Developing a method for obtaining pupil insight for Building in Use reviews

This report details exploratory research undertaken by Newcastle University from November 2022 to May 2023. The aim of this exploratory project was to develop, trial and evaluate approaches to providing indications of how outdoor space is being perceived, used and valued by students in four schools – to ascertain which approach (or approaches) may be best suited for use as part of Building in Use (BiU) reviews.The report details the three digital methods tested, as well as the enablers and barriers encountered while using them.The digital tools developed can be used individually to obtain limited data, but a combination of several methods is most and can be combined with information from the BiU site visit and staff survey in providing an overall BiU assessment. However, there are barriers to this including financial outlay, support from schools, and the time and effort required to create the data collection tools, even with the templates and prototypes that we detail in the report.We recommend initial discussions between the BiU technical adviser (TA) and school about tools, so that these can be chosen to fit with school procedures, especially relating to online access, and also fulfil particular needs of a specific BiU review. This would form part of a developed relationship between TA and school, beyond the existing one of schools accommodating data collection using pre-specified methods, which would also include feedback from the TA to the school

The Realities of Evaluating Educational Technology in School Settings

\ua9 2024 Copyright held by the owner/author(s).HCI researchers are increasingly interested in the evaluation of educational technologies in context, yet acknowledge that challenges remain regarding the logistical, material and methodological constraints of this approach to research [18, 53].Through the analysis of the authors\u27 contributed thematic research vignettes, the following article exposes the practical realities of evaluating educational technologies in school settings. This includes insights into the planning stages of evaluation, the relationship between the researcher and the school environment, and the impact of the school context on the data collection process.We conclude by providing an orientation for the design of HCI educational technology research undertaken in school contexts, providing guidance such as considering the role of modular research design, clarifying goals and expectations with school partners, and reporting researcher positionality

Students’ Perceptions of Learning Processes as Co-Authors of Digital Tabletop Activities

We conducted a small-scale study in order to explore students’ perceptions of the learning processes when engaged as co-authors of content for collaborative higher order thinking skills learning tasks. We specifically designed the process to allow for self-critique – where authors can observe their creations being solved and therefore understand where they may improve their design. We collected data over a three-day period from a sample of twelve thirteen year olds, working in teams, authoring content for Digital Mysteries (a higher order thinking skills collaborative learning application based on the digital tabletop). The study was structured to follow Bloom’s taxonomy, a continuum of cognitive skills that develop during a learning process. We found that 1) rather than follow this continuum, skills developed in a non-linear manner due to the abstract nature of the authoring activity, and 2) the students’ demonstrated good metacognitive insights into the authoring task, technology and collaborative learning as a whole

The TA Framework: Designing Real-time Teaching Augmentation for K-12 Classrooms

Recently, the HCI community has seen increased interest in the design of teaching augmentation (TA): tools that extend and complement teachers' pedagogical abilities during ongoing classroom activities. Examples of TA systems are emerging across multiple disciplines, taking various forms: e.g., ambient displays, wearables, or learning analytics dashboards. However, these diverse examples have not been analyzed together to derive more fundamental insights into the design of teaching augmentation. Addressing this opportunity, we broadly synthesize existing cases to propose the TA framework. Our framework specifies a rich design space in five dimensions, to support the design and analysis of teaching augmentation. We contextualize the framework using existing designs cases, to surface underlying design trade-offs: for example, balancing actionability of presented information with teachers' needs for professional autonomy, or balancing unobtrusiveness with informativeness in the design of TA systems. Applying the TA framework, we identify opportunities for future research and design.Comment: to be published in Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 17 pages, 10 figure

Estudio experimental sobre el comportamiento térmico de un nuevo tipo de techo-estanque para el enfriamiento pasivo en clima húmedo

En este trabajo, una nueva tipología de techo-estanque metálico, basado en el enfriamiento evaporativo indirecto, que incluye masa térmica confinada, se evalúa experimentalmente. Cinco sistemas de enfriamiento pasivo se han estudiado con este dispositivo experimental. Se analizan sus temperaturas características con el propósito de determinar en cada caso, su potencial de enfriamiento, así como, la influencia de la masa térmica en su comportamiento térmico. Entre las técnicas de enfriamiento pasivo aplicadas se encuentran el enfriamiento evaporativo indirecto (EEI) y el enfriamiento radiativo nocturno (ER). El sistema donde se combina masa térmica con enfriamiento evaporativo indirecto en el dispositivo experimental presenta una elevada eficiencia de enfriamiento; su valor aumenta a medida que las condiciones son más extremas. Un potencial de enfriamiento aun mayor se consigue al agregar al sistema anterior enfriamiento radiativo

Congestion control in wireless sensor and 6LoWPAN networks: toward the Internet of Things

The Internet of Things (IoT) is the next big challenge for the research community where the IPv6 over low power wireless personal area network (6LoWPAN) protocol stack is a key part of the IoT. Recently, the IETF ROLL and 6LoWPAN working groups have developed new IP based protocols for 6LoWPAN networks to alleviate the challenges of connecting low memory, limited processing capability, and constrained power supply sensor nodes to the Internet. In 6LoWPAN networks, heavy network traffic causes congestion which significantly degrades network performance and impacts on quality of service aspects such as throughput, latency, energy consumption, reliability, and packet delivery. In this paper, we overview the protocol stack of 6LoWPAN networks and summarize a set of its protocols and standards. Also, we review and compare a number of popular congestion control mechanisms in wireless sensor networks (WSNs) and classify them into traffic control, resource control, and hybrid algorithms based on the congestion control strategy used. We present a comparative review of all existing congestion control approaches in 6LoWPAN networks. This paper highlights and discusses the differences between congestion control mechanisms for WSNs and 6LoWPAN networks as well as explaining the suitability and validity of WSN congestion control schemes for 6LoWPAN networks. Finally, this paper gives some potential directions for designing a novel congestion control protocol, which supports the IoT application requirements, in future work