MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...Andreas Schmidt
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
Facilitating Maturing of Socio-technical Patterns through Social Learning App...Andreas Schmidt
Presentation at I-KNOW 2015, Special Track on Social Knowledge Management
Pattern-based approaches are becoming increasingly popular to
capture design experiences for a wider audience. This rises to
particular importance in participatory processes, such as user-driven design approaches. However, the creation process of such patterns is challenging, especially when it comes to motivational, affective and other soft factors. In this paper, we view the pattern development as a knowledge maturing process, i.e., a process of collective knowledge development. We describe the pattern development process, identify barriers in this process, and explain how various social learning approaches, such as peer coaching, social learning programmes (i.e., online courses with a collaborative focus), and reflective instruments in agile processes contribute to the key issue of decontextualizing and recontextualizing experiences in a continuous way.
The document discusses the MATURE model for analyzing motivational aspects in knowledge management. It was developed over 4 years of research to systematically include motivational factors. The model takes a socio-technical perspective and was informed by empirical studies. It focuses on observable barriers and links them to potential measures. The model analyzes individual, interpersonal, and work environment factors that can influence motivation. Measures are proposed at each level, like aligning tools with interests/values, improving cooperation, and ensuring the right infrastructure. The model provides guidance for interventions to improve knowledge development practices. The researchers are now applying the model through a consulting network.
The Role of Motivational and Affective Aspects: Empirical Results and Future ...Christine Kunzmann
The document discusses motivational and affective aspects in knowledge work and proposes future directions for research. It summarizes that motivation is key but has been studied fragmented across different fields without a unified approach. Promising new approaches look at relating motivation to needs for autonomy, mastery, and purpose. Incorporating motivational factors into work systems is challenging but important to understand contexts and individual differences. More design patterns are needed to systematically address motivation in technology.
Agile Project Management for Large-Scale Research Projects - An IntroductionAndreas Schmidt
Introduction into using agile project management in the context of multi-disciplinary, multi-national ICT research projects like those funded under EC's Framework Programme - prepared for the EmployID project (http://employid.eu)
Integrating Motivational Aspects into the Design of Learning Support in Organ...Andreas Schmidt
The document discusses integrating motivational aspects into the design of learning support systems in organizations. It presents an ethnographically-informed study of motivational factors and barriers. From this, the document derives a model of motivational aspects including individual, interpersonal, and work context. It proposes a methodology for incorporating motivation into requirements engineering by immersing developers in the workplace, creating user personas, use cases, and evaluating prototypes with end users.
This document discusses how design thinking can offer business schools an alternative approach to management education. It argues that traditional case study methods focus too narrowly on analysis and have a static view of business. In contrast, design thinking uses abductive reasoning to unpack "wicked problems", takes a user-centered perspective, and emphasizes practice as much as theory. The document proposes that business schools adopt the "3Ps" of design thinking: positioning students in context, fostering engagement, and developing their mindsets. This approach could help business programs better teach innovation, entrepreneurship, and managing in dynamic markets.
MATEL 2012: 3rd International Workshop on Motivational and Affective Aspects ...Andreas Schmidt
The document summarizes the agenda and goals of the MATEL 2012 workshop on motivational and affective aspects in technology-enhanced learning. The workshop brought together researchers from different fields such as knowledge management, CSCW, HCI, and psychology to discuss understanding motivation through empirical evidence and designing systems to support motivation. Presentations covered topics like motivational models, designing tools to support collaborative reflection, and the influence of collaboration and self-regulated learning services on workplace motivation. The overall goal was to discuss addressing motivation in specific contexts by exploring relationships between goals, interests, emotions and motivation in groups versus individuals.
Facilitating Maturing of Socio-technical Patterns through Social Learning App...Andreas Schmidt
Presentation at I-KNOW 2015, Special Track on Social Knowledge Management
Pattern-based approaches are becoming increasingly popular to
capture design experiences for a wider audience. This rises to
particular importance in participatory processes, such as user-driven design approaches. However, the creation process of such patterns is challenging, especially when it comes to motivational, affective and other soft factors. In this paper, we view the pattern development as a knowledge maturing process, i.e., a process of collective knowledge development. We describe the pattern development process, identify barriers in this process, and explain how various social learning approaches, such as peer coaching, social learning programmes (i.e., online courses with a collaborative focus), and reflective instruments in agile processes contribute to the key issue of decontextualizing and recontextualizing experiences in a continuous way.
The document discusses the MATURE model for analyzing motivational aspects in knowledge management. It was developed over 4 years of research to systematically include motivational factors. The model takes a socio-technical perspective and was informed by empirical studies. It focuses on observable barriers and links them to potential measures. The model analyzes individual, interpersonal, and work environment factors that can influence motivation. Measures are proposed at each level, like aligning tools with interests/values, improving cooperation, and ensuring the right infrastructure. The model provides guidance for interventions to improve knowledge development practices. The researchers are now applying the model through a consulting network.
The Role of Motivational and Affective Aspects: Empirical Results and Future ...Christine Kunzmann
The document discusses motivational and affective aspects in knowledge work and proposes future directions for research. It summarizes that motivation is key but has been studied fragmented across different fields without a unified approach. Promising new approaches look at relating motivation to needs for autonomy, mastery, and purpose. Incorporating motivational factors into work systems is challenging but important to understand contexts and individual differences. More design patterns are needed to systematically address motivation in technology.
Agile Project Management for Large-Scale Research Projects - An IntroductionAndreas Schmidt
Introduction into using agile project management in the context of multi-disciplinary, multi-national ICT research projects like those funded under EC's Framework Programme - prepared for the EmployID project (http://employid.eu)
Integrating Motivational Aspects into the Design of Learning Support in Organ...Andreas Schmidt
The document discusses integrating motivational aspects into the design of learning support systems in organizations. It presents an ethnographically-informed study of motivational factors and barriers. From this, the document derives a model of motivational aspects including individual, interpersonal, and work context. It proposes a methodology for incorporating motivation into requirements engineering by immersing developers in the workplace, creating user personas, use cases, and evaluating prototypes with end users.
This document discusses how design thinking can offer business schools an alternative approach to management education. It argues that traditional case study methods focus too narrowly on analysis and have a static view of business. In contrast, design thinking uses abductive reasoning to unpack "wicked problems", takes a user-centered perspective, and emphasizes practice as much as theory. The document proposes that business schools adopt the "3Ps" of design thinking: positioning students in context, fostering engagement, and developing their mindsets. This approach could help business programs better teach innovation, entrepreneurship, and managing in dynamic markets.
Firehouse introduction: Awareness and Reflection in Personal Learning Environ...Thomas Ullmann
This document discusses the design of an online mentoring system called ELLIMent to support lifelong learning skills through awareness and reflection. ELLIMent maps an established face-to-face mentoring system to an online format, representing seven learning power dimensions and enabling the exchange of reflections between mentees and mentors. Some challenges addressed are determining essential elements of face-to-face mentoring that can be realized online, using ELLIMent in a personal learning environment, and how to connect users with the right mentors. The workshop will focus on the awareness and reflection components, design patterns, and sharing visions for research over the next five years on applications, theory, methods, and building a vision of the aware and
Bracing for the future of learning & developmentTang Buay Choo
This document provides principles and best practices for developing a learning and development process focused on performance and informal learning. Some key points include: identifying real needs and expected outcomes; using technology to extend memory and support reminding; focusing on performance, not just learning; supporting social and informal learning; integrating learning into workflows; bringing learning to learners; and emphasizing self-directed and on-demand learning over structured training. The goal is to transition from a training culture to one focused on continuous, relevant learning that improves performance.
The document discusses teaching teamwork using a systems-oriented design approach. Last semester, product, interaction, and service design students at the Institute of Design AHO worked in four teams. The teams collaborated with Salto, a company that produces electric vehicle charging solutions. The teaching focused on developing effective team structures and dynamics, handling complexity through systems thinking, and utilizing diversity within the teams. Feedback from students indicated they learned communication techniques, how to deal with conflicts, and the value of understanding each other's skills in service, interaction, and product design. The projects resulted in collaborations that moved in the same direction and achieved significant results.
Introduction to Participatory Pattern WorkshopsYishay Mor
The document discusses participatory pattern workshops to address the gap between design expertise and practice. It proposes a methodology using collaborative reflection workshops, case story sharing, pattern mining, and future scenario planning. The workshops bring together interdisciplinary practitioners to jointly reflect on their work, identify common design patterns, and validate patterns by applying them to new problems. The goal is to develop effective knowledge sharing protocols to disseminate design expertise more broadly.
This document outlines a session on integrating creativity into classrooms. It discusses the benefits of creativity for learning and lists example creative projects like short stories, art, and improv. Challenges like assessing creativity are addressed. Participants will learn about creative thinking and activities, be able to discuss integrating creativity, and participate in a creative experience. The document provides tips for incorporating creativity through starting small, offering student choice, encouraging risk-taking, and focusing on process over product.
Overview of Scenario-Based Learning by the Destination: Problem-Based Learning Project http://learnpbl.com
aka Getting Your Students to Think for Themselves.
Imagine an intelligent entity that helps YOU to reflect - on yourself and your goals, on your experiences, on how to connect newly received knowledge to your existing ways of thinking. This is of course what good human teachers, coaches, and mentors can do. Can computers do that, too?
Research is ongoing on various issues of how to enable conversational agents - computer software endowed with some semblance of intelligence - to facilitate just such open-ended, reflective dialogues. This capability of conversational agents to guide through reflection by leading a reflective conversation is a different capability than seeming human, being able to induce human users to feel affect, or teaching factual knowledge (which is important, too!).
In this talk, a blueprint dialogue structure for reflecting on a single experience with the goal to learn for the future, will be described. This dialogue structure has been developed based on reflection theory and two use cases in work-related learning.
Further, the concept of reflection scripts will be introduced: This is a framework for designers of reflective technology to think in a structured manner about what type of reflection is the goal of design and how to structure the connection between reflection and other human activities (macro scripts), and how to structure guidance through such reflection (micro scripts).
BC Inclusion Presentation. Frederic Fovet From curiosity to buy inFrederic Fovet
The document discusses universal design for learning (UDL) and challenges with implementing it on an institutional level. It begins with introducing the speaker and defining UDL. It then notes that while UDL is popular in Canada, few institutions have successfully scaled it up in a strategic, sustainable way. The rest of the document discusses barriers to widespread UDL implementation, like a lack of ownership and strategic planning, and proposes using an ecological analysis to better understand an institution's context before developing an implementation plan tailored to that environment. The goal is to avoid false starts and help advocates avoid burnout by strategically navigating change management.
How to Create Efficient Learning Environment in Turbulent Times?Marek Hyla
The deck defines the framework of efficient learning environment created on a basis of secondary research of trends, new ideas and concepts in the learning and development space. It focuses on enablers and derailes related with learning mindsets and learning experiences supported by modern learning function.
Instructional design thinking dev learn conference, october 2017Marek Hyla
The deck used during DevLearn Confrence (October 2017) in Las Vegas. It let me to introduce the Instructional Design Thinking idea (combination of ID and DT) and work it out on two exercises using Learning Battle Cards tools.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
SPL Strategic Plan Preparing Team Report - PresentationJim Loter
Presentation summary of The Seattle Public Library's Strategic Plan Preparing Team's final report on fostering an organizational culture of innovation.
Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Using technology to create a more participatory learningSarah Hanson
This document discusses using technology to create a more participatory learning environment for employee training. It defines participatory learning as methods that require collaboration, critical thinking, and reflection. The benefits of participatory learning are that it builds skills like problem solving, encourages creativity, and improves retention. Technology can promote participation through tools like classroom response systems, online discussions, and interactive online modules. The facilitator's role is to help students feel comfortable and involved in the learning process.
This document provides guidance on how to give effective training presentations. It recommends keeping presentations simple, with one concept per slide, telling stories to engage learners, and making the material memorable. Past ineffective techniques like complex materials read from slides or blackboards are contrasted. Continuous improvement is important, through evaluating presentations and learning from student feedback. The overall goal is to improve training through brief, visual, and engaging presentations that are fun and memorable for students.
This document discusses human-centered innovation for complex social service systems. It presents the NADI model for identifying themes, goals, scenarios and solutions through understanding people's needs and aspirations. Examples are given of initiatives developed for the Danish education and mental health systems that addressed themes like pride in practice and sustaining drive through solutions like lesson boxes and a coaching team. The role of social infrastructure alongside protocols and regulations is explored for supporting these complex systems.
Digital innovation and human-centered design - 032016Michelle Ferrier
This document summarizes a human-centered design workshop focused on innovation. The workshop introduces principles of entrepreneurship and human-centered design thinking. Participants engage in exercises like statement starters, stakeholder mapping, and a creative matrix to generate ideas centered around people's needs. The workshop concludes with an overview of the business model canvas as a framework for presenting ideas. The overall goal is to develop solutions to problems by discerning human needs through design thinking practices.
NCIIA 2012: Learning By Doing: Perspectives on Experiential Learning in the E...sftello
Student Panel Presentation at 2012 National Collegiate Innovator and Inventors Conference in San Francisco, CA.
Examines student perspectives of the "Learning by Doing" education process.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
Firehouse introduction: Awareness and Reflection in Personal Learning Environ...Thomas Ullmann
This document discusses the design of an online mentoring system called ELLIMent to support lifelong learning skills through awareness and reflection. ELLIMent maps an established face-to-face mentoring system to an online format, representing seven learning power dimensions and enabling the exchange of reflections between mentees and mentors. Some challenges addressed are determining essential elements of face-to-face mentoring that can be realized online, using ELLIMent in a personal learning environment, and how to connect users with the right mentors. The workshop will focus on the awareness and reflection components, design patterns, and sharing visions for research over the next five years on applications, theory, methods, and building a vision of the aware and
Bracing for the future of learning & developmentTang Buay Choo
This document provides principles and best practices for developing a learning and development process focused on performance and informal learning. Some key points include: identifying real needs and expected outcomes; using technology to extend memory and support reminding; focusing on performance, not just learning; supporting social and informal learning; integrating learning into workflows; bringing learning to learners; and emphasizing self-directed and on-demand learning over structured training. The goal is to transition from a training culture to one focused on continuous, relevant learning that improves performance.
The document discusses teaching teamwork using a systems-oriented design approach. Last semester, product, interaction, and service design students at the Institute of Design AHO worked in four teams. The teams collaborated with Salto, a company that produces electric vehicle charging solutions. The teaching focused on developing effective team structures and dynamics, handling complexity through systems thinking, and utilizing diversity within the teams. Feedback from students indicated they learned communication techniques, how to deal with conflicts, and the value of understanding each other's skills in service, interaction, and product design. The projects resulted in collaborations that moved in the same direction and achieved significant results.
Introduction to Participatory Pattern WorkshopsYishay Mor
The document discusses participatory pattern workshops to address the gap between design expertise and practice. It proposes a methodology using collaborative reflection workshops, case story sharing, pattern mining, and future scenario planning. The workshops bring together interdisciplinary practitioners to jointly reflect on their work, identify common design patterns, and validate patterns by applying them to new problems. The goal is to develop effective knowledge sharing protocols to disseminate design expertise more broadly.
This document outlines a session on integrating creativity into classrooms. It discusses the benefits of creativity for learning and lists example creative projects like short stories, art, and improv. Challenges like assessing creativity are addressed. Participants will learn about creative thinking and activities, be able to discuss integrating creativity, and participate in a creative experience. The document provides tips for incorporating creativity through starting small, offering student choice, encouraging risk-taking, and focusing on process over product.
Overview of Scenario-Based Learning by the Destination: Problem-Based Learning Project http://learnpbl.com
aka Getting Your Students to Think for Themselves.
Imagine an intelligent entity that helps YOU to reflect - on yourself and your goals, on your experiences, on how to connect newly received knowledge to your existing ways of thinking. This is of course what good human teachers, coaches, and mentors can do. Can computers do that, too?
Research is ongoing on various issues of how to enable conversational agents - computer software endowed with some semblance of intelligence - to facilitate just such open-ended, reflective dialogues. This capability of conversational agents to guide through reflection by leading a reflective conversation is a different capability than seeming human, being able to induce human users to feel affect, or teaching factual knowledge (which is important, too!).
In this talk, a blueprint dialogue structure for reflecting on a single experience with the goal to learn for the future, will be described. This dialogue structure has been developed based on reflection theory and two use cases in work-related learning.
Further, the concept of reflection scripts will be introduced: This is a framework for designers of reflective technology to think in a structured manner about what type of reflection is the goal of design and how to structure the connection between reflection and other human activities (macro scripts), and how to structure guidance through such reflection (micro scripts).
BC Inclusion Presentation. Frederic Fovet From curiosity to buy inFrederic Fovet
The document discusses universal design for learning (UDL) and challenges with implementing it on an institutional level. It begins with introducing the speaker and defining UDL. It then notes that while UDL is popular in Canada, few institutions have successfully scaled it up in a strategic, sustainable way. The rest of the document discusses barriers to widespread UDL implementation, like a lack of ownership and strategic planning, and proposes using an ecological analysis to better understand an institution's context before developing an implementation plan tailored to that environment. The goal is to avoid false starts and help advocates avoid burnout by strategically navigating change management.
How to Create Efficient Learning Environment in Turbulent Times?Marek Hyla
The deck defines the framework of efficient learning environment created on a basis of secondary research of trends, new ideas and concepts in the learning and development space. It focuses on enablers and derailes related with learning mindsets and learning experiences supported by modern learning function.
Instructional design thinking dev learn conference, october 2017Marek Hyla
The deck used during DevLearn Confrence (October 2017) in Las Vegas. It let me to introduce the Instructional Design Thinking idea (combination of ID and DT) and work it out on two exercises using Learning Battle Cards tools.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
SPL Strategic Plan Preparing Team Report - PresentationJim Loter
Presentation summary of The Seattle Public Library's Strategic Plan Preparing Team's final report on fostering an organizational culture of innovation.
Paul McArthur, Jerry Koh, Vani Jain and Mali Bain
System Insights from ‘WellAhead’: A Social Innovation Lab Approach to Advance the Prioritization and Sustained Integration of Student Social and Emotional Wellbeing in K-12 Schools:
Using technology to create a more participatory learningSarah Hanson
This document discusses using technology to create a more participatory learning environment for employee training. It defines participatory learning as methods that require collaboration, critical thinking, and reflection. The benefits of participatory learning are that it builds skills like problem solving, encourages creativity, and improves retention. Technology can promote participation through tools like classroom response systems, online discussions, and interactive online modules. The facilitator's role is to help students feel comfortable and involved in the learning process.
This document provides guidance on how to give effective training presentations. It recommends keeping presentations simple, with one concept per slide, telling stories to engage learners, and making the material memorable. Past ineffective techniques like complex materials read from slides or blackboards are contrasted. Continuous improvement is important, through evaluating presentations and learning from student feedback. The overall goal is to improve training through brief, visual, and engaging presentations that are fun and memorable for students.
This document discusses human-centered innovation for complex social service systems. It presents the NADI model for identifying themes, goals, scenarios and solutions through understanding people's needs and aspirations. Examples are given of initiatives developed for the Danish education and mental health systems that addressed themes like pride in practice and sustaining drive through solutions like lesson boxes and a coaching team. The role of social infrastructure alongside protocols and regulations is explored for supporting these complex systems.
Digital innovation and human-centered design - 032016Michelle Ferrier
This document summarizes a human-centered design workshop focused on innovation. The workshop introduces principles of entrepreneurship and human-centered design thinking. Participants engage in exercises like statement starters, stakeholder mapping, and a creative matrix to generate ideas centered around people's needs. The workshop concludes with an overview of the business model canvas as a framework for presenting ideas. The overall goal is to develop solutions to problems by discerning human needs through design thinking practices.
NCIIA 2012: Learning By Doing: Perspectives on Experiential Learning in the E...sftello
Student Panel Presentation at 2012 National Collegiate Innovator and Inventors Conference in San Francisco, CA.
Examines student perspectives of the "Learning by Doing" education process.
This one sentence document does not provide enough context or information to create an accurate 3 sentence summary. The document contains only one word - "Lorem" - which is not meaningful on its own.
DANTE DIONNE (KOREAN AIR) FTE Global 09-07-2016-FINALGoliathSolutions
The document discusses Dante Dionne's presentation at the 2016 Future Travel Experience Global Conference about his role leading innovation projects at Korean Air's Innovation Technology Development Center. Some of the topics discussed include future innovations for air travel, business model transformations, exploring market trends and digital business, the need for companies to evolve or become irrelevant, and bringing together diverse teams to orchestrate optimal customer experiences through collaboration and disruption.
Холодные продажи IT компаниям в Европе: 5 уроков от местных стартаповConformato
This document provides advice for cold sales to IT companies in Europe based on lessons from local startups. It discusses using a candidate-driven tech jobs marketplace to find qualified talent, targeting emails to UK and German companies, and negotiating flexible payment options like fixed fees with additional volume incentives. The document also recommends additional outreach actions like industry events and trade shows, and providing small pilot products or services to potential clients along with case studies from past clients in their industry.
Process Mining: So wird Ihr skizzierter Prozess zu einem gelebten ProzessDigicomp Academy AG
In Ihrem Referat zeigte Dörte Jaskotka, wie Sie es schaffen, dass Ihre skizzierten Prozesse der Realität entsprechen, die Mitarbeiter unterstützen und somit auch gelebt werden.
In allen IT-Organisationen werden Prozesse und Verfahren genutzt. Häufig gibt es gut dokumentierte Prozessabläufe und Verfahrensbeschreibungen, die den Mitarbeitern auch vermittelt wurden. Diese Prozesse sind entsprechend der gegebenen Funktionalität und der vorhandenen Randbedingungen in einem ausgewählten Tool abgebildet und die Möglichkeit der Automatisierung einzelner Schritte ist geprüft und umgesetzt. In der Realität werden diese Prozesse und Verfahren dann aber nicht immer gemäss der Dokumentation, sondern eher nach eigener Interpretation und Erfahrung der Mitarbeiter mit Leben gefüllt.
Die Aufgabe besteht nun in der Darstellung der tatsächlichen Prozessabläufe, um Optimierungs- und Anpassungsbedarfe zu erkennen.
Genau dabei hilft Process Mining
Process Mining ist eine Technologie des Prozessmanagements. Sie ermöglichte es, Businessprozesse auf Basis digitaler Spuren in IT-Systemen zu rekonstruieren und zu analysieren. Die Fragmente und einzelnen Schritte des Prozesses werden zusammengefügt und der Prozess in seiner Gesamtheit visualisiert. Dank Process Mining können in Daten enthaltenes, implizites und sonst verborgenes Prozesswissen modelliert, greifbar und somit transportierbar gemacht werden.
Die Präsentation von Dörte Jaskotka behandelte das Vorgehen im Process Mining, die Auswertungsmöglichkeiten sowie eine Demo des Tools anhand eines Beispiels.
The document discusses strategies for optimizing queries by shaping the optimizer's search space. It recommends:
1. Maximizing data locality by using basic B-tree indexes rather than more complex options like partitions or clusters.
2. Writing queries to explicitly exploit indexes by using range conditions, ordering results to match the index order, and terminating scans after a specified number of rows.
3. Ordering columns in multi-column indexes to match the predicates in common queries, with equality conditions before range conditions.
Digital Branding meets Leadgeneration meets Content Marketing in der B2B Komm...Matthias Specht
Konvergenzen. Die Hochzeit von Marketing und Sales vor dem digitalen Altar. Wir schlagen die Brücke von Digital Branding zur Leadgenerierung über Content Marketing.
Statistics On The Importance Of Employee FeedbackOfficevibe
Here's an infographic displaying some of the statistics behind employee feedback. Try using some form of employee recognition or employee feedback.
Content by Officevibe
Future Search * Zukunftskonferenz * Großgruppenmethode * Moderator * Moderation
Future Search ist eine Großgruppenmethode, mit der es gelingt, komplexe strategische Fragestellungen innerhalb von 2 Tagen zu lösen.
Diese Präsentation beschreibt den Ablauf, die Wirkungen und Ergebnisse einer Future Search Konferenz / Zukunftskonferenz.
Pattern Language (PL) has been researched and developed in HCI research since the mid-80s. Our research was initiated by the question why something like PL can create such enthusiasm and interest over the years, while at the same time not be more widespread and successful? In this paper, we examine the experiences and expectations that HCI researchers who have been involved in PL research have had and still have when it comes to PL. Based on the literature review and interview studies, we provide some overall reflections and several possible directions on the use of PL in HCI.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
Design Thinking For Educational Technology Stefanie Panke
The document provides an overview of design thinking. It discusses what design thinking is, how it can be used to solve "wicked problems", and some related approaches like LEGO Serious Play and participatory design. It also shares examples of design thinking workshops conducted at universities in Germany to redesign websites and develop curricula. Participants provided positive feedback on the creativity and cross-disciplinary nature of design thinking, though some noted it lacks ways to further develop ideas.
This document discusses future focused education and the need to transform education systems to prepare students for an uncertain future. It argues that education must shift from an industrial, compliance-based model to focus on developing skills like critical thinking, problem solving, creativity and collaboration. Schools need more flexible structures that allow for innovation, collaboration between educators, and input from students and communities. The focus should be on designing the future rather than looking back, and allowing new practices to emerge from the bottom up through an open, adaptive culture of innovation.
Patterns for building patterns communitiesYishay Mor
Keynote at e-Learning Patterns, Tübingen, March 4-6, 2009
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Video
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote1YishayMor.html
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote2YishayMor.html
Abstract
http://www.iwm-kmrc.de/workshops/e-learning-patterns/abstracts/patternscommunties.htm
The construct of design pattern is often summarised as "the core of a solution to a problem in context". What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as "timelessness" and "expertise". These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the "Learning Patterns" project, and is being refined by the "Pattern Language Network" project.
In this talk, I will describe the methodology, its history and future plans, and provide some illustrative examples. I will also highlight some of the fundamental questions which is provokes.
Design thinking for Education, AUW Session 1Stefanie Panke
The document provides information about design thinking, including its origins at Stanford University in 2005. It discusses design thinking as a problem-solving method for wicked problems that involves analyzing, synthesizing, diverging and generating insights from different domains. The document outlines a design thinking cycle that participants can work through, including defining the problem, finding ideas and getting feedback, iterating based on feedback, and implementing a prototype. It prompts participants to work through this cycle by designing a surprise for a partner to receive, gathering information about the partner, sketching and developing ideas, and creating a prototype for the partner to interact with.
UNDP Design Thinking Toolkit for Country Country LearningTaimur Khilji
This document provides a toolkit for facilitating South-South learning exchanges using a design thinking approach. The toolkit outlines a four phase process: Align, Understand, Translate, and Develop. The Align phase involves getting buy-in from key stakeholders, articulating motivations, and agreeing on a challenge. It also involves creating a working group and changemaker team. The goal is to identify a problem area and get agreement on a challenge to focus the project.
This document provides an overview of session two of a social innovators workshop. It introduces tools for social innovation like design thinking and culturally relevant pedagogy. Participants are asked to reflect on identifying problems in their communities and developing theories of change. The document also discusses collaborating with students and gathering feedback. Participants will present their ideas to clusters in the next session.
The document provides an overview of the author's experiences using design thinking in educational settings. It describes several design thinking workshops conducted at universities in Germany between 2013-2019. The workshops focused on topics like website redesign, course design, learning spaces, and social inclusion. Design thinking activities included brainstorming solutions with LEGOs, creating customer journey maps, and prototyping ideas. Student feedback indicated benefits like increased empathy and reduced biases, but also potential challenges like frustration and shallow ideas.
AISA Leadership Retreat Ghana - Leading complex change 2013Chris Jansen
This document discusses leading complex organizational change through connecting wisdom, unleashing adaptability, and fostering interaction. It addresses both technical and adaptive challenges in change processes. Technical challenges involve known solutions and linear change, while adaptive challenges require new behaviors and cyclic change approaches. The document advocates prototyping changes, using collaborative processes like clusters and communities to generate solutions, and focusing on collective intelligence and shared learning to enable positive and sustainable organizational change.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
This document summarizes a workshop on designing MOOCs using design patterns, personas, and other tools. The workshop uses a participatory design studio approach where participants: 1) explore a design challenge and context through personas, intentions, and force maps; 2) use design patterns as prompts to create interventions; 3) storyboard their designs; and 4) present their work for feedback. The goal is to facilitate co-design of MOOCs through user-centered and collaborative methods that make tacit design knowledge visible and reusable.
Thank you for sharing your insights and experiences. Best of luck with your important work developing instructional approaches for lifelong learning skills. The field of instructional design will surely benefit from your continued contributions.
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7th International Workshop on Motivational and Affective Aspects - Keynote
1. MATEL 2015:
7th Int. WS on
Motivational
and Affective Aspects
in Technology-
Enhanced Learning
Ingo Dahn, Christine Kunzmann,
Johanna Pirker,
Andreas P. Schmidt, Carmen Wolf
ECTEL2016,Lyon,France
2. 2
2
Engineering socio-technical systems
Trends towards social-everything
• Social project management, social collaboration, social
business process management, …
Engineering such solutions has only partly to do with
technical features
Example: why does one messenger app succeed,
another disappears in oblivion?
User experience in social systems
• Motivational structures
• Affective reactions
7. 7
7
Idea of patterns
In complex domains, such as motivational & affective
aspects it is difficult to come up with cookbook recipes
Pattern-based approaches have proven useful in similar
areas, ranging from architecture via software
engineering („design patterns“) to educational patterns
9. 9
9
What‘s a pattern
In its essence: Pairs of problems and solutions
• Described in a way that they allow the user of a pattern to
translate into their situation
Usually enriched structured description with
• Context: contexual condition under which the solution is
known to be a solution to the problem
• Evidence: examples or evaluation results that show that the
solution is a solution to the problem
• Forces: main influencing factors (usually conflicting) that
constitute the deeper core of the problem
• Consequences: How the solution resolves the forces
10. 10
10
Why patterns?
Patterns provide a structured description of
experiential knowledge on good practices, making
explicit the context of the experiences
Patterns are especially useful for newcomers to a
domain to gain access to experiential knowledge
Patterns can evolve into a domain language
11. 11
11
Sample structure
Name
Problem
Context
Analysis
• Forces
Known Solution(s)
• Consequences
References/evidence
Diagrammatic representation of solution
Example
Related patterns
12. 12
12
What‘s difficult about patterns
It is about decontextualizing experiences
It is about proven solutions
It is about making it accessible to others
13. 13
13
Patterns evolve:
Maturing processes of patterns
Kunzmann, Schmidt, Pirker: Pattern-oriented approaches for design-based research in collaborative research
projects: A knowledge maturing perspective, EuroPLoP 2016
15. 15
15
Generator patterns
To make patterns practical, we have chosen a
collection of patterns from collaborative inquiry
Generator is a role in collaborative inquiry
• person has an ongoing engine within the self that keeps on
generating curiosity and ideas,
• creates new values that would potentially change peoples’
perspectives
• leads the process of inquiry (not as a result of a formal role,
but by its behavior)
• Interesting also as the transformed role of teachers and closely
related to others forms of facilitation, such as peer coaching
Masafumi Nagai, Taichi Isaku, Yuma Akado, Takashi Iba: Generator
Patterns: A Pattern Language for Collaborative Inquiry, EuroPLoP
2016
16. 16
16
Three Key Characteristics
Leading the group inquiry.
• involve the people around her into this process of resolving a doubt
and forming a new belief
• nurture communications and a chain of ideas
Make the inquiry reflect your person
• a Generator often facilitates conversations among participants
• not afraid to provide/present her own ideas, beliefs, and feelings
• honest to her curiosity, and in most cases, she is the one who is
enjoying the inquiry the most
Awaken the participants’ creativity from within.
• A Generator is never a self-centered person who just pursues her
curiosity by “using” the people and resources around he
• often gains the trust of the people around her and can also satisfy
her creative desires by solving other people’s problems
• Believes that all people can become creative, and interacts with
them so that they can start generating ideas themselves.
18. 18
18
Agenda
Familiarize with the idea of generator patterns
Translate them into technology-enhanced learning
Collect experiences that constitute an augmentation of
the pattern collections, in an ideal case as a route
towards a scientific publication