How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

How Designers Learn to Learn:: Connecting Motivation and Cognitive Process in Practice- based Research Design

Performing research under the umbrella of design engages various methodological approaches. Scholars such as Christopher Frayling (1993) position dominant modes of art and design research as research-/nto, research-through, and research-for, while more contemporarily Laurene Vaughan (2017) argues for the value and importance of practice-based design research as an embodied "research-a//” approach. Through practice-based research, the traditionally distinct role of designer-maker and research-writer often merge for "making,” both in engaging theoretical frameworks and in focusing research activities. However, in disciplines such as architecture and industrial design that have traditionally favored investigating the measurable performance of "products” as primarily positivistic, the individual's motivation to initiate directed research activities may be challenged by merging different modes of knowledge acquisition and production. This leads us to question in what ways understanding individual motivation and self-concept can inform the research process under the umbrella of design research. By more closely examining Jacquelynne Eccles (1987) educational model of Expectancy Value Theory, this paper focuses on the rarely acknowledged issue of an individual's motivational beliefs and self-concept in the practice of design research. This exploration begins to conceptually connect these influential factors, especially a designer/researcher's expectancies and values toward certain tasks, to their learning behavior and performance. Specifically, by looking at traditions in institutional pedagogy and their emphasis on visual and textual knowledge and content provides evidence of a separation between "thinking of things” and "writing design.” Using Donald Shon's (1984) concept of "reflective practice” in design, research practices and activities can be viewed as successions of representation and conscious learning that are accessible, manipulatable, and flexible. Through practice-based design research ” or research-*// ” this paper posits that an individual's motivation, expectancies, values, and experiences are reflected in their "knowledge performances” and research design

A systematic review and meta-analysis of adherence to physical activity interventions among three chronic conditions: cancer, cardiovascular disease, and diabetes

Abstract Background Physical activity is effective for the prevention and treatment of chronic disease, yet insufficient evidence is available to make comparisons regarding adherence to aerobic physical activity interventions among chronic disease populations, or across different settings. The purpose of this review is to investigate and provide a quantitative summary of adherence rates to the aerobic physical activity guidelines among people with chronic conditions, as physical activity is an effective form of treatment and prevention of chronic disease. Methods Randomized controlled (RCTs) trials where aerobic physical activity was the primary intervention were selected from PsychInfo, PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), Clinical Key, and SCOPUS from 2000 to 2018. Studies were included if the program prescription aligned with the 2008 aerobic physical activity guidelines, were at least 12 weeks in length, and included adult participants living with one of three chronic diseases. The data was extracted by hand and the PRISMA (preferred reporting items for systematic review and meta-analysis) guidelines were used to evaluate risk-of-bias and quality of evidence. Data were pooled using random-effect models. The primary outcome measure was program adherence and the secondary outcome measures were dropout and setting (e.g. home vs. clinic-based). Pooled effect sizes and 95% CiIs (confidence intervals) were calculated using random-effect models. Results The literature search identified 1616 potentially eligible studies, of which 30 studies (published between 2000 and 2018, including 3,721 participants) met the inclusion criteria. Three clinical populations were targeted: cancer (n = 14), cardiovascular disease (n = 7), and diabetes (n = 9). Although not statistically significant, adherence rates varied across samples (65, 90, and 80%, respectively) whereas dropout rates were relatively low and consistent across samples (5, 4, and 3%). The average adherence rate, regardless of condition, is 77% (95% CI = 0.68, 0.84) of their prescribed physical activity treatment. The pooled adherence rates for clinic-based and home-based programs did not differ (74% [95% CI, 0.65, 0.82] and 80% [95% CI, 0.65, 0.91], respectively). Conclusions The current evidence suggests that people with chronic conditions are capable of sustaining aerobic physical activity for 3+ months, as a form of treatment. Moreover, home-based programs may be just as feasible as supervised, clinic-based physical activity programs

Feasibility of paying people who use drugs cash to distribute naloxone within their networks

Abstract Introduction Immediate access to naloxone is needed to prevent fatal opioid-related overdoses in the presence of fentanyl analogs saturating the opioid supply. Peer models engage impacted populations who are not accessing naloxone through standard venues, yet compensating peers who utilize syringe service programs with cash stipends to distribute naloxone within networks of people who use drugs is not well described. Methods As part of the HEALing Communities Study, syringe service program-based interventions were developed in Holyoke and Gloucester, MA, which paid people who use drugs (“peers”) cash to distribute naloxone. Early program outcomes were evaluated for the time each program was funded within the HCS study period. Results During 22 study-months of observation, peers in two communities distributed 1104 naloxone kits. The total cost of peer compensation for program delivery was $10,510. The rate of peer-distributed naloxone per 100 K population reached 109 kits/mo and 222 kits/mo in the two communities. Participating peers addressed gaps in harm reduction outreach and distributed naloxone and other harm reduction equipment to individuals who were not syringe service program participants, expanding organizational reach. Being compensated with unrestricted cash stipends supported dignity and acknowledged peers’ work in overdose prevention. Conclusion The underutilization of compensated peer models is often attributed to funding and organizational barriers. These programs demonstrate that providing cash stipends to peers is feasible and expanded naloxone distribution at two existing syringe service programs. Providing cash stipends for peers who engage in secondary naloxone distribution offers promise in delivering naloxone to people not accessing syringe services