Value Propositions as Fractional Objects: Searching for Strands of Stabilization in a Startup's Arguments

Early-stage technology startups must continuously learn: About potential markets and their problems, about the developing technology and its opportunities and limitations, about business models that could sustain an enterprise built around the technology. And they must continuously argue their value to a rotating set of stakeholders. To provide relative stability amidst constant changes to the argument, startups develop a multifaceted value proposition: a claim that can accommodate its diverse stakeholders' values. In this preliminary study, we apply the Orders of Worth framework to archival data and interviews from a startup developing its offering from 2016-2023. We focus on its value proposition, "Save more than you spend,"examining how elaborations on this phrase to different stakeholders invoke different orders of worth, yielding what one founder characterizes as a "multifaceted value proposition."We conclude with implications for understanding the value proposition as fractional: cohering just enough to provide a relatively stable project object for the startup

“Fractional” Vocational Working and Learning in Project Teams: “Project Assemblage” as a Unit of Analysis?

Situated and Activity theories have exercised a significant influence in the field of vocational learning for some considerable time, both sharing a focus on bounded forms of work and forms of learning that facilitate learning in, or to changes to, bounded forms of work. Yet much learning occurs in unbounded contexts often referred to as projectification, where collaborations occur only for the life of a project thereby creating new contingent contexts for learning. Given the existence of this form of working and learning, what type of unit of analysis (UoA) is required to analyse that vocational working and learning in the context of projectification? To address this question, the paper advances the following inter-theoretical argument. Firstly, it is timely to develop a new unit of analysis (UoA) to capture the fractional (intermittent, discontinuous and concurrent) working and learning dynamics associated with the forms of projectification, where funding has to be procured in order to commence. Secondly, that unit of analysis is constituted by the concept of project assemblage, which is based on ideas from Actor Network Theory, Cultural-historical Activity Theory and Cultural Sociology. Thirdly, this new UoA enables researchers to identify the way in which project teams, where members are coming in-and-out, learn to use their different forms of specialist activity to enact objects, why team members will have different backgrounds and understandings of their work, why objects may not cohere, even though team members may treat them as unified and coherent, and how team members learn to incorporate one another’s insights and suggestions, and establish a finalized object

Experiential Learning through Community Co-design in Interior Design Pedagogy

The profit‐driven tendency of interior design trends and styles today has developed in line with the decrease of social awareness in design. The majority of interior design students also decide to pursue interior design education for its marketable and profitable purposes rather than seeing interior design as a field of opportunity to contribute to the social welfare of their communities. Hence, the objective of this research is to implement community service through co‐design in interior design pedagogy. The article describes the learning and design methods used based on human‐centred design approaches of co‐design and analyses the resulting benefits from this approach. Findings reveal that the process of collective creativity and collaborative development with the community enables a direct experience of learning and fosters a deeper connection and understanding of users. They also promote novel multidisciplinary design innovations, accommodate the communitys potentials in the society and stimulate a reflexive impact, allowing students to reflect on their future role as interior designers in bringing positive changes to their community against the profit‐driven tendency of contemporary designers today

How to democratize Internet of Things devices. A participatory design research

The global introduction of affordable Internet of Things (IoT) devices offers an opportunity to empower a large variety of users with different needs. However, many off-the-shelf digital products are still not widely adopted by people who are hesitant technology users or by older adults, notwithstanding that the design and user-interaction of these devices is recognized to be user-friendly. In view of the potential of IoT-based devices, how can we reduce the obstacles of a cohort with low digital literacy and technology anxiety and enable them to be equal participants in the digitalized world? This article shows the method and results achieved in a community-stakeholder workshop, developed through the participatory design methodology, aiming at brainstorming problems and scenarios through a focus group and a structured survey. The research activity focused on understanding factors to increase the usability of off-the-shelf IoT devices for hesitant users and identify strategies for improving digital literacy and reducing technology anxiety. A notable result was a series of feedback items pointing to the importance of creating learning resources to support individuals with different abilities, age, gender expression, to better adopt off-the-shelf IoT-based solutions.Comment: 8 pages, 5 figure

Multispecies methods, technologies for play

School of Desig

Internet use, needs and expectations of web-based information and communication in childbearing women with type 1 diabetes

<p>Abstract</p> <p>Background</p> <p>In the childbearing period women use the internet both to seek information and as an important source of communication. For women with type 1 diabetes, pregnancy and early motherhood constitute a more complex situation than for women in general. This implies need for support from various professionals and a way of bridging any discontinuity in care would be to develop a website providing complementary social support and information. The objective of this study was to explore internet use, needs, and expectations regarding web-based information and communication in childbearing women with type 1 diabetes.</p> <p>Methods</p> <p>Data were collected via a web-based survey with an explorative and descriptive design, in which 105 of 139 eligible mothers with type 1 diabetes and recent childbearing experience participated. The data were analyzed with descriptive and analytical statistics, and open answers with a directed content analysis.</p> <p>Results</p> <p>Of the 105 women, 22% never used the internet to search for information concerning pregnancy, childbirth, and parenthood. 12% searched for information every day, 29% one or more times a week, and 38% one or more times a month. Of the women 44% declared themselves to be passive participants on social websites, and 45% to be active participants. 45% had specific expectations of web-based support directed towards childbearing, especially those with higher educational level (<it>P </it>= .01). Expectations of instrumental and informational support included an expert-controlled website with reliable, updated, and information focused on childbearing and diabetes, improved access to diabetes care professionals and alternative ways to communicate and to receive childbearing-related support. The women also asked for online technical devices to manage the frequent monitoring of blood glucose during pregnancy. Informal, emotional, and appraisal support from women in similar situations was suggested as a way to provide an arena for belonging instead of creating feelings of alienation.</p> <p>Conclusions</p> <p>Our results add important knowledge about the web-based needs of women with type 1 diabetes in relation to childbearing. This user directed study indicates specific areas of development for the provision of effective web-based support that includes facilities for reliable information, interactive support and social networking in this population.</p

Participatory game prototyping – balancing domain content and playability in a serious game design for the energy transition

Game design mostly engages future players as users and testers, whereas in the field of serious game design, approaches involving players more substantially are slowly emerging. This paper documents the participatory prototyping process of Energy Safari, a serious game for the energy transition in the Province of Groningen, and reports on the differences of the contributions made to the game development by separate groups of stakeholders. Each group contributed the most to the game elements that are most relevant to their interests. Overall, this study points to the potential of participatory game prototyping as a method to develop serious games that are balanced both in terms of domain content and playability, are meaningful for future players, and well embedded in the local context