Designing together apart : computer supported collaborative design in architecture

The design of computer tools to assist in work has often attempted to replicate manual methods. This replication has been proven to fail in a diversity of fields such as business management, Computer-Aided Design (CAD) and Computer- Supported Collaborative Work (CSCW). To avoid such a failure being repeated in the field of Computer-Supported Collaborative Design (CSCD), this thesis explores the postulation that CSCD does not have to be supported by tools which replicate the face-to-face design context to support distal architectural design. The thesis closely examines the prevailing position that collaborative design is a social and situated act which must therefore be supported by high bandwidth tools. This formulation of architectural collaboration is rejected in favour of the formulation of a collaborative expert act. This proposal is tested experimentally, the results of which are presented. Supporting expert behaviour requires different tools than the support of situated acts. Surveying research in computer-supported collaborative work (CSCW), the thesis identifies tools that support expert work. The results of the research is transferred to two contexts: teaching and practice. The applications in these two contexts illustrate how CSCD can be applied in a variety of bandwidth and technological conditions. The conclusion is that supporting collaborative design as an expert and knowledge-based act can be beneficially implemented in the teaching and practice of architecture

Teacher Transition into Innovative Learning Environments

This open access book focuses on how the design and use of innovative learning environments can evolve as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges that these changes pose, and the effective evaluation of these changes. The book reports on emerging research in learning environments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments. It offers a significant evidence-based global assessment of current research in this field by designers, architects, educators and policy makers. It presents twenty-five cutting-edge projects from researchers in fifteen countries. Thanks to the book’s comprehensive international perspective, which combines theory and practice in a single publication, readers will gain a wealth of new insights. ; This open access book focuses on the design of learning environments that change as teaching practices and education policies change. It addresses how these new environments are used, how teachers are adapting their practices, the challenges these changes present and effective evaluation of these changes. The book reports on emerging research in learning environment developments, with a particular emphasis on how teachers are transitioning from traditional classrooms to innovative learning environments and assesses the effectiveness of these learning environments. This book is the first ever evidence-based global assessment of current research in this field. Readers will gain new insight through its comprehensive international perspective that brings practice and theory together in one publication

Clinical associations and prognostic value of MRI-visible perivascular spaces in patients with ischemic stroke or TIA: a pooled analysis

BACKGROUND AND OBJECTIVES: Visible perivascular spaces are an MRI marker of cerebral small vessel disease and might predict future stroke. However, results from existing studies vary. We aimed to clarify this through a large collaborative multicenter analysis. METHODS: We pooled individual patient data from a consortium of prospective cohort studies. Participants had recent ischemic stroke or transient ischemic attack (TIA), underwent baseline MRI, and were followed up for ischemic stroke and symptomatic intracranial hemorrhage (ICH). Perivascular spaces in the basal ganglia (BGPVS) and perivascular spaces in the centrum semiovale (CSOPVS) were rated locally using a validated visual scale. We investigated clinical and radiologic associations cross-sectionally using multinomial logistic regression and prospective associations with ischemic stroke and ICH using Cox regression. RESULTS: We included 7,778 participants (mean age 70.6 years; 42.7% female) from 16 studies, followed up for a median of 1.44 years. Eighty ICH and 424 ischemic strokes occurred. BGPVS were associated with increasing age, hypertension, previous ischemic stroke, previous ICH, lacunes, cerebral microbleeds, and white matter hyperintensities. CSOPVS showed consistently weaker associations. Prospectively, after adjusting for potential confounders including cerebral microbleeds, increasing BGPVS burden was independently associated with future ischemic stroke (versus 0-10 BGPVS, 11-20 BGPVS: HR 1.19, 95% CI 0.93-1.53; 21+ BGPVS: HR 1.50, 95% CI 1.10-2.06; = 0.040). Higher BGPVS burden was associated with increased ICH risk in univariable analysis, but not in adjusted analyses. CSOPVS were not significantly associated with either outcome. DISCUSSION: In patients with ischemic stroke or TIA, increasing BGPVS burden is associated with more severe cerebral small vessel disease and higher ischemic stroke risk. Neither BGPVS nor CSOPVS were independently associated with future ICH