On the role of computers in creativity-support systems

We report here on our experiences with designing computer-based creativity-support systems over several years. In particular, we present the design of three different systems incorporating different mechanisms of creativity. One of them uses an idea proposed by Rodari to stimulate imagination of the children in writing a picture-based story. The second one is aimed to model creativity in legal reasoning, and the third one uses low-level perceptual similarities to stimulate creation of novel conceptual associations in unrelated pictures.We discuss lessons learnt from these approaches, and address their implications for the question of how far creativity can be tamed by algorithmic approaches

Impact of geriatric comorbidity and polypharmacy on cholinesterase inhibitors prescribing in dementia

<p>Abstract</p> <p>Background</p> <p>Although most guidelines recommend the use of cholinesterase inhibitors (ChEIs) for mild to moderate Alzheimer's Disease, only a small proportion of affected patients receive these drugs. We aimed to study if geriatric comorbidity and polypharmacy influence the prescription of ChEIs in patients with dementia in Germany.</p> <p>Methods</p> <p>We used claims data of 1,848 incident patients with dementia aged 65 years and older. Inclusion criteria were first outpatient diagnoses for dementia in at least three of four consecutive quarters (incidence year). Our dependent variable was the prescription of at least one ChEI in the incidence year. Main independent variables were polypharmacy (defined as the number of prescribed medications categorized into quartiles) and measures of geriatric comorbidity (levels of care dependency and 14 symptom complexes characterizing geriatric patients). Data were analyzed by multivariate logistic regression.</p> <p>Results</p> <p>On average, patients were 78.7 years old (47.6% female) and received 9.7 different medications (interquartile range: 6-13). 44.4% were assigned to one of three care levels and virtually all patients (92.0%) had at least one symptom complex characterizing geriatric patients. 13.0% received at least one ChEI within the incidence year. Patients not assigned to the highest care level were more likely to receive a prescription (e.g., no level of care dependency vs. level 3: adjusted Odds Ratio [OR]: 5.35; 95% CI: 1.61-17.81). The chance decreased with increasing numbers of symptoms characterizing geriatric patients (e.g., 0 vs. 5+ geriatric complexes: OR: 4.23; 95% CI: 2.06-8.69). The overall number of prescribed medications had no influence on ChEI prescription and a significant effect of age could only be found in the univariate analysis. Living in a rural compared to an urban environment and contacts to neurologists or psychiatrists were associated with a significant increase in the likelihood of receiving ChEIs in the multivariate analysis.</p> <p>Conclusions</p> <p>It seems that not age as such but the overall clinical condition of a patient including care dependency and geriatric comorbidities influences the process of decision making on prescription of ChEIs.</p

Learners in a Changing Learning Landscape: Reflections from an Instructional Design Perspective

Van Merriënboer, J. J. G., & Stoyanov, S. (2008). Learners in a changing learning landscape: Reflections from an instructional design perspective. In J. Visser & M. Visser-Valfrey (Eds.), Learners in a changing learning landscape: Reflections from a dialogue on new roles and expectations (pp. 69-90). Dordrecht, The Netherlands: Springer.Both learners and teachers find themselves in a learning landscape that is rapidly changing, along with fast societal and technological developments. This paper discusses the new learning landscape from an instructional design perspective. First, with regard to what is learned, people more than ever need flexible problem-solving and reasoning skills allowing them to deal with new, unfamiliar problem situations in their professional and everyday life. Second, with regard to the context in which learning takes place, learning in technology-rich, informal and professional 24/7 settings is becoming general practice. And third, with regard to the learners themselves, they can more often be characterized as lifelong learners who are mature, bring relevant prior knowledge, and have very heterogeneous expectations and perceptions of learning. High-quality instructional design research should focus on the question which instructional methods and media-method combinations are effective, efficient and appealing in this new learning landscape. Some innovative instructional methods that meet this requirement are discussed

Situating Universal Design Architecture: Designing With Whom?

Purpose: To respond to growing calls for a theoretical unpacking of Universal Design (UD), a disparate movement cohering around attempts to design spaces and technologies that seek to allow use by all people (to the fullest extent possible). The on-going embedding of UD into architectural practice and pedagogy represents an opportune juncture at which to draw learning from other distinct-but-related transformatory architectural movements. Methods: Sociological-theoretical commentary. Results: UD has to date, and necessarily, been dominated by the practice contexts from which it emerged. Appealing as a short-hand for description of “designing-for-all”, in most cases UD has come to stand in as a term to signal a general intent in this direction and as an umbrella term for the range of technical design resources that have been developed under these auspices. There remains a fundamental ambivalence vis-à-vis the question of users’ power/capacity to influence decision-making in the design process in UD; technically-oriented typologies of bodies predominate in influential UD architectural accounts. Conclusions: UD represents rich technical and pedagogical resources for those architects committed to transforming the existing built environment so as to be less hostile to a wide range of users. However, within UD, unpacking the social role of the professional architect vis-à-vis a variety of publics is an important, but hitherto underdeveloped, challenge; issues concerning professional-citizen power relations continue to animate parallel architectural politics, and UD can both contribute and draw much from these on-going explorations. Implications for Rehabilitation Universal Design (UD) architecture shares a close affinity with rehabilitation practice, with the creation of built environments that allow use by individuals with a wide range of capacities a priority for both. While an effective communicative “bridge” between professions, UD’s deployment typically leaves unspoken the capacity of users to meaningfully affect decision-making in the design process. UD architecture has much to draw from, and contribute to, parallel movements in “participatory architectural design”; debates therein have illuminated much about the social practices underpinning designing for difference. UD could engage more fully with questions relating to the social and political role of the architect

An evaluation of students' perspectives of a college based programme that involves patients, carers and service users in physiotherapy education

BACKGROUND: There is little evidence of the integration of UK physiotherapy university education into clinical practice, and some students say that they are not adequately prepared for professional life. This was addressed by a college-based programme involving patients, carers and service users as facilitators of learning to enhance the partnership between health professionals and patients. PURPOSE: This programme has been running for 2 years, and this paper is an evaluation of the students' perceptions of it, appraising the outcomes of their learning in order to discover the ways in which it can be enhanced, improved or changed. METHODS: A grounded theory approach utilizing focus groups and semi-structured interviews was conducted. Three focus groups representing the higher educational levels 4-6 in pre-registration physiotherapy were carried out. Following the analysis of the focus groups, seven interviews reflecting the three educational levels were conducted in order to explore in greater depth the findings from the focus groups. The analysis of the focus groups and the subsequent interviews were carried out in accordance with a grounded theory framework. RESULTS: The students perceived the programme as a context in which to think how their learning needs could be met within a 'real' framework but on their own territory. Equally, it created feelings of anxiety at being given such an open forum that created a challenge to their communication skills. Many expressed a wish for a more explicit mentoring-learning environment. They also perceived a tension between the technical-rational demands of academia and social practice and a need to view this as a basis for critical appraisal and self-awareness. CONCLUSION: This programme appeared to be integral to the students' development as future physiotherapists

Understanding Organizations Through Systems Oriented Design: Mapping Critical Intervention Points for Universal Design

This paper discusses how organisations pro-actively can ensure compliance with disciplinary best practice and regulations on Universal Design (UD) of ICT. We apply system-oriented design to analyse and engineer organisational compliance. The focus is on how best practice – disclosed in theory on how to design for UD, as well as coming regulatory updates – relate to current practices and systems theory on where in a system to intervene in order to change systems most effectively. The aim is a blueprint for a compliant, stable and improved organizational system. The case for the study is the Norwegian Labour and Welfare Administration (NAV). The work presented is part of ongoing strategic work on UD for NAV. Two contributions are made; 1) a discussion on the success of the utilized approach to inform strategic work on intervention points, and 2) recommended system mechanisms for NAV and similar organizations in order to meet the intention of the UD legislation and current quality benchmarks