This document provides an overview of design-based research (DBR) methodology. DBR aims to develop theories through combined study of the learning process and the means that support it. It has three main characteristics: 1) the goal is to understand phenomena being studied while adjusting the interventionist design, 2) the protocol and design can be modified during experimentation, and 3) it can combine quantitative and qualitative methods and techniques. DBR is conducted in authentic educational contexts and focuses on improving practice through iterative analysis, design, development and implementation to establish theoretical principles and propositions.
Creativity Selected Elements QuestionnaireHORAMA3012
Creativity Selected Elements Questionnaire herewith shall be called (CSEQ) as a creative psychological assessment instrument was developed on the theoretical foundations of “Creative Product Semantic Scale” by Besemer & Quin (1987) and the “Propulsion Model” by Sternberg, Kaufman & Pretz (2002). It covered the four innate creativity elements of: Originality, Ingenuity, Resolution, Synthesis and four external creativity elements of Replication, Redefinition, Reconstruction, and Reinitiation. CSEQ was applied to study 900 students from three colleges (Engineering, Architecture and Information Technology) of Nueva Ecija University of Science and Technology herewith shall be called (NEUST) for: 1) The significant associations between the selected student demographic variables, namely: age, gender, study preference, year of study, GPA, student reasons for studying their program, and student’s linguistic ability with the eight creativity elements; 2) The significant associations between the selected family demographic variables, namely: parental family status, family income, and family educational background with the eight creativity elements. Highlights from the findings of the Demographic, Correlational, MANOVA and Reliability statistical analyses were: 1) Age, gender, year of study, student reasons for studying their program, student’s linguistic ability had both positive and inverse significant associations to/for creativity; 2) Mother’s educational background and family income had significant positive and inverse associations to/for creativity. CSEQ could be: 1) Used for new student orientation for assessment of student strengths that would enable the development of student leadership activities, projects and programs; 2) In the design, implementation and assessment of creative educational content, methods, strategies and presentations within university environments; 3) In developing a creative-centered experimental hubs for creative designs within a university environment for those identified with creative strengths.
Creativity Selected Elements QuestionnaireHORAMA3012
Creativity Selected Elements Questionnaire herewith shall be called (CSEQ) as a creative psychological assessment instrument was developed on the theoretical foundations of “Creative Product Semantic Scale” by Besemer & Quin (1987) and the “Propulsion Model” by Sternberg, Kaufman & Pretz (2002). It covered the four innate creativity elements of: Originality, Ingenuity, Resolution, Synthesis and four external creativity elements of Replication, Redefinition, Reconstruction, and Reinitiation. CSEQ was applied to study 900 students from three colleges (Engineering, Architecture and Information Technology) of Nueva Ecija University of Science and Technology herewith shall be called (NEUST) for: 1) The significant associations between the selected student demographic variables, namely: age, gender, study preference, year of study, GPA, student reasons for studying their program, and student’s linguistic ability with the eight creativity elements; 2) The significant associations between the selected family demographic variables, namely: parental family status, family income, and family educational background with the eight creativity elements. Highlights from the findings of the Demographic, Correlational, MANOVA and Reliability statistical analyses were: 1) Age, gender, year of study, student reasons for studying their program, student’s linguistic ability had both positive and inverse significant associations to/for creativity; 2) Mother’s educational background and family income had significant positive and inverse associations to/for creativity. CSEQ could be: 1) Used for new student orientation for assessment of student strengths that would enable the development of student leadership activities, projects and programs; 2) In the design, implementation and assessment of creative educational content, methods, strategies and presentations within university environments; 3) In developing a creative-centered experimental hubs for creative designs within a university environment for those identified with creative strengths.
Webinar: Human Centered Design with frog EPIPNational
Join a frog Designer for an introduction to what Human Centered Design is, how it works in practice and explore case studies to spark conversation about how it can add value to your work, the work of your grantees and the pressing social issues you care about. frog works with non-profits, social change organizations and companies around the world. They have designed life changing tools and platforms. Learn more about frog here.
More about the Presenter:
Lilian Tse, Senior Program Manager, Global Social Impact Lead
Lilian is the Global Program Manager for frog’s Social Impact Practice and one of the founders of the frog London studio. Lilian’s main focus is leading projects that involve design research as a core component in emerging and developed markets. She has travelled extensively on projects across Asia (e.g., China, Laos, Sri Lanka) and Africa (e.g., Rwanda, Ghana, Kenya).
Lilian is passionate about cross-sector collaboration and has extensive experience leading projects that require alignment from a range of stakeholders on topics that include finance, agriculture, and health.
Prior to frog, Lilian worked as a consultant at McKinsey and the Corporate Executive Board (CEB).
Lilian received her BA from Brown University, MBA at MIT Sloan, and Master of Public Administration from Columbia University.
Design Thinking: The one thing that will transform the way you thinkDigital Surgeons
What's the one thing that will transform the way you think? Design Thinking. The startups, trailblazers, and business mavericks of our world have embraced this process as a means of zeroing in on true human-centered design.
Design Thinking is a methodology for innovators that taps into the two biggest skills needed in today’s modern workplace: critical thinking & problem solving.
Of course, if you ask 100 practitioners to define it, you’ll wind up with 101 definitions.
Pete Sena of Digital Surgeons believes that Design Thinking is a process for solving complex problems through observation and iteration. At its core, he describes it as a vehicle for solving human wants and needs.
Minds are like parachutes; they only function when open. Thomas Dewar was a Scottish whiskey distiller.
Communicating ideas or insights is often the hardest part of the design process. And PowerPoint and Excel spreadsheets are limited in their ability to do this. But the communication tools used in Design Thinking—maps, models, sketches, and stories—help to capture and express the information required to form and socialize meaning in a very straightforward, human way.
The Five things that all definitions of Design Thinking have in common:
1. Isolating and reframing the problem focused on the user.
2. Empathy. A design practitioner from IDEO, the popular design and innovation firm strapped a video camera to his head and it was only then that he recognized why the ceiling is such an important factor when working with hospital patients. As a patient you lay in bed and stare at it all day. It’s these little details and true empathy that can only be realized by putting oneself in the user’s shoes.
3. Approach things with an open mind and be willing to collaborate. Creativity with purpose is a team sport.
4. Curiosity. We have to harness our inner 5-year-old here and really be inquisitive explorers. Instead of seeing what would be or what should be, consider what COULD be.
5 - Commitment. Brainstorming is easy. It’s easy to want to start a business or solve a problem. Seeing it into market and making it successful is not for the faint of heart. We’ve all read about big “wins” (multi-billion dollar acquisitions like Instagram and WhatsApp). What we don’t read about are people like Tony Fadell and Matt Rogers, who work for years before becoming industry sensations.
Pete describes what he refers to as the “Wheel of Innovation” as a process that continuously focuses on framing, making, validating, and improving on your concept. Be it as small as a core feature in your product down to the business model and business idea itself.
Design is about form and function, not art.
What are the business benefits for Design Innovation?
IDEO started an idea revolution when they coined this phrase DESIGN THINKING. Organizations ranging from early-stage startups up to Fortune 50 organizations have capitalized on this iterative appr
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
Design DissertationDeveloping a coherent methodologyAimTo p.docxcarolinef5
Design Dissertation
Developing a coherent methodology
Aim:
To provide an overview of concepts of
research,
research process & methods
research design.
What is it?
Should you be doing it?
How do you do it?
My research image:
Examine, determine, review, investigate, study, develop, inquire
Scientific & systematic search for pertinent information for a specific topic
Critical inquiry in seeking facts for principles
Process of arriving at dependable solutions through the planned and systematic collection, analysis & interpretation of data
Aims of a Dissertation
The dissertation or project should demonstrate knowledge of the relevant literature; show that the student has executed a substantial piece of advanced individual work and should bring together the independent work with the knowledge gained in the literature and theory.
Where creative work is involved this should be informed by and be related to the theoretical aspect of the work.
What is Methodology?
A system of rules, principles, and procedures that guide scientific investigation
Methodology / Method
Methodology refers to how you go about finding out knowledge and carrying out your research. It is your strategic approach, rather than your techniques and data analysis (Wainright, 1997).
Some examples of such methods are:
the scientific method (quantitative method),
ethnographic approach, case study approach, (both using qualitative methods), ideological framework (e.g. an interpretation from Marxist, Feminist viewpoint), dialectic approach (e.g. compare and contrast different points of view or constructs, including your own).
Paradigm
A paradigm is simply a belief system (or theory) that guides the way we do things, or more formally establishes a set of practices. This can range from thought patterns to action.
Disciplines tend to be governed by particular paradigms.
“the set of common beliefs and agreements shared between scientists about how problems should be understood and addressed” (Kuhn, 1962)
Guba (1990), research paradigms can be characterized through their:
Ontology – What is reality? (what exists?)
Epistemology – How do you know something?
Methodology – How do you go about finding it out?
what exists?
What is its nature?
Epistemology – Theory of knowledge: All claims to knowledge are tentative (some more than others)
Knowledge: Belief, Justification, Truth (necessary for knowledge)
Methodology – How do you go about finding it out?
Why is it important?
Your ontology and epistemology create a holistic view of how knowledge is viewed and how we can see ourselves in relation to this knowledge, and the methodological strategies we use to un/discover it.
Awareness of philosophical assumptions will increase quality of research and can contribute to the creativity of the researcher.
Positivists believe that there is a single reality, which can be measured and known, and therefore they are more likely to use quantitative methods to measure and this reality.
Constructivist.
Lugović, S., Čolić, M., & Dunđer, I. (2014, January), Znanstveni pristup dizajnu informacijskih sustava, Design Science and Information Systems, Overview of Design Science models over the years presented @ International Scientific Conference On Printing & Design 2014
Webinar: Human Centered Design with frog EPIPNational
Join a frog Designer for an introduction to what Human Centered Design is, how it works in practice and explore case studies to spark conversation about how it can add value to your work, the work of your grantees and the pressing social issues you care about. frog works with non-profits, social change organizations and companies around the world. They have designed life changing tools and platforms. Learn more about frog here.
More about the Presenter:
Lilian Tse, Senior Program Manager, Global Social Impact Lead
Lilian is the Global Program Manager for frog’s Social Impact Practice and one of the founders of the frog London studio. Lilian’s main focus is leading projects that involve design research as a core component in emerging and developed markets. She has travelled extensively on projects across Asia (e.g., China, Laos, Sri Lanka) and Africa (e.g., Rwanda, Ghana, Kenya).
Lilian is passionate about cross-sector collaboration and has extensive experience leading projects that require alignment from a range of stakeholders on topics that include finance, agriculture, and health.
Prior to frog, Lilian worked as a consultant at McKinsey and the Corporate Executive Board (CEB).
Lilian received her BA from Brown University, MBA at MIT Sloan, and Master of Public Administration from Columbia University.
Design Thinking: The one thing that will transform the way you thinkDigital Surgeons
What's the one thing that will transform the way you think? Design Thinking. The startups, trailblazers, and business mavericks of our world have embraced this process as a means of zeroing in on true human-centered design.
Design Thinking is a methodology for innovators that taps into the two biggest skills needed in today’s modern workplace: critical thinking & problem solving.
Of course, if you ask 100 practitioners to define it, you’ll wind up with 101 definitions.
Pete Sena of Digital Surgeons believes that Design Thinking is a process for solving complex problems through observation and iteration. At its core, he describes it as a vehicle for solving human wants and needs.
Minds are like parachutes; they only function when open. Thomas Dewar was a Scottish whiskey distiller.
Communicating ideas or insights is often the hardest part of the design process. And PowerPoint and Excel spreadsheets are limited in their ability to do this. But the communication tools used in Design Thinking—maps, models, sketches, and stories—help to capture and express the information required to form and socialize meaning in a very straightforward, human way.
The Five things that all definitions of Design Thinking have in common:
1. Isolating and reframing the problem focused on the user.
2. Empathy. A design practitioner from IDEO, the popular design and innovation firm strapped a video camera to his head and it was only then that he recognized why the ceiling is such an important factor when working with hospital patients. As a patient you lay in bed and stare at it all day. It’s these little details and true empathy that can only be realized by putting oneself in the user’s shoes.
3. Approach things with an open mind and be willing to collaborate. Creativity with purpose is a team sport.
4. Curiosity. We have to harness our inner 5-year-old here and really be inquisitive explorers. Instead of seeing what would be or what should be, consider what COULD be.
5 - Commitment. Brainstorming is easy. It’s easy to want to start a business or solve a problem. Seeing it into market and making it successful is not for the faint of heart. We’ve all read about big “wins” (multi-billion dollar acquisitions like Instagram and WhatsApp). What we don’t read about are people like Tony Fadell and Matt Rogers, who work for years before becoming industry sensations.
Pete describes what he refers to as the “Wheel of Innovation” as a process that continuously focuses on framing, making, validating, and improving on your concept. Be it as small as a core feature in your product down to the business model and business idea itself.
Design is about form and function, not art.
What are the business benefits for Design Innovation?
IDEO started an idea revolution when they coined this phrase DESIGN THINKING. Organizations ranging from early-stage startups up to Fortune 50 organizations have capitalized on this iterative appr
I gave a talk on the role of Design Thinking to leaders in the financial industry. The focus was on user centric thinking to innovate financial products and digital services. (all case material is removed)
Design DissertationDeveloping a coherent methodologyAimTo p.docxcarolinef5
Design Dissertation
Developing a coherent methodology
Aim:
To provide an overview of concepts of
research,
research process & methods
research design.
What is it?
Should you be doing it?
How do you do it?
My research image:
Examine, determine, review, investigate, study, develop, inquire
Scientific & systematic search for pertinent information for a specific topic
Critical inquiry in seeking facts for principles
Process of arriving at dependable solutions through the planned and systematic collection, analysis & interpretation of data
Aims of a Dissertation
The dissertation or project should demonstrate knowledge of the relevant literature; show that the student has executed a substantial piece of advanced individual work and should bring together the independent work with the knowledge gained in the literature and theory.
Where creative work is involved this should be informed by and be related to the theoretical aspect of the work.
What is Methodology?
A system of rules, principles, and procedures that guide scientific investigation
Methodology / Method
Methodology refers to how you go about finding out knowledge and carrying out your research. It is your strategic approach, rather than your techniques and data analysis (Wainright, 1997).
Some examples of such methods are:
the scientific method (quantitative method),
ethnographic approach, case study approach, (both using qualitative methods), ideological framework (e.g. an interpretation from Marxist, Feminist viewpoint), dialectic approach (e.g. compare and contrast different points of view or constructs, including your own).
Paradigm
A paradigm is simply a belief system (or theory) that guides the way we do things, or more formally establishes a set of practices. This can range from thought patterns to action.
Disciplines tend to be governed by particular paradigms.
“the set of common beliefs and agreements shared between scientists about how problems should be understood and addressed” (Kuhn, 1962)
Guba (1990), research paradigms can be characterized through their:
Ontology – What is reality? (what exists?)
Epistemology – How do you know something?
Methodology – How do you go about finding it out?
what exists?
What is its nature?
Epistemology – Theory of knowledge: All claims to knowledge are tentative (some more than others)
Knowledge: Belief, Justification, Truth (necessary for knowledge)
Methodology – How do you go about finding it out?
Why is it important?
Your ontology and epistemology create a holistic view of how knowledge is viewed and how we can see ourselves in relation to this knowledge, and the methodological strategies we use to un/discover it.
Awareness of philosophical assumptions will increase quality of research and can contribute to the creativity of the researcher.
Positivists believe that there is a single reality, which can be measured and known, and therefore they are more likely to use quantitative methods to measure and this reality.
Constructivist.
Lugović, S., Čolić, M., & Dunđer, I. (2014, January), Znanstveni pristup dizajnu informacijskih sustava, Design Science and Information Systems, Overview of Design Science models over the years presented @ International Scientific Conference On Printing & Design 2014
RESEARCH METHODOLOGIES IN ARCHITECTURE,
ANNA UNIVERSITY, CHENNAI
M.ARCH. (ENVIRONMENTAL ARCHITECTURE)
UNIT I INTRODUCTION
➔ Basic research issues and concepts
➔ orientation to research process
Types of research
➔ historical, qualitative, correlational ,experimental, simulation and modeling, Logical
and argumentation, case study and mixed methods
➔ illustration using research samples
UNIT II RESEARCH PROCESS
➔ Elements of Research process:
➔ finding a topic- writing an introduction
➔ stating a purpose of study identifying key research questions and hypotheses
➔ reviewing literature,using theory defining ,delimiting and stating the significance of the
study,
➔ advanced methods and procedures for data collection and analysis
➔ illustration using research samples
UNIT III RESEARCHING AND DATA COLLECTION
➔ Library and archives
➔ Internet: New information and the role of internet
➔ finding and evaluating sources
➔ misuse- test for reliability- ethics
Methods of data collection
➔ From primary sources
➔ observation and recording, interviews, structured and unstructured, questionnaire,
open ended and close ended questions and the advantages, sampling
➔ Problems encountered in collecting data from secondary sources.
UNIT IV REPORT WRITING
➔ Research writing in general
➔ Components: referencing
➔ writing the bibliography
➔ Developing the outline
➔ presentation.
UNIT V CASE STUDIES
➔ Case studies in the relevant discipline illustrating how good research can be used from
project inception to completion
➔ review of research publications.
In this paper various approaches, steps and objectives of research are listed and briefly discussed.
This paper discusses four common research approaches, Qualitative, Quantitative, Mixed methods and
Advocacy/participatory research, which were commonly used when conducting research. Research is indeed
civilization and determines the economic, social and political development of a nation. Research is Systematic
investigative process employed to increase or revise current knowledge by discovering new facts. All research
Approaches Examine and explore the different claims to knowledge and are designed to address a specific type
of research question.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Elevating Tactical DDD Patterns Through Object CalisthenicsDorra BARTAGUIZ
After immersing yourself in the blue book and its red counterpart, attending DDD-focused conferences, and applying tactical patterns, you're left with a crucial question: How do I ensure my design is effective? Tactical patterns within Domain-Driven Design (DDD) serve as guiding principles for creating clear and manageable domain models. However, achieving success with these patterns requires additional guidance. Interestingly, we've observed that a set of constraints initially designed for training purposes remarkably aligns with effective pattern implementation, offering a more ‘mechanical’ approach. Let's explore together how Object Calisthenics can elevate the design of your tactical DDD patterns, offering concrete help for those venturing into DDD for the first time!
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Connector Corner: Automate dynamic content and events by pushing a button
DBR6juin2008 Final
1. J. Bourdeau, R. Rosenberg, M. Maina, I. Savard
LICEF Research Center
Tele-University, Montreal
June 6th, 2008
2. 1- Qu’est-ce que DBR?
2- Historique
3- Un tour guidé de DBR
4-Trois types, trois projets
Conclusion
Invitation
3. DBR aims at developing empirically grounded theories
through combined study of both the process of
learning and the means that support that
process. (diSessa, Cobb, 2004).
3 caractéristiques principales:
1) Le but est double: comprendre les phénomènes étudiés, et
ajuster le design (interventionniste)
2) Le protocole et le design peuvent être modifiés en cours
d’expérimentation (souple)
3) Un protocole DBR peut réunir des méthodes et techniques
quantitatives et qualitatives (ouvert)
4. Conducting research in authentic, natural educational contexts, rather than
laboratories.
(O’Donnell, 2004, A Commentary on Design Research.” Educational Psychologist, v39 n4 p255-260.)
The desire for research to have a practical impact, by having clear relevance for the
improvement of education- (utility).
(Bell, 2004). “On the Theoretical Breadth of Design-Based Research in Education.” Educational Psychologist, v39
n4 p243-253.
An insistence on theory-guided educational intervention: ‘interventions embody
specific theoretical claims about teaching and learning’ (The DBR Collective, 2003).
A pluralist approach with respect to theories, research designs, methods, and
procedures - includes mixed methods-hybrid where qualitative and quantitative
techniques are used in combination (Bell, 2004)
The use of an iterative design and evaluation cycle: interventions are adjusted as the
research proceeds ( Dede, 2004. “If Design-Based Research is the Answer, What is the Question? Journal
of the Learning Sciences, v13 n1 p105-114.
A focus on how the intervention worked. (DBR collective, 6)
5. DBR est une méthodologie systématique et
flexible dans le but d’améliorer la pratique
éducative par des analyses itératives, du
design, du développement et de
l’implantation dans un contexte réel pour
établir des principes et des propositions
théoriques (Wang and Hannafin, 2005,p. 6)
6. Ann Brown, 1992, Design Experiments
Alan Collins, 1992, A Design Science of Education
AERA 1998, presentation: Using Science and Design Experiments to
Understand Innovative Uses of Technology in Classrooms
DBR Collective, 2001
Educational Researcher Special Issue 2003
◦ DBR Collective’s Manifesto: Design-Based Research: An Emerging Paradigm for
Educational Inquiry
Collins & al: Design Research: Theoretical and Methodological Issues
DiSessa’s video presentation at Kal’s VDS on DBR, 2006
Tom Reeves’ Tutorial ED-MEDIA 2007
7. DBR et le design: Explore, Explain, Design
(Gibbons & Bunderson ) et Designerly ways of
knowing (Cross) Marcelo
DBR et la théorie, Rivki
DBR et les méthod(es)ologies: Jacqueline
DBR: les cycles/étapes, et l’alignement, Isabelle
8. Gibbons, A. & Bunderson C. (2005). Explore, explain,
design. In K. Kempf-Leonard (Ed.), Encyclopedia of
Social Measurement (927-938). New York: Elsevier
Cross, N.
◦ (2001). Designerly Ways of Knowing: Design Discipline
versus Design Science, Design Issues 17(3), 49-55
◦ (2006). Designerly ways of knowing. In Designerly
ways of knowing (pp. 1-13). London: Springer (first
published in 1982, Design Studies 3(4), 221-227
9. Gibbons & Bunderson
quot;Designquot; is a term that describes intentional
structuring of artifacts and intervention plans to
bring about predictable outcomes.
Design is both
1) a subject of research and
2) a method of research and knowledge production.
10. Gibbons & Bunderson
Knowledge-producing processes
natural history science design
technology
Type of natural phenomena are seek to discover and seek to learn principles knowledge
questions observed, described, describe for connecting human producing
they measured, and authoritatively the intentions with the form studies and
address collected to amass a single best coherent and function of human experiments into (1)
body of facts and description of the made artifacts the act of designing,
identify patterns and nature of the attempts to discover (2) the design
trends underlying efficient structuring processes and
Questions seek the operations that lead principles and processes generative principles
growth of collections to observed that will produce a for design, and (3)
based on the patterns phenomena variety of solutions to a study of the
and trends in order to problem, from which the structural properties
support or question most suitable may be of designed things.
new models and selected on the basis of
hypotheses problem-specific criteria
type of Exploratory Explanatory Normative (MM) Normative (MM)
knowledge
they
produce
11. Gibbons & Bunderson
concept designates three synergistically related knowledge-
producing enterprises.
knowledge-producing enterprises are necessary conditions for
each other, each producing results that become mutually and
self-inputting, providing a continuous stream of research
questions in all three areas.
enterprises are discriminated on the basis of the kinds of
questions they address and the types of knowledge they
produce, but not definitively on the research techniques
employed.
12. Gibbons & Bunderson
Seek two kinds of theoretical knowledge
◦ a descriptive explanation of the processes operative in a domain (e.g.
in education: descriptive progression of learning or growth) , and
◦ technological or design knowledge about how to create and
implement the tools-both measurement instruments and the
treatment control technologies.
Are attempts to discover
◦ new artifact- and intervention-related principles
◦ or to improve the effectiveness of existing artifacts or intervention
plans.
Take place in live settings, and are iterative, cyclical applications
of a process of principled design, implementation, evaluation,
and redesign.
Often aid in exploring a domain and possible treatments, and
thus may be largely qualitative producing narrative accounts of
intense, iterative, often ideographic observations over each cycle.
13. Nigel Cross
phenomenon of study appropriate methods values
sciences the natural world controlled experiment, objectivity, rationality,
classification, analysis neutrality, and a concern
for ‘truth’
humanities human experience analogy, metaphor, subjectivity, imagination,
evaluation commitment, and a
concern for ‘justice’
design the artificial world modeling, pattern- practicality, ingenuity,
formation, synthesis empathy, and a concern
for 'appropriateness'
Technology involves a synthesis of knowledge and skills from both the sciences and the humanities, in
the pursuit of practical tasks; it is not simply 'applied science', but 'the application of scientific and other
organised knowledge to practical tasks ... ' (Cross, et al., 1981).
14. Nigel Cross
Problem
Ill-defined, ill-structured, or 'wicked' (Rittel and Webber, 1973).
Not problems for which all the necessary information is, or ever can
be, available to the problem-solver.
Not susceptible to exhaustive analysis, and there can never be a
guarantee that 'correct' solutions can be found for them.
Solution
A solution-focused strategy is clearly preferable to a problem-
focused one: it will always be possible to go on analyzing 'the
problem', but the designer's task is to produce 'the solution'.
It is only in terms of a conjectured solution that the problem can be
contained within manageable bounds (Hillier and Leaman; 1974):
◦ What designers tend to do, therefore, is to seek, or impose a 'primary
generator' (Darke, 1979) which both defines the limits of the problem and
suggests the nature of its possible solution.
15. Nigel Cross
The scientific method is a pattern of problem-solving
behaviour employed in finding out the nature of what
exists, whereas the design method is a pattern of behaviour
employed in inventing things of value which do not yet
exist. Science is analytic; design is constructive. (Gregory,
1966)
The natural sciences are concerned with how things are ...
Design, on the other hand, is concerned with how things
ought to be. (Simon, 1969)
To base design theory on inappropriate paradigms of logic
and science is to make a bad mistake. Logic has interests in
abstract forms. Science investigates extant forms. Design
initiates novel forms. (March, 1976)
16. Nigel Cross
Donald Schön challenged the positivist doctrine underlying
much of the “design science” movement, and offered instead
a constructivist paradigm.
He criticized Simon’s view of a “science of design” for being
based on approaches to solving well-formed problems,
whereas professional practice throughout design and
technology and elsewhere has to face and deal with “messy,
problematic situations.”
Schön proposed, instead, to search for “an epistemology of
practice implicit in the artistic, intuitive processes which some
practitioners do bring to situations of uncertainty, instability,
uniqueness, and value conflict,” and which he characterized
as “reflective practice.”
17. Nigel Cross
Despite the positivist, technical-rationality basis of The
Sciences of the Artificial, Simon did propose that “the
science of design” could form a fundamental, common
ground of intellectual endeavor and communication across
the arts, sciences, and technology.
Design as a discipline, therefore, can mean design studied
on its own terms, and within its own rigorous culture. It can
mean a science of design based on the reflective practice of
design: design as a discipline, but not design as a science.
This discipline seeks to develop domain-independent
approaches to theory and research in design.
18. Theory building is a must! (diSessa, Cobb, 2004)
◦ We must develop theoretical constructs that empower us to see order, pattern, and regularity
in the complex settings in which we conduct DE.
Theory building is integral to the work of advancing knowledge building within a domain
(Palincsar, 2005)
DBR is an important methodology for understanding how, when, and why educational
innovations work in practice
DBR is a lens or set of analytical techniques that balances the positivist and interpretivist
paradigms and attempts to bridge theory and practice in education
DBR is a blend of empirical educational research with the theory-driven design of learning
environments
DBR methods aim to uncover the relationships between educational theory, designed artifact,
and practice
(Brown 1992; Collins, 1992; DBR Collective)
The primary aim of DBR is to develop DOMAIN-SPECIFIC THEORIES in order to understand the
learning process (Mor, 2006)
19. What is theory?
◦ A set of related propositions that attempts to explain, and
sometimes predict a set of events (Hoover 1992, p. 66 In Richey, 1997)
◦ Explanations of phenomena or events that help us understand
and deal with the world (Seels, 1997)
Role of theory
◦ Providing patterns for the interpretation of data
◦ Linking one study with another
◦ Supplying frameworks
◦ Allowing us to interpret the larger meaning of findings (Hoover 1992 In
Seels 1997)
Criteria (Richey, 1997)
- accuracy
- validity
- utility
20. Theories have always displayed a principal part of the power and
elegance of science.
They embody generalization, bringing order to a vast array of
seemingly disparate phenomena that come to be seen as special
cases of some theory.
They enable us to discriminate between relations that are
necessary and those that are contingent.
They delineate classes of phenomena that are worthy of inquiry
and specify how to look and what to see in order to understand
them.
“Teaching us how to see”—is particularly evident in the type of
theory in DBR
21. Formal systems of laws and propositions (built
around suggested relationships among variables)
Narrative explanations and predictions
Models (verbal, visual or mathematical)
Set of laws
Form of an organization and summary of existing
knowledge
Form of hypothesis
Describe and often predict events
22. Domain theories- describe learning situations involving
students, teachers, learning environments and their
interactions.
Design framework- is a “design solution” that provides a set
of “design guidelines for a particular class of design
challenge”
Design methodologies- are prescriptive in nature, serving as
guidelines for how to implement a set of designs, what kind
of expertise is required and who should provide the
expertise. As a result of the iterative design process,
researchers also continuously refine design interventions to
make them more applicable to practice
23. Domain theories Design framework Design methodologies
(RR, 2008 ? ) (IS, 2008 ? ) (MM, 2008 ? )
Generalization of some Generalized design General design procedure.
portion of a problem solution. Describe the Provides guidelines for the process rather than
analysis. This theory characteristics that a the product. Describes:
might be about learners design artifact must have a. A process for achieving a class of designs
and how they learn, to achieve a particular set
teachers how they teach, of goals in a context b. Forms of expertise requires
learning environ. and how c. Roles to be played by the individuals
they influence teaching representing those forms of expertise
and learning
Descriptive
Prescriptive
Prescriptive
24. DBR: Méthodologie?
◦ Design-based research (DBR) is a research paradigm that
intertwines research with practice and fits well with the
purposes of education (Bell, 2004)
DBR et autres méthodologies
◦ Development Research
◦ Design Experiment
◦ Design Research
◦ Formative Research
Cycles et étapes
25. DBR is:
◦ an emerging method (Kelly, 2004)
◦ a methodology (Wang, Hannafin, 2005)
◦ a framework (diSessa, 2007)
Method- is a procedure, a process, a set of steps to follow. A way of doing
something, especially a systematic way; implies an orderly logical
arrangement (usually in steps)
Methodology- what, who,when a given activity should be preformed? It is a
structure geared toward a goal. The way in which information is found or
something is done. The methodology includes the methods, procedures,
and techniques used to collect and analyze.
Framework- model: a hypothetical description of a complex entity or
process; quot;the computer program was based on a model of the circulatory
and respiratory ... the underlying structure; quot;restoring the framework of the
bombed buildingquot;; quot;it is part of the fabric of societyquot; . A structure
supporting or containing something
26.
27.
28. 1 2 3 4
Développer des Réfléchir à la
Effectuer des
théories, des solutions production de théories,
Analyser des cycles itératifs
sur la base des de principes de
problèmes pratiques de tests et de
principes de conception conception
en collaboration raffinement
existants et mettre en évidence
entre praticiens des théories,
et des solutions
et chercheurs des solutions
des innovations d’implémentation
en pratique
technologiques
Raffinement de théories, de problèmes, de solutions et de principes de conception
5
(Adaptée de Reeves, 2006)
29. Corroboration (Popper)
Une proposition sfx = réfutable,
n’est pas vérifiable par l’expérience,
on ne peut pas affirmer qu’elle ne sera jamais réfutée…
C’est vrai jusqu’à preuve du contraire!
La théorie (étape 2 DBR) précède l’observation (étape 3 et 4 DBR).
Une théorie (ou proposition théorique) est scientifique si elle
se divise en deux sous-classes d'énoncés de base :
1) la classe des énoncés qui la contredisent, appelés falsifieurs
potentiels (si ces énoncés sont vrais la théorie est fausse);
2) la classe des énoncés avec lesquels elle s'accorde (si ces
énoncés sont vrais, ils la corroborent).
30. « Methodological alignment » = s’assurer que les méthodes de recherche que
nous utilisons testent bien ce que nous pensons qu’elles testent.
La notion d’alignement est essentielle à notre compréhension de la validité de la
recherche.
La validité d’une recherche = notre interprétation des résultats corrobore la
théorie et les hypothèses examinées:
◦ “2 autres types de validité en recherche dont nous devons nous soucier”:
1) La validité de traitement – les traitements que nous créons sont bien
alignés avec les théories qu’ils représentent.
2) La validité systémique— l’ensemble de la recherche doit créer 1) un test
juste pour les théories mais aussi 2) une façon de communiquer ces
théories qui respecte les inférences utilisées pour les prouver.
Pour atteindre une vraie validité systémique
◦ Nos recherches doivent informer nos théories,
- Qui doivent informer la pratique
31. La conception des
théories, des
solutions
Dans le DBR, l’implication des mêmes acteurs dans:
1) la formulation de la théorie,
2) l’implémentation des interventions, et
3) la “mesure” des produits
favorise un meilleur alignment méthodologique.
DBR est, en fait, une tentative de combinaison
du design intentionnel des l’exploration empirique de notre
environnements d’apprentissage compréhension de ces environnements
avec et de leur façon d’interagir avec les
individus.
32. DBR se base sur l’idée que l’universalité est rare
dans les phénomènes étudiés en éducation.
Et parce que la méthode entame les étapes
expérimentales en examinant des contextes
individuels,
les chercheurs DB généralisent leurs constatations
seulement provisoirement
en en faisant une science locale
33. Les chercheurs en DBR doivent documenter:
◦ leur perspective ou point de départ MAIS AUSSI
◦ toutes stratégies d’intervention pertinentes utilisées
par les participants observés
ET par le chercheur lui-même
En documentant les pratiques de planification de
l’apprentissage du point de vue de ceux qui ont pour
but de favoriser l’apprentissage, nous allons peut-
être établir le cadre d’une forme de recherche
plus utilisable
et plus valide
34. “When one foregoes experimental controls, how can one
generalize to other settings regardless of how rich are
the local descriptions?” (Kelly, 2004, p.120).
DBR’s goal is to design something that not only
develops theory, but also is valuable to others. This
criterion not only requires the deep understanding of
one particular context, but DBR must also show
relevance to other contexts. This type of generalization
has been referred to as a petite generalization (Stake,
1995)
A Humble Theory rather than Grand Theories grain size,
different scales (diSessa):
35. DBR:
◦ trying to understand the world by trying to change it
◦ creating and testing theories in complex situations
◦ building theoretical empirical propositions about
learning with technology
Une innovation? Prendre Design Science comme
source d’inspiration au lieu de la sociologie ou
la psychologie
Reconnaissance :
◦ AERA, JLS (NSF?)
◦ ICLS2008? ….que dit le conférencier d’ouverture?
36. From Design Experiments to Formative
Interventions
Human learning takes place in increasingly complex,
continuously changing activity settings which makes
traditional well controlled experiments difficult and render
their ecological validity questionable. On the other hand,
various modes of action research typically lack in
methodological and theoretical rigor. Design experiments are
an increasingly popular attempt to resolve this dilemma.
However, I will show that the notion of design experiments
reproduces crucial limitations of traditional research design
and fails to address the foundational issue of agency of the
research subjects
37. Bibliographie
◦ Brown, A. , Design Experiments, Journal of the Learning Sciences(2), 141-178, 1992
◦ Collins, A. (1992). Toward a Design Science of Education. In E. Scanlon and T. O'Shea.
New Directions in Educational Technology
◦ DBR Collective, Educational Researcher, 2003
◦ A.Collins; D.Joseph & K. Bielaczyc, Design Research: Theoretical and Methodological
Issues Journal of the Learning Sciences (13, 1) 15-42, 2004
◦ Gibbons
◦ Ross, S. et al, Research Designs, in Handbook of Research on Educational
Communications and Technology
◦ Van den Akker, J., Gravemeijer,K., McKenney, S. & Nieveen, N., Educational Design
Research.
http://www.lrc.ctu.edu.vn/VietnamCourse/VietnamCourse/EducationalDesignResearch.pdf
◦ Anthony Cocciolo’s Lit. Review: http://anthony.thinkingprojects.org/wp-content/dbr.doc
◦ Terry Anderson’s biblio: http://cider.athabascau.ca/CIDERSIGs/DesignBasedSIG/dbrreferences
◦ Simon, H. The science of the artificial, (1969), MIT Press (Design Science)
Webographie
◦ The DBR Collective, http://www.designbasedresearch.org/
◦ A PEER Tutorial on DBR, Georgia U. PhD students:
http://projects.coe.uga.edu/dbr/index.htm
◦ http://www.lkl.ac.uk/projects/designresearch/
38. Séminaire le 18 juin
Y. Mor,
-Institute of Education, U. of London
-Chercheur à London Knowledge Lab
Article: Design Approaches in Technology-
Enhanced Learning (TEL)
39. • Exhibit all aspects of a design study, except that, in
seeking explanatory and design theories, reliance
on narrative methods is supplemented with
invariant measurement of the growth or change
constructs spanning the domain.
• The measurement instruments evolve over the
cycles of design; they implement, evaluate,
redesign, and come to embody an increasingly
adequate descriptive theory of the processes
operative in the domain.
• In addition, the technological devices designed to
introduce and control the treatment effects are
forthrightly described using the emerging layers
and languages of technology in that domain.