Pub Date : 2019-09-20DOI: 10.55612/s-5002-042-001psi
T. Treasure-Jones, Sebastian Maximilian Dennerlein, P. Antoniou, I. Koren
Co-creation is a term encompassing various forms of active stakeholder engagement and collaboration aiming at (i) innovation and research results that are more relevant and responsive to society, (ii) wider and more efficient adoption of research and innovation, and (iii) stronger ties of innovation with the individual end user/consumer. Several approaches have emerged to support these aims, including Co-Design, CoProduction, Participatory Design, Design-based Research, Research-based Design, Living Labs and DevOps, which we subsume under the term co-creation. All of them have a strong ethos of valuing and involving the experience, expertise and creativity of all members of a user community and wider society at least equally to those of the “formal” product/content creators [1]. Co-creation is also an important means to adhere to the EU’s Responsible Research and Innovation agenda and part of the ‘Science with and for the Society’ objective [2]. Within the TEL domain, co-creation plays a particularly important role as design and development move from relatively well-understood school-based or formal learning contexts into less structured and less well-understood areas such as informal learning and continuing professional development. Additionally, with wider acceptance of user-generated and digital open educational resources (OER) into formal and informal education, co-creation emerges as an invaluable tool for timely, relevant and high-quality digital content availability in TEL solutions. TEL appears as a natural “habitat” for co-creative approaches. The necessary co-creation focus on multiple stakeholders ties well with the interdisciplinary approach that is needed both in developing and deploying TEL designs. The democratic methodology that fosters equal voices and community-guided design goes along with TEL’s need for creative thinking, while maintaining a view of real limitations that are inherent in the underlying technologies and domain practices. In this context, this special issue aims to present an evidence-based discourse on the conceptual and practical challenges that arise from incorporating collaborative, creative and stakeholder-oriented principles in TEL environments. Crucially, the use, effectiveness, and impact of these co-creation approaches in the TEL community need to be better understood, allowing for the implementation of traceable and trustworthy studies meeting the standards of the TEL community at the same time.
{"title":"Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning","authors":"T. Treasure-Jones, Sebastian Maximilian Dennerlein, P. Antoniou, I. Koren","doi":"10.55612/s-5002-042-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-042-001psi","url":null,"abstract":"Co-creation is a term encompassing various forms of active stakeholder engagement and collaboration aiming at (i) innovation and research results that are more relevant and responsive to society, (ii) wider and more efficient adoption of research and innovation, and (iii) stronger ties of innovation with the individual end user/consumer. Several approaches have emerged to support these aims, including Co-Design, CoProduction, Participatory Design, Design-based Research, Research-based Design, Living Labs and DevOps, which we subsume under the term co-creation. All of them have a strong ethos of valuing and involving the experience, expertise and creativity of all members of a user community and wider society at least equally to those of the “formal” product/content creators [1]. Co-creation is also an important means to adhere to the EU’s Responsible Research and Innovation agenda and part of the ‘Science with and for the Society’ objective [2]. Within the TEL domain, co-creation plays a particularly important role as design and development move from relatively well-understood school-based or formal learning contexts into less structured and less well-understood areas such as informal learning and continuing professional development. Additionally, with wider acceptance of user-generated and digital open educational resources (OER) into formal and informal education, co-creation emerges as an invaluable tool for timely, relevant and high-quality digital content availability in TEL solutions. TEL appears as a natural “habitat” for co-creative approaches. The necessary co-creation focus on multiple stakeholders ties well with the interdisciplinary approach that is needed both in developing and deploying TEL designs. The democratic methodology that fosters equal voices and community-guided design goes along with TEL’s need for creative thinking, while maintaining a view of real limitations that are inherent in the underlying technologies and domain practices. In this context, this special issue aims to present an evidence-based discourse on the conceptual and practical challenges that arise from incorporating collaborative, creative and stakeholder-oriented principles in TEL environments. Crucially, the use, effectiveness, and impact of these co-creation approaches in the TEL community need to be better understood, allowing for the implementation of traceable and trustworthy studies meeting the standards of the TEL community at the same time.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46583548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-10DOI: 10.55612/s-5002-041-001psi
Kasper Rodil, H. Winschiers-Theophilus, Tutaleni I. Asino, Tariq Zaman
The objective of this special issue was to bring together a number of high-quality articles from people from across the globe, belonging to or working in close partnership with indigenous communities meanwhile orbiting topics of learning and digital technologies. This special issue has truly resonated globally among peers, thus enabling the publication of insightful, broad and open access research articles written by individuals and research groups. Common to the range of articles is the fact that they embrace practices, theories and reflections rooted in indigenous knowledge systems, are critical of existing tensions and trends while contributing to technology design ventures in formal and informal learning contexts. This special issue is initiated by ”Only Connect: Indigenous Digital Learning” by Traxler, which is an excellent entry equipping readers to better engage with the complicated, promising and at the same time daring landscape representing the many intersections of learning, digitality, indigeneity, policy and community. The article ”Preserving Indigenous voices: Web archiving in Aotearoa/New Zealand” by Ka‘ai-Mahuta provides an insight into the opportunities for sharing, learning and preserving there is for indigenous communities using digital means, but also adeptly illustrates the challenges and embedded consequences of using those digital means in terms of how this stored knowledge is organized, protected and accessed by those who are the rightful owners of it. The article ”A Participatory Approach for Digital Documentation of Egyptian Bedouins Intangible Cultural Heritage“ by Giglitto, Lazem and Preston demonstrates a participatory approach of protecting and disseminating the intangible heritage of Beduins in Egypt through four digital prototypes. The article is highly insightful from both the community engagement perspective, but also from a didactic vantage point, as the work illuminates the benefits of bringing students into the lifeworld and nondigital domain of the Beduin. In the article “the Pedagogical Usage of Digital Technologies in an Indigenous Village in Brazil: Reflections and Challenges,” the authors Ribeiro, Kaminski, Lübeck and Boscarioli provide a case study of the use of digital technologies in a Brazilian village community and how it concurs with the preservation, cultural dissemination and the appropriation of indigenous and non-indigenous knowledge. Yet, the authors also demonstrate how digital tools albeit useful in learning contexts have embedded challenges, such as connectivity, which is not the only obstacle for indigenous digital learning to fully come to fruition. In ” Using ICT in designs for learning among indigenous children in Peru” by Salas-Pilco, brings the reader into seeing how ICT in indigenous learning contexts does not only showcase the use of predefined technologies but illustrates how ICT has been appropriated by indigenous children. The article not only demonstrates three inspiring prototyp
{"title":"Indigenous Knowledge and Practices contributing to new approaches in learning/educational technologies","authors":"Kasper Rodil, H. Winschiers-Theophilus, Tutaleni I. Asino, Tariq Zaman","doi":"10.55612/s-5002-041-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-041-001psi","url":null,"abstract":"The objective of this special issue was to bring together a number of high-quality articles from people from across the globe, belonging to or working in close partnership with indigenous communities meanwhile orbiting topics of learning and digital technologies. This special issue has truly resonated globally among peers, thus enabling the publication of insightful, broad and open access research articles written by individuals and research groups. Common to the range of articles is the fact that they embrace practices, theories and reflections rooted in indigenous knowledge systems, are critical of existing tensions and trends while contributing to technology design ventures in formal and informal learning contexts. This special issue is initiated by ”Only Connect: Indigenous Digital Learning” by Traxler, which is an excellent entry equipping readers to better engage with the complicated, promising and at the same time daring landscape representing the many intersections of learning, digitality, indigeneity, policy and community. The article ”Preserving Indigenous voices: Web archiving in Aotearoa/New Zealand” by Ka‘ai-Mahuta provides an insight into the opportunities for sharing, learning and preserving there is for indigenous communities using digital means, but also adeptly illustrates the challenges and embedded consequences of using those digital means in terms of how this stored knowledge is organized, protected and accessed by those who are the rightful owners of it. The article ”A Participatory Approach for Digital Documentation of Egyptian Bedouins Intangible Cultural Heritage“ by Giglitto, Lazem and Preston demonstrates a participatory approach of protecting and disseminating the intangible heritage of Beduins in Egypt through four digital prototypes. The article is highly insightful from both the community engagement perspective, but also from a didactic vantage point, as the work illuminates the benefits of bringing students into the lifeworld and nondigital domain of the Beduin. In the article “the Pedagogical Usage of Digital Technologies in an Indigenous Village in Brazil: Reflections and Challenges,” the authors Ribeiro, Kaminski, Lübeck and Boscarioli provide a case study of the use of digital technologies in a Brazilian village community and how it concurs with the preservation, cultural dissemination and the appropriation of indigenous and non-indigenous knowledge. Yet, the authors also demonstrate how digital tools albeit useful in learning contexts have embedded challenges, such as connectivity, which is not the only obstacle for indigenous digital learning to fully come to fruition. In ” Using ICT in designs for learning among indigenous children in Peru” by Salas-Pilco, brings the reader into seeing how ICT in indigenous learning contexts does not only showcase the use of predefined technologies but illustrates how ICT has been appropriated by indigenous children. The article not only demonstrates three inspiring prototyp","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47646023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-15DOI: 10.55612/s-5002-040-001psi
Andrea Vesco, Salvatore Di Dio, Bernat Gastón
{"title":"Games for Urban Sustainability","authors":"Andrea Vesco, Salvatore Di Dio, Bernat Gastón","doi":"10.55612/s-5002-040-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-040-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43854515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-20DOI: 10.55612/s-5002-039-001psi
H. Knoche, E. Popescu
Learning ecosystems are getting smarter and play a central role in regional development and social innovation. “Smart”, thus, are not simply technologyenhanced learning ecosystems but, rather, learning ecosystems that promote the multidimensional well-being of all players of learning processes (i.e., students, professors, administrative personnel and technicians, territorial stakeholders, and parents) and that contribute to the increase of the social capital of a “region”, also thanks to the mediation of the technologies. The papers included in this special issue aim to inform the understanding of learning ecosystems and accompanying design for “smartness”, foster the development of policies and action plans and support technological impact. The special issue call welcomed extended papers from the Smart Learning Ecosystems and Regional Development (SLERD) conference held in Aalborg in 2018 as well as new submissions. We received a total of 15 papers for the special issue out of which we selected six, after having passed through a rigorous reviewing procedure. The special issue starts with the paper “Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage” by Alaa SA Alkhafaji, Sanaz Fallahkhair, and Mihaela Cocea. Along with a theoretical framework for smart and ubiquitous learning environments (FoSLE) the paper presents a series of design recommendations for the context of cultural heritage on three concerns: content provisioning, learning experience design, and interaction with context design. The work was based on a user-centered design approach relying on three field studies and the evaluation of a proof-of-concept application. In the second paper, entitled "Pass or Fail? Prediction of Students’ Exam Outcomes from Self-reported Measures and Study Activities", Bianca Clavio Christensen, Brian Bemman, Hendrik Knoche and Rikke Gade propose a learning ecosystem for identifying at-risk undergraduate students. The study takes place in the context of an introductory programming course in a Problem-Based Learning (PBL) environment. Two data analysis methods were applied: best-subset-regression and lasso regression, which yielded several significant predictors for the final grade. These predictors include midterm exam results, self-assessment quizzes, peer reviewing activities and interactive online exercises. The study findings help to identify strategies for supporting struggling students and reducing dropout rates in PBL environments. The third paper, “The model of self-organization in digitally enhanced schools” by Eka Jeladze and Kai Pata looks into different types of learning ecosystems that include digital components. Based on data from more than 400 schools in 13 countries the authors developed a holistic model through K-means clustering. The model accounts for differences in how innovative changes were maintained in schools and details four approaches to self-organization A) orga
{"title":"Smart Learning Ecosystems - technologies, places, and human-centered design","authors":"H. Knoche, E. Popescu","doi":"10.55612/s-5002-039-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-039-001psi","url":null,"abstract":"Learning ecosystems are getting smarter and play a central role in regional development and social innovation. “Smart”, thus, are not simply technologyenhanced learning ecosystems but, rather, learning ecosystems that promote the multidimensional well-being of all players of learning processes (i.e., students, professors, administrative personnel and technicians, territorial stakeholders, and parents) and that contribute to the increase of the social capital of a “region”, also thanks to the mediation of the technologies. The papers included in this special issue aim to inform the understanding of learning ecosystems and accompanying design for “smartness”, foster the development of policies and action plans and support technological impact. The special issue call welcomed extended papers from the Smart Learning Ecosystems and Regional Development (SLERD) conference held in Aalborg in 2018 as well as new submissions. We received a total of 15 papers for the special issue out of which we selected six, after having passed through a rigorous reviewing procedure. The special issue starts with the paper “Design recommendations for designing smart and ubiquitous learning environments to be used at outdoor cultural heritage” by Alaa SA Alkhafaji, Sanaz Fallahkhair, and Mihaela Cocea. Along with a theoretical framework for smart and ubiquitous learning environments (FoSLE) the paper presents a series of design recommendations for the context of cultural heritage on three concerns: content provisioning, learning experience design, and interaction with context design. The work was based on a user-centered design approach relying on three field studies and the evaluation of a proof-of-concept application. In the second paper, entitled \"Pass or Fail? Prediction of Students’ Exam Outcomes from Self-reported Measures and Study Activities\", Bianca Clavio Christensen, Brian Bemman, Hendrik Knoche and Rikke Gade propose a learning ecosystem for identifying at-risk undergraduate students. The study takes place in the context of an introductory programming course in a Problem-Based Learning (PBL) environment. Two data analysis methods were applied: best-subset-regression and lasso regression, which yielded several significant predictors for the final grade. These predictors include midterm exam results, self-assessment quizzes, peer reviewing activities and interactive online exercises. The study findings help to identify strategies for supporting struggling students and reducing dropout rates in PBL environments. The third paper, “The model of self-organization in digitally enhanced schools” by Eka Jeladze and Kai Pata looks into different types of learning ecosystems that include digital components. Based on data from more than 400 schools in 13 countries the authors developed a holistic model through K-means clustering. The model accounts for differences in how innovative changes were maintained in schools and details four approaches to self-organization A) orga","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42934922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-10DOI: 10.18154/RWTH-2019-05114
Viktoria Pammer-Schindler, Ralf Klamma, Mario Aehnelt
A reflection on research methods is an essential part of any project related to design Today we are facing a new era of industrial automation and interconnection which drives the transition of human workplaces. New technologies but also novel business processes lead to a shift of worker related requirements at the data-intensive manufacturing workplace on the shop floor or in knowledge-intensive maintenance field operations. HCI research is already dealing with these new challenges by developing and providing practical assistance solutions which bring together again the power of industrial automation with the flexibility of human intelligence. We wish you an interesting reading with the four papers collected in this special issue on “"Human Computer Interaction Perspectives on Industry 4.0". They all shed a different light on ongoing HCI research in this exciting interdisciplinary field. The paper “Mobile Service Technician 4.0 – Knowledge-Sharing Solutions for Industrial Field Maintenance” by Kaasinen et al. describe a human-centered design process for future workplaces of mobile service technicians. The paper demonstrates nicely the transformation of traditional workplaces through new technologies and the implications on human-centered design processes. In particular knowledge sharing will be affected but also time savings from avoiding useless waiting periods for technicians. The paper “University-industry Interoperability Framework for Developing the Future Competences of Industry 4.0” by Kusmin et al. is a good example for the changing nature of higher education in preparing students for future workplaces. It proposes a dynamic work-integrated curriculum where competency-related feedback loops can be established between higher education institutes, industry and students with the goal to develop work-integrated learning models. The paper “Teaching Styles of Virtual Training Systems for Industrial Applications – A Review of the Literature” by Loch et al. is a review of existing virtual training systems for industry 4.0. It reviews almost 50 papers along the dimensions instruction (concrete, abstract, overview, structure), presentation (output modality/device, realism, feedback), interaction (input device, activity) and adaptation (adaptivity, contextual factors, adaptability). The conclusions are that the systems are very similar in teaching but limited in the adaptation dimension. Murauer and Pflanz present a field study with “A full shift field study to evaluate userand process-oriented aspects of smart glasses in automotive order picking processes”. One of the major current limitations is the lacking full shift capabilities of AR devices. In this study, health oriented aspects as well as performance aspects are researched using smart glasses in order picking processes.
{"title":"Human Computer Interaction Perspectives on Industry 4.0","authors":"Viktoria Pammer-Schindler, Ralf Klamma, Mario Aehnelt","doi":"10.18154/RWTH-2019-05114","DOIUrl":"https://doi.org/10.18154/RWTH-2019-05114","url":null,"abstract":"A reflection on research methods is an essential part of any project related to design Today we are facing a new era of industrial automation and interconnection which drives the transition of human workplaces. New technologies but also novel business processes lead to a shift of worker related requirements at the data-intensive manufacturing workplace on the shop floor or in knowledge-intensive maintenance field operations. HCI research is already dealing with these new challenges by developing and providing practical assistance solutions which bring together again the power of industrial automation with the flexibility of human intelligence. We wish you an interesting reading with the four papers collected in this special issue on “\"Human Computer Interaction Perspectives on Industry 4.0\". They all shed a different light on ongoing HCI research in this exciting interdisciplinary field. The paper “Mobile Service Technician 4.0 – Knowledge-Sharing Solutions for Industrial Field Maintenance” by Kaasinen et al. describe a human-centered design process for future workplaces of mobile service technicians. The paper demonstrates nicely the transformation of traditional workplaces through new technologies and the implications on human-centered design processes. In particular knowledge sharing will be affected but also time savings from avoiding useless waiting periods for technicians. The paper “University-industry Interoperability Framework for Developing the Future Competences of Industry 4.0” by Kusmin et al. is a good example for the changing nature of higher education in preparing students for future workplaces. It proposes a dynamic work-integrated curriculum where competency-related feedback loops can be established between higher education institutes, industry and students with the goal to develop work-integrated learning models. The paper “Teaching Styles of Virtual Training Systems for Industrial Applications – A Review of the Literature” by Loch et al. is a review of existing virtual training systems for industry 4.0. It reviews almost 50 papers along the dimensions instruction (concrete, abstract, overview, structure), presentation (output modality/device, realism, feedback), interaction (input device, activity) and adaptation (adaptivity, contextual factors, adaptability). The conclusions are that the systems are very similar in teaching but limited in the adaptation dimension. Murauer and Pflanz present a field study with “A full shift field study to evaluate userand process-oriented aspects of smart glasses in automotive order picking processes”. One of the major current limitations is the lacking full shift capabilities of AR devices. In this study, health oriented aspects as well as performance aspects are researched using smart glasses in order picking processes.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47159692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-10DOI: 10.55612/s-5002-038-002fsi
Inès di Loreto, Elena Parmiggiani
{"title":"Inquiring the way we inquire","authors":"Inès di Loreto, Elena Parmiggiani","doi":"10.55612/s-5002-038-002fsi","DOIUrl":"https://doi.org/10.55612/s-5002-038-002fsi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41747387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Human Computer-Interaction (HCI) has been handled in different ways, which permittedtointerpret the theories, methods and practices according the chosen approach. Some considerations are presented about HCI approaches over the years, and the adopted pedagogical tactics to teach HCI disciplines is described. HCI was taught following the method of teaching / learning pointed to student-centered, supported by incentives for self-learning and integration of knowledge, preparing students for lifelong learning. The student was confronted with a set of theoretical and practical problems, based on real cases, for which they needed to present solutions. The attitude towards the students was challenging them to deal with creativity and how it was affected/supported by technology. The case that we describe in this paper concerns an artifact – a microwave –, which was modified to function differently from what it was built for. We present an example case where students were free to demonstrate their creativity and develop an artifact based on the concept of modding.
{"title":"Unexpected Artifact ? A Modding Interface Design","authors":"Arminda Guerra Lopes","doi":"10.55612/s-5002-037-006","DOIUrl":"https://doi.org/10.55612/s-5002-037-006","url":null,"abstract":"Human Computer-Interaction (HCI) has been handled in different ways, which permittedtointerpret the theories, methods and practices according the chosen approach. Some considerations are presented about HCI approaches over the years, and the adopted pedagogical tactics to teach HCI disciplines is described. HCI was taught following the method of teaching / learning pointed to student-centered, supported by incentives for self-learning and integration of knowledge, preparing students for lifelong learning. The student was confronted with a set of theoretical and practical problems, based on real cases, for which they needed to present solutions. The attitude towards the students was challenging them to deal with creativity and how it was affected/supported by technology. The case that we describe in this paper concerns an artifact – a microwave –, which was modified to function differently from what it was built for. We present an example case where students were free to demonstrate their creativity and develop an artifact based on the concept of modding.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-10DOI: 10.55612/s-5002-037-001fsi
Anna-Katharina Frison, F. Lachner, A. Riener, I. Pettersson
{"title":"Future Directions of UX Studies: Learning from Best Practices","authors":"Anna-Katharina Frison, F. Lachner, A. Riener, I. Pettersson","doi":"10.55612/s-5002-037-001fsi","DOIUrl":"https://doi.org/10.55612/s-5002-037-001fsi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-10DOI: 10.55612/s-5002-037-002fsi
Pedro F. Campos, Torkil Clemmensen, B. R. Barricelli, J. Abdelnour-Nocera, A. Lopes, Frederica Gonçalves
. Over the last decade, empirical relationships between work domain analysis and HCI design have been identified by much research in the field of Human Work Interaction Design (HWID) across five continents. Since this workshop takes place at the Interact Conference in Mumbai, there is a unique opportunity to observe technology-mediated innovative work practices in informal set-tings that may be related to the notion of International Development. In this unique context, this workshop proposes to analyze findings related to opportuni-ties for design research in this type of work domains: a) human-centered design approaches for specific work domains (workplaces, smart workplaces); b) visions of new roles for workplaces that enhance both work practice and interaction design. In order to do this, participants engage with field trips, gather data and dis-cuss their experience at the workshop on the following day.
{"title":"Human-Work Interaction Design Meets International Development","authors":"Pedro F. Campos, Torkil Clemmensen, B. R. Barricelli, J. Abdelnour-Nocera, A. Lopes, Frederica Gonçalves","doi":"10.55612/s-5002-037-002fsi","DOIUrl":"https://doi.org/10.55612/s-5002-037-002fsi","url":null,"abstract":". Over the last decade, empirical relationships between work domain analysis and HCI design have been identified by much research in the field of Human Work Interaction Design (HWID) across five continents. Since this workshop takes place at the Interact Conference in Mumbai, there is a unique opportunity to observe technology-mediated innovative work practices in informal set-tings that may be related to the notion of International Development. In this unique context, this workshop proposes to analyze findings related to opportuni-ties for design research in this type of work domains: a) human-centered design approaches for specific work domains (workplaces, smart workplaces); b) visions of new roles for workplaces that enhance both work practice and interaction design. In order to do this, participants engage with field trips, gather data and dis-cuss their experience at the workshop on the following day.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48804858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates the relation between digitalisation and the Sustainable Development Goals (SDGs). Digitalisation is often presented as a transformative power, changing the way we live and work. The SDGs describe digitalisation technologies such as ICTs as enablers of sustainable development. The unsustainability of these technologies themselves may actually undermine the gains made in digitalisation. This becomes clear when we locate the discussion of digitalisation and the SDGs in a discussion of the Planetary Boundaries framework. The example of one of the most emblematic digital technologies of our time, the smartphone, shows the negative impact of its production and consumption on the biosphere, the basis for all life on our planet, and on many of the social aspects of the SDGs, such as poverty, child labour, decent work, and peace. But rather than promoting sustainable digitalisation, this paper proposes the notion of sustainment as a foundational principle for the sustainability of digitalisation. While sustainability has become a mean to an end, sustainment is about sustaining life itself. With sustainment, digitalisation and its design can strengthen our ability to respond to the challenges of living on a finite planet.
{"title":"Digitalisation and the UN Sustainable development Goals: What role for design","authors":"Maja van der Velden","doi":"10.55612/s-5002-037-008","DOIUrl":"https://doi.org/10.55612/s-5002-037-008","url":null,"abstract":"This paper investigates the relation between digitalisation and the Sustainable Development Goals (SDGs). Digitalisation is often presented as a transformative power, changing the way we live and work. The SDGs describe digitalisation technologies such as ICTs as enablers of sustainable development. The unsustainability of these technologies themselves may actually undermine the gains made in digitalisation. This becomes clear when we locate the discussion of digitalisation and the SDGs in a discussion of the Planetary Boundaries framework. The example of one of the most emblematic digital technologies of our time, the smartphone, shows the negative impact of its production and consumption on the biosphere, the basis for all life on our planet, and on many of the social aspects of the SDGs, such as poverty, child labour, decent work, and peace. But rather than promoting sustainable digitalisation, this paper proposes the notion of sustainment as a foundational principle for the sustainability of digitalisation. While sustainability has become a mean to an end, sustainment is about sustaining life itself. With sustainment, digitalisation and its design can strengthen our ability to respond to the challenges of living on a finite planet.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45944457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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