Interaction paradigms, Paradigmas de interacción, Embodied interaction, and Paradigmes d'interacció
In the last decades new interaction paradigms have emerged: Tangible User Interfaces, ubiquitous computing, wearable devices, mixed- reality among others. Such paradigms extended the user interface beyond the keyboard and mouse, and physical interaction has gained importance. This transformation represents a challenge-opportunity for interaction and experience designers. As a consequence, design frameworks are incorporating embodied cognition theories, getting inspiration from phenomenology and aiming to integrate body, mind and technology. This interaction design perspective is known as embodied interaction. This dissertation aims to understand how to design and implement embodied interactive systems for mathematics learning for children, including sighted children and children with visual impairments (VIs). Thus, we might capitalize technological progress into actual opportunities to better support learning. In this context, the thesis explores the development of three interactive systems for mathematics learning and the evaluation of two of them. Through this prototyping approach we discuss design implications for embodied interaction systems in learning contexts, contributing with the generation of intermediate-level knowledge. Finally, we also confirm and extend previous research in this field.
Building Information, Modeling (BIM), Internet of Things (IoT), Interaction, Real-Time Information, Responsive Architecture, Human-Computer Interaction, User Centered Design, Post- Occupancy Analysis, Thermal Comfort Optimization, Energy Efficiency, and Arquitectura y tecnología de computadoras
Symbiotic Data Platform is a receptive-responsive tool for ‘personalized’ thermal comfort optimization. The research focuses on; searching new possibilities of how to upgrade BIM methodology to be interactive, the possibility of using existing BIM data during the occupation phase of the building, and also, researching on the potential of enhancing energy efficiency & comfort optimization together by taking benefit of BIM material data. The objective of the research is to take benefit of the massive existing data that is embedded in Building Information Models, by exporting the information and using in other mediums as input. The research addresses both energy efficiency and sustainable environment concerns due to augmenting the accuracy of analysis by material data and real-time information, while focusing on personalized comfort optimization. The final product is an interface that addresses the contemporary concerns of global facts and the new generations responsible society. The research is developed by designing and testing via Prototyping thanks to IoT technology, and investigating the possibilities of adding BIM data to the prototypes’ algorithm.
Miah, Shah J., Solomonides, Ian, and Gammack, John G.
Education and Information Technologies, v25 n1 p553-581 Jan 2020. 29 pp.
Business Administration Education, Curriculum Development, Curriculum Design, Undergraduate Students, Interdisciplinary Approach, Information Systems, Data Analysis, Foreign Countries, and Australia
Although existing data science educational programmes develop talent and produce graduates, business-focused data science curricula comprising essential skills oriented to business and managerial data with associated analysis, remain underserved. Current pedagogy has focused either on data science or on purely analytic technical aspects. There is therefore, an opportunity to rethink how institutions can develop innovative data-focussed education programmes, addressing both modern industry and community demands. As both academia and industry strive to integrate applied learning, transferable and enterprise skills into business and sciences, this paper proposes a design based research approach (DBR) for designing such a new interdisciplinary data science teaching curriculum as a foundation to deliver business undergraduate degrees in Business Data Science. Adopting a design science method our proposed DBR illustrates effective utilities for conceptualising and evaluating a fully functional new degree programme -- Bachelor of Business Data Science. Ten senior business information systems academics and five analytics industry practitioners in Victoria, Australia were interviewed in three iterative prototyping phases followed by a final focus group session with business information systems students that evaluated the proposed structure. The findings suggest that proposed DBR ensures the design of an innovative data science degree that may meet growing industry and interdisciplinary demands. The paper concludes by discussing overall feasibility of the proposal in the Australian higher education sector, particularly for the case context of an Australian University.
Ferrari, Ana Lya Moya, Piculo dos Santos, Aline Darc, Bertolaccini, Guilherme da Silva, Medola, Fausto Orsi, and Sandnes, Frode Eika
Ferrari, A.L.M., Piculo dos Santos, A.D., Bertolaccini, G.S., Medola, F.O. & Sandnes, F.E. (2020). Evaluation of orthosis rapid prototyping during the design process: Analysis of verification models. In: M. Di Nicolantonio, E. Rossi & T. Alexander (Eds.), Advances in additive manufacturing, modeling systems and 3D prototyping: Proceedings of the AHFE 2019 International Conference on Additive Manufacturing, Modeling Systems and 3D Prototyping, Cham: Springer (pp. 298-307)
International Electronic Journal of Mathematics Education, v15 n2 Article em0570 2020. 9 pp.
Mathematics Tests, Test Construction, Student Evaluation, Mathematics Skills, Problem Solving, International Assessment, Secondary School Students, Achievement Tests, Foreign Countries, Test Validity, Test Reliability, Program for International Student Assessment, and Indonesia
This study aims to describe: (1) The validity and reliability of the PISA model mathematical problems on the change and relationship content developed; (2) The practicality of PISA mathematical problem models on the developed change and relationship content; (3) Students' mathematical problem-solving abilities on mathematical problems in the PISA model of content change and relations developed. This research is a Tessmer type development model. This study consists of 2 stages, namely the preliminary stage, and the formative evaluation (prototyping) stage which includes expert reviews, one-to-one, and small groups and the field test (high resistance in revision) stage. The subjects of this study were 32 students of Grade VIII-2 of SMP Negeri 6 Padangsidimpuan. Data collection techniques used were walkthrough, documents, tests, and questionnaires. Based on the results of the study, it was found that the mathematical problems of the PISA model on the content of change and relationship that has been developed produce valid questions that are reliable with high interpretation, as well as practical. PISA mathematical problem tests on the content of change and relationship with the students' mathematical problem-solving ability reached a score of 62.50% with enough categories.
Usó, Vanessa Ghiraldeli, Sandnes, Frode Eika, and Medola, Fausto Orsi
Usó, V.G., Sandnes, F.E. & Medola, F.O. (2020). Using virtual reality and rapid prototyping to co-create together with hospitalized children. In: M. Di Nicolantonio, E. Rossi & T. Alexander (Eds.). Advances in additive manufacturing, modeling systems and 3D prototyping: Proceedings of the AHFE 2019 International Conference on Additive Manufacturing, Modeling Systems and 3D Prototyping, 2020 (pp. 279-288) Cham: Springer
Despite the last 60 years have seen major advances in many scientific and technological inputs of drug Research and Development, the number of new molecules hitting the market per billion US dollars of R&D spending has been declined steadily during the same period. The current scenario highlights the need for new research tools to enable reduce costly animal and clinical trials while providing a better prediction about drug efficacy and security in humans A recent emerging approach to improve the current models is emerging from the field of microfluidics, which studies systems that process or manipulate tiny amounts of fluids using channels with dimensions of tens to hundreds of micrometers. Combining microfluidics with cell culture, scientists gave rise to a new field named “Organ-on-chip” (OOC). Microfluidic OOCs are advanced platforms designed to mimic physiological structures and continuous flow conditions, thus allowing the culture of cells in a friendlier microenvironment. This thesis, titled “Cell culture interfaces for different organ-on-chip applications: from photolithography to rapid-prototyping techniques with sensor embedding”, aims to design, simulate and test new OOC devices to reproduce cell culture interface under flow conditions. The work has a focus on the exploration of novel fabrication techniques which enable rapid prototyping of OOC devices, reducing costs, time and human labor associated to the fabrication process. The final objective is to demonstrate the viability of the devices as research tools for biological problems, applying them to the tubular kidney and the blood brain barrier (BBB). To achieve the objective, at least three device version have been developed: 1) OOCv1, fabricated by multilayer PDMS soft lithography; 2) OOCv2, fabricated in thermoplastic by layered object manufacturing using both a vinyl cutter and a laser cutter, integrating standard fluidic connectors alone (OOCv2.1) or together with embedded electrodes (OOCv2.2); 3) OOCv3 using a mixed technique of laser cut and 3D printing by stereolithography. All devices are fabricated using biocompatible materials with high optical quality and an embedded commercial membrane. The biological experiments with renal tubular epithelial cells, realized on OOCv1 and OOCv2.1 devices, demonstrated the viability of the device for culturing cells under flow conditions. The study realized on fatty acid oxidation and accumulation in cells exposed to physiological and diabetogenic oscillating levels of glucose suggest a possible positive role of shear stress in activation of fatty acid metabolism. The studies were performed using a compact experimental unit with embedded flow control which reduce significatively the complexity and cost of the fluidic experimental setup. The biological experiments on the BBB confirmed viability of OOCv2.1 and OOCv2.2 for compartmentalized co-culturing of endothelial cells and pericytes. The formation and recovery of the barrier after disruptive treatment has been assessed using different techniques, including immunostaining, fluorescence and live phase contrast imaging, and electrical impedance spectroscopy. The repeatability of measurements using electrodes was verified. A model to classify measurements from different timepoints has been developed, resulting in accuracy of 100% in learning and 90% in testing case. Results are confirmed by imaging data, which also suggest a critical role of pericytes in the development, maintenance, and regulation of BBB, in accordance with the literature.
As engineering learning experiences increasingly begin in elementary school, elementary teacher preparation programs are an important site for the study of teacher development in engineering education. In this article, we argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities they create for students. We present a comparative case study examining the epistemological framing dynamics of two novice urban teachers, Ana and Ben, as they learned and taught engineering design during a four-week institute for new elementary teachers. Although the two teachers had very similar teacher preparation backgrounds, they interpreted the purposes of engineering design learning and teaching in meaningfully different ways. During her own engineering sessions, Ana took up the goal not only of meeting the needs of the client but also of making scientific sense of artifacts that might meet those needs. When facilitating students' engineering, she prioritized their building knowledge collaboratively about how things work. By contrast, when Ben worked on his own engineering, he took up the goal of delivering a product. When teaching engineering to students, he offered them constrained prototyping tasks to serve as hands-on contexts for reviewing scientific explanations. These findings call for teacher educators to support teachers' framing of engineering design as a knowledge building enterprise through explicit conversations about epistemology, apprenticeship in sense-making strategies, and tasks intentionally designed to encourage reasoning about design artifacts.
Design, Creativity, Thinking Skills, Teamwork, Graduate Students, Student Attitudes, Empathy, Perspective Taking, Teaching Methods, Interpersonal Relationship, Group Dynamics, Learning Motivation, Foreign Countries, Cooperative Learning, Student Projects, Active Learning, and South Korea
The purpose of this study was to develop team projects in design thinking, for promotion and examination with the cultivation of group creativity. Research was conducted during the spring of 2017, with sixteen graduate students. Using artifact-based interviews, we analyzed the development of group creativity during the five stages of design thinking: understanding knowledge, empathizing, sharing perspectives, generating ideas, and prototyping. Results showed that analytical thinking was present throughout the overall project, while factors related to group creativity (such as learner orientation, interpersonal understanding, and flexibility) were observed at different rates as the project progressed. Results suggest that such pedagogical strategies as idea checking and training for applicability are necessary in order to foster group creativity.
Lim, Cheolil, Ryu, Jeeheon, Martindale, Trey, Kim, Nari, and Park, Sanghoon
TechTrends: Linking Research and Practice to Improve Learning, v63 n5 p503-505 Sep 2019. 3 pp.
Educational Technology, Conferences (Gatherings), Teaching Methods, Instructional Design, Computer Software, Management Systems, Creativity, Computer Simulation, Coding, Computer Science Education, Entrepreneurship, Educational Innovation, Foreign Countries, and South Korea
This report synthesized a one-hour panel discussion at the Association for Educational Communications and Technology (AECT) International Convention 2018 in Kansas City, Missouri, sponsored by the Korean Society for Educational Technology (KSET). The theme of the panel discussion was "New Technology, Design, and Research Approaches for Innovative Education." Four distinguished panelists and more than 20 AECT/KSET members participated in discussions on various topics, including rapid prototyping, instructional systems design, online support system development for creativity, microlearning, virtual reality/simulation, learning analytics, coding education and makerspaces in K-12 education.
Sahidin, Latief, Budiarto, Mega Teguh, and Fuad, Yusuf
International Journal of Instruction, v12 n3 p651-664 Jul 2019. 14 pp.
Vignettes, Mathematics Skills, Foreign Countries, Mathematical Concepts, Mathematics Achievement, Pedagogical Content Knowledge, Formative Evaluation, Mathematics Teachers, Junior High School Teachers, Geometry, Geometric Concepts, Test Reliability, Test Validity, Mathematics Instruction, and Indonesia
The objective of this study is to produce a vignette in measuring mathematical knowledge for teaching based conceptual (MKT-C). The method of this research is a development research conducted by synthesizing the expert reviews on MKT-C in the knowledge domain of material content which was divided into sub domains: common content knowledge based conceptual (CCK-C), specialized content knowledge based conceptual (SCK-C) and knowledge at the mathematical horizon based conceptual (KMH-C) through vignette. The research procedure is as follows: defining constructs, identifying and preparing indicators, developing vignette, validating experts or expert validation and trial test. The research phases included (1) preliminary phase: preparation and design and (2) formative evaluation phase: self-evaluation, prototyping and field test (Tessmer, 2013). At formative evaluation phase, self-evaluation began and it is done by the researcher himself. In expert review phase, validation in terms of content, construct and language by experts was done. One-to-one phase was conducted for the teacher to test the readability. Then it was tried out to the teachers in the small group of non-research subjects. They were asked for suggestions and comments for improvement. The small group carried out was to 29 teachers who participated in the teacher professional education program at Universitas Halu Oleo.
International Journal of Instruction, v12 n3 p271-288 Jul 2019. 18 pp.
English for Academic Purposes, Student Attitudes, Learning Experience, Academic Achievement, Student Needs, Engineering Education, Industrial Education, Learning Motivation, Student Educational Objectives, Foreign Countries, Needs Assessment, Psychological Needs, English Instruction, Instructional Design, College Students, and Indonesia
There are two prominent constraints of students' needs analysis; first, the identification of needs in teaching English for Academic Purposes (EAP) merely focuses on two main dimensions, namely target needs and learning needs, and less to involve affective factors as the basis of all (including learning experience and achievement motivation). Second, there is a common notion that EAP learning is considered the same as general English so that the development of learning design often leads to English for General Academic Purposes (EGAP). This study aims to identify students' perception of learning experience and motivation for the prototype of learners' needs of English for Academic Purposes (EAP) in Industrial engineering. Data were collected from 40 students using three types of questionnaires, namely about learning experiences, learning motivation, and learners' needs. The data of learners' needs was also taken from 8 lecturers as well as program managers. By using quantitative and descriptive analysis, this study showed that first, the students had reasonable learning experience, by being able to participate in the EAP program. Second, the students had strong motivation in achieving their goals. Third, the relationship between learning experience and achievement motivation was not significant and was not quite strong, implying that learning experiences were predicted not to affect students' learning motivation. Fourth, the students' needs lead to English for Specific Academic Purposes (ESAP) which is thus contradictory with the previous notion.
McDonald, Jason K., West, Richard E., Rich, Peter J., and Pfleger, Isaac
TechTrends: Linking Research and Practice to Improve Learning, v63 n4 p440-450 Jul 2019. 11 pp.
Interdisciplinary Approach, College Students, Instructional Design, Undergraduate Study, Specialization, Interpersonal Relationship, College Faculty, and Models
Traditionally, university students' education is siloed into disconnected courses and programs. Increasingly, however, there is a trend toward providing interdisciplinary learning experiences to help students develop meaningful skills for becoming more successful in their chosen careers. In this paper, we describe an instructional design project in which we engaged to develop an interdisciplinary minor in design thinking at a university in the western United States. This effort involved uniting faculty from the colleges of education, business, fine arts and communications, and engineering and technology. After reviewing our needs analysis process, we describe the structure of the minor itself, and how it was designed to respond to our analysis. We also discuss the following lessons learned throughout our project: (1) common vision is the beginning, not the end, of interdisciplinary design thinking; (2) personal relationships are crucially important in interdisciplinary design thinking; and (3) iterative prototyping improves interdisciplinary design thinking. Using principles such as those discussed in this paper, we believe the field of instructional design can help lead the way in the development of additional interdisciplinary learning experiences in higher education.
Conducció autònoma, Conducción autónoma, Autonomous driving, Visió per computador, Visión por computador, Computer vision, Aprenentatge màquina, Aprendizaje máquina, Machine learning, and Ciències Experimentals
Els vehicles autònoms es consideren ara com a actius assegurats en el futur. Literalment, tots els marcadors d’automòbils rellevants es troben en una cursa per produir vehicles totalment autònoms. Aquests fabricants de cotxes solen fer ús de canonades modulars per al disseny de vehicles autònoms. Aquesta estratègia descompon el problema en diverses tasques com la detecció i el reconeixement d’objectes, la segmentació semàntica i la instància, l’estimació de profunditat, el reconeixement de llocs i SLAM, així com la planificació i el control. Cada mòdul requereix un conjunt separat d’algoritmes experts, que són costosos especialment quant al treball humà i la necessitat d’etiquetatge de dades. Una alternativa que recentment té un interès significatiu és la conducció integral. En el paradigma de conducció de extrem a extrem, la percepció i el control s’obtenen simultàniament mitjançant una xarxa profunda. Els models de tesisensorotor s’obtenen normalment mitjançant l’aprenentatge de imitacions de les demostracions de humà. L’avantatge principal és que aquest enfocament pot aprendre directament de les grans flotes de vehicles dirigits per humans sense necessitat d’un ontologia fixa i d’una àmplia quantitat d’etiquetatge. No obstant això, els mètodes de extrem a extrem es van utilitzar habitualment per aprendre conductes simples com ara manteniment de carrils i el vehicle principal. En aquesta tesi, per tal d’aconseguir comportaments més complexos, abordemalguns problemes quan es crea un sistema de conducció de extrem a extrem mitjançant l’aprenentatge de la imitació. El primer d’aquests és la necessitat d’un entorn per a l’avaluació d’algorismes i la recopilació de demostracions d’administració. En aquest sentit, hem participat en la creació del simulador de Carla, una plataforma de codi obert construïda des de la base per a la validació i el prototipatge d’autònoms. Atès que l’enfocament de extrem a extrem és purament re-actiu, també hi ha la necessitat de proporcionar una interfície amb un sistema de planificació global. Amb això, proposem l’aprenentatge d’imitació condicional que condiciona les accions produïdes en algun comandament d’alt nivell. L’avaluació és també una qüestió i normalment es fa mitjançant la comparació de la sortida de la xarxa de cap a cap a un conjunt de dades de conducció que es recull. Demostrem que això és correlacionat sorprenentment debilitat amb la conducció real i proposa estratègies sobre com adquirir millor les dades i una estratègia de comparació millor. Finalment, confirmem problemes de generalització ben coneguts (deguts a biaixos i sobraccessos actuals), de nous (a causa d’objectes dinàmics i la manca de model acausal) i la inestabilitat de la formació; Els problemes que requereixen més investigacions abans de finalitzar la conducció a través de la imitació poden escalar a la conducció del món real.