of academics, and this conference was a wonderful vehicle to explore, expound, discuss, and debate the future of architectural education. During the pandemic we have had to learn to do things differently, not to be down heartened by the difficulty of interacting solely through the computer, but to embrace the nearness that digital communication provides. We have adapted methods of teaching and learning to accommodate this extraordinary situation, we have creatively responded to the pandemic and developed strategies that encourage endeavour, promote wellbeing, and support scholarship. Extraordinary strategies are needed for an extraordinary situation. It was a great pleasure to be able to host the AMPS Teaching â Learning â Research: Design and Environments conference at the Manchester School of Architecture. It was lovely to welcome so many virtual guests to the city. The great success of the online event was the demonstrated by the enthusiasm with which speakers engaged with the conference, the quality of the post-session debate combined with the international dialogue and collaboration, (especially in this time of uncertainty) created by such global citizens. It is an honour to introduce the conference proceedings, presented here as collection of well argued, forward thinking, deliberately controversial, and valuable papers
Investigation and development of a tangible technology framework for highly complex and abstract concepts
The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits.
Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science.
In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling studentsâ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (Îź = 25.8%) and student satisfaction (Îź = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations
End-user composition of interactive applications through actionable UI components
Developing interactive systems to access and manipulate data is a very tough task. In particular, the development of user interfaces (UIs) is one of the most time-consuming activities in the software lifecycle. This is even more demanding when data have to be retrieved by accessing flexibly different online resources. Indeed, software development is moving more and more toward composite applications that aggregate on the fly specific Web services and APIs. In this article, we present a mashup model that describes the integration, at the presentation layer, of UI components. The goal is to allow non-technical end users to visualize and manipulate (i.e., to perform actions on) the data displayed by the components, which thus become actionable UI components. This article shows how the model has guided the development of a mashup platform through which non-technical end users can create component-based interactive workspaces via the aggregation and manipulation of data fetched from distributed online resources. Due to the abundance of online data sources, facilitating the creation of such interactive workspaces is a very relevant need that emerges in different contexts. A utilization study has been performed in order to assess the benefits of the proposed model and of the Actionable UI Components; participants were required to perform real tasks using the mashup platform. The study results are reported and discussed
User experience evaluation of electronic moderation systems : a case study at a private higher education institution in South Africa
The transformation of a manual paper-based moderation process into an electronic moderation (eModeration) process poses unique challenges. These challenges concern academic processes, people and the user experience of interactive systems. eModeration can improve the user experience of assessment processes while lowering the risk of delaying the process or losing scripts. Despite the benefits associated with optimising assessment procedures, particularly examination procedures, the use of eModeration in South Africa is limited. There are several possible reasons for a lack of eModeration adoption ranging from infrastructure and technical issues through to organisational and human factors. The focus of this study is on the human factors involved in eModeration. Since no User Experience Evaluation Framework for eModeration existed at the time of this research, an in-depth study was conducted based on the experiences of eModeration users in the context of private higher education institutions. The study focused on identifying the most important user experience constructs for the evaluation of an eModerate system within the context of private higher education institutions in South Africa towards proposing a framework. The study was based in the fields of Information Systems and Human-Computer Interaction with eModeration being the application domain. The research used a Design Science Research methodology, which involved the development and testing of a User Experience Evaluation Framework for eModeration. The data generation methods included interviews with deans, eModerators and management, as well as a survey that included responses from both moderators and deans. The research was conducted at Midrand Graduate Institute and evaluated at Monash University. The study makes a validated contribution towards identifying the most important user experience constructs. The identified constructs were utilised in the design and development of the User Experience Evaluation Framework for eModeration, which can be used along with the evaluation criteria tool to evaluate eModerate systems.Information ScienceD. Litt. et Phil. (Information Systems
Atas do XVII SimpĂłsio Internacional de InformĂĄtica Educativa
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