The document describes the methodology for a workshop to assess the usefulness of selected Web 2.0 tools for peer learning among older adults. Participants will be introduced to the concepts of peer learning and online social networks. They will then provide feedback on 7 preselected tools based on their ease of use, relevance for peer learning, and potential application scenarios. The goal is to evaluate the tools from the perspective of end users to inform their potential use on online platforms for older adults.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
Ontology Maturing for Searching, Managing, and Retrieving ResourcesSimone Braun
presentation of the paper "Using the Ontology Maturing Proces Model for Searching, Managing, and Retrieving Resources with Semantic Technologies" at the ODBASE 2008 conference, Monterrey, Mexico, Nov 13 2008
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The document discusses collaboration and cooperation tools. It provides an overview of Tero Peltola's research on using social media technologies internally in companies. Examples of collaboration tools are presented that can be grouped into those targeting the innovation process or cross-functional communication. Streamwork, Bluekiwi and Jive are highlighted as examples of tools focusing on cross-functional communication. The research aims to study how social media influences the initial phase of new product development and the performance of companies. Challenges and expectations of using these tools on the individual and organizational levels are also discussed.
1. The document discusses creating a "Libre Semester of Code" program modeled after Google Summer of Code to have computer science students contribute to open source software projects.
2. It would involve students working part-time over a semester or full-time over the summer as interns on FLOSS projects under mentorship.
3. The program aims to give students real-world collaborative development experience while benefiting open source projects, but many implementation details would need to be addressed.
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
The LEGO Maturity & Capability Model ApproachLuigi Buglione
“Maturity model” (MM) (based on Crosby’s original idea) has been one of the main buzzwords over the past 20 years. A variety of MMs have been created in several application domains, from Software Engineering to Contract Management. Despite several models intending to cover the same domain, their PRMs (Process Reference Models) typically have different scopes, do not always cover the same set of processes, or have different levels of depth, or do not express the same level of granularity when describing concepts. Thus some important questions from the MM users’ viewpoint arise: how to choose the right models for our needs? After selecting those models, how to build a new, tailored MM based on several sources and customized to a specific domain? This paper motivates these important questions and proposes a way to choose, combine and adapt the contents from multiple MMs within a generic-domain approach we call ‘LEGO’ (Living EnGineering prOcess), based upon the well-known kids’ toy that stimulates creativity through combining different bricks. We present three case studies, one of them based upon the development of the Medi SPICE model, illustrating how the proposed approach may be used to develop MCM (Maturity & Capabilty Models) in this context.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
Ontology Maturing for Searching, Managing, and Retrieving ResourcesSimone Braun
presentation of the paper "Using the Ontology Maturing Proces Model for Searching, Managing, and Retrieving Resources with Semantic Technologies" at the ODBASE 2008 conference, Monterrey, Mexico, Nov 13 2008
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The document discusses collaboration and cooperation tools. It provides an overview of Tero Peltola's research on using social media technologies internally in companies. Examples of collaboration tools are presented that can be grouped into those targeting the innovation process or cross-functional communication. Streamwork, Bluekiwi and Jive are highlighted as examples of tools focusing on cross-functional communication. The research aims to study how social media influences the initial phase of new product development and the performance of companies. Challenges and expectations of using these tools on the individual and organizational levels are also discussed.
1. The document discusses creating a "Libre Semester of Code" program modeled after Google Summer of Code to have computer science students contribute to open source software projects.
2. It would involve students working part-time over a semester or full-time over the summer as interns on FLOSS projects under mentorship.
3. The program aims to give students real-world collaborative development experience while benefiting open source projects, but many implementation details would need to be addressed.
Training Tomorrow's Engineers by Contributing to Today's Free Software here_and_there
Is there an easy manner to attract students to contribute to free software ? GSoC is a good example. What about trying to extend this experience through the academic year. In this slide there are couple of ideas about how to do that. The project is not yet born and needs to be further investigated.
The LEGO Maturity & Capability Model ApproachLuigi Buglione
“Maturity model” (MM) (based on Crosby’s original idea) has been one of the main buzzwords over the past 20 years. A variety of MMs have been created in several application domains, from Software Engineering to Contract Management. Despite several models intending to cover the same domain, their PRMs (Process Reference Models) typically have different scopes, do not always cover the same set of processes, or have different levels of depth, or do not express the same level of granularity when describing concepts. Thus some important questions from the MM users’ viewpoint arise: how to choose the right models for our needs? After selecting those models, how to build a new, tailored MM based on several sources and customized to a specific domain? This paper motivates these important questions and proposes a way to choose, combine and adapt the contents from multiple MMs within a generic-domain approach we call ‘LEGO’ (Living EnGineering prOcess), based upon the well-known kids’ toy that stimulates creativity through combining different bricks. We present three case studies, one of them based upon the development of the Medi SPICE model, illustrating how the proposed approach may be used to develop MCM (Maturity & Capabilty Models) in this context.
www.docgreen.it - alla scoperta dei giardini dell'Emilia-Romagna. Due week end di eventi gratuiti nei giardini e nei parchi pubblici dell’Emilia-Romagna
1) The author's brother Brian Poe attended an event at the White House where President Obama hosted a Motown music tribute.
2) For many African Americans, being invited to the White House and networking with a black president was momentous, as the highest levels of power and society had long been reserved solely for white people.
3) The author reflects on how far black Americans have come, from knowing their place was not in the White House during the 1970s to seeing the election of the first black president and his brother attending an event with Mr. Obama.
Cambridge 2014 Complexity, tails and trendsNick Watkins
This document discusses two types of complexity that can affect trend detection in time series data: long range dependence and heavy tails.
Long range dependence, if present in a system, implies the presence of low frequency "slow" fluctuations that can complicate trend detection. Heavy tails in a probability distribution are a source of "wild" fluctuations due to more frequent extreme events.
The document reviews several examples of long range dependence and heavy tails observed in real-world datasets like financial data and space weather data. Statistical models like linear fractional stable motion (LFSM) and autoregressive fractionally integrated moving average (ARFIMA) processes are discussed for modeling systems with both properties. Better statistical inference methods are also needed to distinguish true
Este documento describe las barreras de la comunicación. Identifica varios tipos de barreras como el temor al riesgo, las barreras personales como deficiencias sensoriales o emociones, las barreras físicas como el ruido, y las barreras semánticas debido a significados múltiples de palabras. También explica los mecanismos de defensa como hablar en broma o intelectualizar para evitar el riesgo de la comunicación.
The document lists various music, dance, drama, and photography classes offered at a performing arts academy. It provides details on class levels, durations, fees, and required books. Classes range from beginner to advanced levels and cover topics like instruments, vocals, composition, bands, music theory, dance styles, drama techniques, choreography, and using photography equipment. Fees are generally R300 for 12-hour group classes and R380 for 10 individual 30-minute lessons. Additional costs are listed for required books.
The document discusses the history and evolution of the mutual fund industry in India, with a focus on UTI Mutual Funds. It covers the establishment of UTI in 1963 as the first mutual fund in India and its monopoly until 1987. It then discusses the entry of public sector funds in 1987 and private sector funds in 1993, as well as increased regulation by SEBI from 1996 onwards. The document also provides data on the growth of assets under management across UTI and other public/private sector funds from 1998 to 2001.
This document provides information about Aleksandra Pawlik's PhD research project which aims to explore how best to support scientific end-user software development. The research will focus on identifying problematic and successful tools/techniques used by scientific developers through case studies of projects that transition from limited to extended contexts or involve software professionals. Qualitative methods like interviews and observation will be used to understand the challenges and how support can be improved.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
Work package 1 of the ALIAS project focused on user inclusion in the development of an assistive robot for seniors. The goals were to gain a variety of user perspectives to foster creativity, develop custom-tailored products, and reduce the risk of failure through early integration of user needs. Methods included literature analysis, workshops with seniors and caregivers, and feedback loops with technical partners. Key achievements were identifying user requirements, developing prototypes, and testing prototypes through field trials. Ongoing work will further user inclusion in developing inclusive, gender-sensitive technologies to support aging populations.
This case study examines efforts to build an effective collaborative environment for a distributed EU project using social technologies. The project involved 7 partners across 5 countries with limited face-to-face time. They adopted several tools including a blog, wiki, Google docs and calendar, mailing lists, Flickr, and telephone conferencing. Initial guidelines and tagging were unsuccessful at engaging partners. Over time, the wiki and open tools were favored over the closed Moodle platform. Lessons learned included that tagging guidelines did not work, technologies are appropriated unexpectedly, and 'easiness' drives tool adoption.
The summative evaluation report by Josélia Neves presents the final results of the project, assessing its overall evolution. It considers the totality and legacy of the project, its overall success and failures, the results of its transnational application and its final deliverables and dissemination.
The WoLLNET and CELiNE projects aimed to raise awareness of workplace literacy issues among trainers and employers. WoLLNET developed an evaluation toolkit to assess the impact of literacy training programs. CELiNE designed training materials to help teachers embed literacy skills into vocational training. Both projects engaged stakeholders to inform the design and testing of project outputs with the goal of supporting workers' employability and lifelong learning.
Improving usage and impact of digitised resourcesJisc
This document discusses improving usage and impact of digitized resources based on findings from JISC projects. Some key points include:
1) Close user engagement is important when developing resources through methods like user panels and usability testing.
2) Designs that allow serendipitous discovery and flexible uses can increase impact. Resources should be discoverable on libraries, Google, and other trusted platforms.
3) Clear identifiers, citations styles, and stable URLs help resources be used in teaching and research over the long term.
Improving usage and impact of digitised resourcesAlastair Dunning
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
ANALYSIS OF DEVELOPMENT COOPERATION WITH SHARED AUTHORING ENVIRONMENT IN ACAD...IJITE
Team work is an important training element of future software engineers. However, the evaluation of the
performance of collaboration among individuals is very subjective. Meanwhile, how to effectively
promote the collaboration in an academic setting is an even more challenging task. The lack of a common
standard or method for the assessment is a practical issue in software engineering projects. With the
rapid development of shared authoring environments, such as Wiki, more and more educational
institutions are studying the adaptability of such kind of collaborative platforms. In order to study the
applicability of adopting wiki-based shared authoring environments in software engineering education,
we have proposed three major research questions. By solving these problems, we try to answer some of
the most important questions in adopting shared authoring platforms in academic settings.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
This curriculum module focuses on training e-facilitators in building a network culture. It contains 11 units that cover topics relevant to promoting digital skills. The first unit introduces the learning platform and objectives. Subsequent units address the importance of networking, using online social networks and web 2.0 tools to build communities, and creating a virtual learning community. Throughout the modules, learners engage with readings, videos, assignments, and discussion forums to gain knowledge and skills in networking, community building, and collaborative learning online. The final unit involves a exam and feedback to evaluate learning. The overall aim is to equip e-facilitators with the abilities to drive social networks and build digital skills in their communities.
Science 2.0: Supporting a Doctoral Community of Practice in Technology Enhanc...Denis Gillet
1) The document discusses the creation of a Doctoral Community of Practice (DoCoP) in Technology Enhanced Learning (TEL) using social software to connect PhD students, advisors, and experts.
2) It outlines lessons learned from the previous PALETTE project about supporting communities, including the need for progressive integration and non-invasive services.
3) A questionnaire was distributed to gather input from PhD students on what types of online and social platforms and services would be helpful as part of the DoCoP.
www.docgreen.it - alla scoperta dei giardini dell'Emilia-Romagna. Due week end di eventi gratuiti nei giardini e nei parchi pubblici dell’Emilia-Romagna
1) The author's brother Brian Poe attended an event at the White House where President Obama hosted a Motown music tribute.
2) For many African Americans, being invited to the White House and networking with a black president was momentous, as the highest levels of power and society had long been reserved solely for white people.
3) The author reflects on how far black Americans have come, from knowing their place was not in the White House during the 1970s to seeing the election of the first black president and his brother attending an event with Mr. Obama.
Cambridge 2014 Complexity, tails and trendsNick Watkins
This document discusses two types of complexity that can affect trend detection in time series data: long range dependence and heavy tails.
Long range dependence, if present in a system, implies the presence of low frequency "slow" fluctuations that can complicate trend detection. Heavy tails in a probability distribution are a source of "wild" fluctuations due to more frequent extreme events.
The document reviews several examples of long range dependence and heavy tails observed in real-world datasets like financial data and space weather data. Statistical models like linear fractional stable motion (LFSM) and autoregressive fractionally integrated moving average (ARFIMA) processes are discussed for modeling systems with both properties. Better statistical inference methods are also needed to distinguish true
Este documento describe las barreras de la comunicación. Identifica varios tipos de barreras como el temor al riesgo, las barreras personales como deficiencias sensoriales o emociones, las barreras físicas como el ruido, y las barreras semánticas debido a significados múltiples de palabras. También explica los mecanismos de defensa como hablar en broma o intelectualizar para evitar el riesgo de la comunicación.
The document lists various music, dance, drama, and photography classes offered at a performing arts academy. It provides details on class levels, durations, fees, and required books. Classes range from beginner to advanced levels and cover topics like instruments, vocals, composition, bands, music theory, dance styles, drama techniques, choreography, and using photography equipment. Fees are generally R300 for 12-hour group classes and R380 for 10 individual 30-minute lessons. Additional costs are listed for required books.
The document discusses the history and evolution of the mutual fund industry in India, with a focus on UTI Mutual Funds. It covers the establishment of UTI in 1963 as the first mutual fund in India and its monopoly until 1987. It then discusses the entry of public sector funds in 1987 and private sector funds in 1993, as well as increased regulation by SEBI from 1996 onwards. The document also provides data on the growth of assets under management across UTI and other public/private sector funds from 1998 to 2001.
This document provides information about Aleksandra Pawlik's PhD research project which aims to explore how best to support scientific end-user software development. The research will focus on identifying problematic and successful tools/techniques used by scientific developers through case studies of projects that transition from limited to extended contexts or involve software professionals. Qualitative methods like interviews and observation will be used to understand the challenges and how support can be improved.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
Work package 1 of the ALIAS project focused on user inclusion in the development of an assistive robot for seniors. The goals were to gain a variety of user perspectives to foster creativity, develop custom-tailored products, and reduce the risk of failure through early integration of user needs. Methods included literature analysis, workshops with seniors and caregivers, and feedback loops with technical partners. Key achievements were identifying user requirements, developing prototypes, and testing prototypes through field trials. Ongoing work will further user inclusion in developing inclusive, gender-sensitive technologies to support aging populations.
This case study examines efforts to build an effective collaborative environment for a distributed EU project using social technologies. The project involved 7 partners across 5 countries with limited face-to-face time. They adopted several tools including a blog, wiki, Google docs and calendar, mailing lists, Flickr, and telephone conferencing. Initial guidelines and tagging were unsuccessful at engaging partners. Over time, the wiki and open tools were favored over the closed Moodle platform. Lessons learned included that tagging guidelines did not work, technologies are appropriated unexpectedly, and 'easiness' drives tool adoption.
The summative evaluation report by Josélia Neves presents the final results of the project, assessing its overall evolution. It considers the totality and legacy of the project, its overall success and failures, the results of its transnational application and its final deliverables and dissemination.
The WoLLNET and CELiNE projects aimed to raise awareness of workplace literacy issues among trainers and employers. WoLLNET developed an evaluation toolkit to assess the impact of literacy training programs. CELiNE designed training materials to help teachers embed literacy skills into vocational training. Both projects engaged stakeholders to inform the design and testing of project outputs with the goal of supporting workers' employability and lifelong learning.
Improving usage and impact of digitised resourcesJisc
This document discusses improving usage and impact of digitized resources based on findings from JISC projects. Some key points include:
1) Close user engagement is important when developing resources through methods like user panels and usability testing.
2) Designs that allow serendipitous discovery and flexible uses can increase impact. Resources should be discoverable on libraries, Google, and other trusted platforms.
3) Clear identifiers, citations styles, and stable URLs help resources be used in teaching and research over the long term.
Improving usage and impact of digitised resourcesAlastair Dunning
A presentation from the JISC Programme Meeting for its Content Programme for 2011 http://www.jisc.ac.uk/whatwedo/programmes/digitisation/econtent11.aspx
ANALYSIS OF DEVELOPMENT COOPERATION WITH SHARED AUTHORING ENVIRONMENT IN ACAD...IJITE
Team work is an important training element of future software engineers. However, the evaluation of the
performance of collaboration among individuals is very subjective. Meanwhile, how to effectively
promote the collaboration in an academic setting is an even more challenging task. The lack of a common
standard or method for the assessment is a practical issue in software engineering projects. With the
rapid development of shared authoring environments, such as Wiki, more and more educational
institutions are studying the adaptability of such kind of collaborative platforms. In order to study the
applicability of adopting wiki-based shared authoring environments in software engineering education,
we have proposed three major research questions. By solving these problems, we try to answer some of
the most important questions in adopting shared authoring platforms in academic settings.
Core Curriculum: Training curriculum for trainers of e-facilitatorsTELECENTRE EUROPE
This curriculum module focuses on training e-facilitators in building a network culture. It contains 11 units that cover topics relevant to promoting digital skills. The first unit introduces the learning platform and objectives. Subsequent units address the importance of networking, using online social networks and web 2.0 tools to build communities, and creating a virtual learning community. Throughout the modules, learners engage with readings, videos, assignments, and discussion forums to gain knowledge and skills in networking, community building, and collaborative learning online. The final unit involves a exam and feedback to evaluate learning. The overall aim is to equip e-facilitators with the abilities to drive social networks and build digital skills in their communities.
Science 2.0: Supporting a Doctoral Community of Practice in Technology Enhanc...Denis Gillet
1) The document discusses the creation of a Doctoral Community of Practice (DoCoP) in Technology Enhanced Learning (TEL) using social software to connect PhD students, advisors, and experts.
2) It outlines lessons learned from the previous PALETTE project about supporting communities, including the need for progressive integration and non-invasive services.
3) A questionnaire was distributed to gather input from PhD students on what types of online and social platforms and services would be helpful as part of the DoCoP.
Research Policy Monitoring in the Era of Open Science & Big Data Workshop ReportData4Impact
Workshop on Research Policy Monitoring in the Era of Open Science and Big Data was a two day event, co-organised by OpenAIRE and Data4Impact, with support of Science Europe. The event explored mechanisms for research policy monitoring and indicators, and how to link these to infrastructure and services. The first day was focused on open science indicators as these emerge from national and EU initiatives, while the second day explored more advanced aspects of indicators for innovation and societal impact.
The document compares three different recommender strategies for personal learning environments (PLEs). The strategies include:
1) A federated search widget that aggregates resources from different repositories and provides recommendations based on a user's search history and interests.
2) A community-based recommender that allows users to voluntarily share PLE experiences and generates recommendations based on clustered activity patterns and popular items.
3) A psycho-pedagogical recommender developed according to learning models that provides recommendations based on a user's goals and competencies as assessed through questionnaires.
This document presents a project proposal to develop a means of transportation for disabled individuals. The goal is to design a wheelchair that can be easily loaded into a car independently, allowing disabled people to transport themselves without assistance. Over the course of a 6 month project, students will research the needs of the disabled community, design wheelchair adaptations, and work to raise awareness of accessibility issues. The project aims to improve quality of life and independence for the disabled by developing an innovative transportation solution.
This document presents a project proposal to develop a means of transportation for disabled individuals. The goal is to design a wheelchair that can be easily loaded into a car independently, allowing disabled people to transport themselves without assistance. The project aims to improve the quality of life of disabled people and increase awareness of their needs. If successful, the customized wheelchair transport solution could help disabled individuals gain independent mobility. The proposal involves researching the transportation needs of the disabled, collaborating with stakeholders, and developing a marketable product over the course of a 6 month project.
WEB 2.0 FOR FORESIGHT: EXPERIENCES ON AN INNOVATION PLATFORM IN EUROPEAN AGEN...Totti Könnölä
The document summarizes a web 2.0 foresight exercise conducted by the European Commission to gather ideas for future Knowledge and Innovation Communities. It describes the 6 steps taken: 1) defining objectives, 2) analysing conditions, 3) scoping the exercise, 4) choosing methods/tools, 5) running the platform, and 6) following up. The exercise involved an online platform where over 100 ideas were posted and commented on over 7 weeks to inform the European Institute of Innovation and Technology's strategic priorities. Key lessons included the need for clear objectives, piloting tools, and planning for data analysis and platform follow-up.
Similar to Peer d7 assessment workshop methodology (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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2. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Deliverable Number: D7
Contractual Date of 31/05/2012
Delivery:
Actual Date of Delivery: 16/08/2012
Title of Deliverable (in the Methodological Framework - Participatory user
project application): involvement
Dissemination Level: Public
WP contributing to the WP3
Deliverable: D6
Author(s): Teresa Holocher-Ertl, ZSI
Participant(s): Maria Schwarz-Woelzl, ZSI
Erwin Rennert, ZSI
Silvia Burger, ZSI
History
Version Date Author Comments
Methodology developed for a
V01 15/05/2012 Teresa Holocher-Ertl
SWOT analysis of selected tools.
After the revision of the
workshop’s goals: from SWOT to
V02 14.08.2012 Teresa Holocher-Ertl
usefulness of tools for peer
learning purposes.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
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3. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Abstract
This deliverable is prepared within the WP4 of the PEER project, namely WP4:
‘Assessment of preselected open source Web2.0 tools’. As the first deliverable
within this WP, its aim is to define the methodology for assessment of
preselected open source Web2.0 tools done within WP3 via a participatory
workshop with older people, conducted in Glasgow, at the University of
Strathclyde.
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4. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Table of Contents
1 Introduction ............................................................................5
1.1 About the PEER project ....................................................... 5
1.2 About this document ............................................................. 5
2 Design of the participative assessment Workshop.....6
2.1 Methodology and instruments applied........................ 6
2.1.1 Introduction to the topic of peer learning and online social networks .... 6
2.1.2 Presentation of the seven peer learning tools ....................................... 7
2.1.3 Creation of individual peer learning scenarios....................................... 9
2.2 Agenda .............................................................................................. 13
References ..................................................................................14
Index of Graphs
Figure 1: Feedback matrix for each web2.0 tool .................................................................... 8
Figure 2: Activity card .......................................................................................................... 11
Figure 3: Tool card .............................................................................................................. 11
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5. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
1 Introduction
1.1 About the PEER project
PEER is a LLP / Grundtvig project which provides facilitation of informal and non-
formal peer learning in online communities supported by customized Web2.0
tools for adults aged 50+.
Target groups are:
• Companies and operators of 50plus platforms
• Organisations who want to augment their existing website by introducing
user-friendly Web2.0 tools in the domain of an ageing society, such as 3rd
Age Universities, senior associations, care givers of older people and other
organisations in this field.
Start date: 01/10/2011 - 09/2013
End date: 30/09/ 2013
Website: www.peer-learning-50plus.eu
1.2 About this document
This document presents the methodology for an end-user workshop of the PEER
project that will be conducted in Glasgow / Scotland. This workshop is part of the
fourth WP of the PEER project, namely WP4: ‘Assessment of preselected open
source Web2.0 tools’. Based on preliminary findings within WP2 (D3) on theories
of older peoples’ learning patterns, motivational factors in peer learning settings
and their technology enhanced learning patterns, a selection of Web2.0 tools has
been conducted in WP3. This selection includes six different tools which all have
the potential to support peer learning amongst the target group of 50+ people.
These tools support activities like the collaborative creation of knowledge
artefacts, the management of one’s shared knowledge resources, the conduction
of virtual meetings and the organisation of meetings and events.
The methodology for this workshop aims to involve the potential end-users of
50plus platforms in order to assess a shortlist of Web2.0 tool which have the
potential to support older peoples’ peer learning on 50plus platforms.
Within this workshop we explore:
o The relevance and usefulness of the proposed tools for peer learning
amongst the 50+ target group.
o The perceived ease of use and aesthetics of the proposed web2.0 tools.
o Application scenarios for the usage of these tools in peer learning.
o Perceived barriers and potential enablers for the usage of these tools in
peer learning.
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6. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Target audience of the deliverable
This document is a public deliverable. However, it is mainly intended for the
project partners and the European Commission officers and so the document will
be made public, but not specifically disseminated on a wider scale.
2 Design of the participative
assessment Workshop
The PEER project foresees one assessment workshop in Glasgow (Scotland).
The participants involved in this assessment workshop are twelve retired end-
users aged 50+. These twelve end-users ideally are split into two profiles:
• Half of them relies on experiences in sharing information and knowledge;
• Half of them relies on experiences in using online social network platforms,
ideally in 50+ platforms
Further, an equal gender division should be given.
2.1 Methodology and instruments applied
In the following chapter the methodology and instruments of the workshop will
be explained. This chapter is structured along the agenda of the workshop. For
each of the instruments a short description, the objectives as well as more
detailed information – for instance back ground literature – can be found.
2.1.1 Introduction to the topic of peer learning and online
social networks
Timeframe: 10H00 – 10H10 (10 minutes)
• Presentation of the PEER project, the role of the end-users in the project
and the objectives of the workshop (5 min)
• Introduction of the participants and researchers (5 min)
Objectives:
• Make participants understand that they are the experts of their
“Lebenswelt” – the world of their own life experience.
• Sensitizing participants to the fact that technology is often produced in a
way that makes it difficult to use for end-users. In other words, that
problems in handling new technologies are often not due to the end-users’
low capability but due to low usability.
• Introduce users to the topic of online social networks and their increasing
relevance in peoples’ lives. Introduce the concept of peer-learning.
• Create a climate of open exchange between participants and researchers
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7. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Background information:
Older people have limited experiences with new technology, and their opinion
about technology is often based on very little knowledge, stories from friends,
neighbours or the media. Thus older people tend to blame their fear, perception
of complexity and own poor knowledge when failing to deal with new technology,
instead of blaming poor design. Thus it’s very important to not undermine the
very low confidence that older people have in their computer skills when
involving them in the participatory design process (Newell and Monk 2007).
Therefore, when involving older people in the design process an ambience of
trust has to be established. The user-centred design activities have to be
conducted in an atmosphere, which encourages and values the participants own
opinions, invites them to express themselves honestly, and to enjoy their
experience. It is important at the beginning to explain the research process to
everybody and clarify the roles of the different parties involved. Researchers
have to make participants aware of their own expertise (for instance, their life
experience) and how valuable their contribution is (Newell, Arnott et al. 2007;
Eisma, Dickinson et al. 2004).
2.1.2 Presentation of the six peer learning tools
Timeframe: 10H10 – 12H40 (140 min and 10 min break after the first
four tools)
In this section the users will be introduced to the six web2.0 tools. We will use a
scenario that guides the users through each of the tool presentations and makes
the functionality of the tools understandable for the specific purpose of peer
learning amongst 50+ people. The scenario will also help to better understand
what kind of support each of the tools could provide to handle real-life challenges
of 50+ people with regard to peer learning.
Each introduction will have as main objective to make the functionality of the
tools understandable for the target group. So the focus lays on making the
potential value of these tools transparent in the given context. But participants
should also get a better understanding of the look & feel of the respective tools
to provide their first impressions about ease of use and aesthetics. That’s why
the presenter, guided by the scenario, will make an online, click-through
presentation of each of the tools.
The scenario:
We will develop a fictive persona who wants to exchange experiences about the
challenges and joys from going into retirement. This persona has six tools at her
disposal. In Slideshare she looks up other’s presentations on the topic, with
Disqus she manages all the comments and questions that she posted on divers
blogs, with Doodle she organises a meeting with her oldest friends to discuss the
topic, with Scribblar she meets online with her friends after the meeting to make
a nice summary and so on.
The challenge of this part of the agenda is to keep the participants focused and
interested, despite the fact that participants are mainly passive consumers of the
content and although the complexity of the presented tool is considerable.
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8. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Researchers made the experience that it isn’t easy to keep a focus group of older
people focused on the subject being discussed (Eisma, Dickinson et al. 2004),
(Lines and Hone 2004). Lines reported that older people tended to “wander”
from the topic under discussion, providing instead unrelated anecdotes and
chatting amongst themselves.
To address this challenge, the presentations will be kept to a maximum of 10
minutes for each of the tools. After each presentation participants will be
required to become active themselves and provide feedback on relevance, value,
ease of use and aesthetics of the respective tool, using a feedback matrix (see
Figure 1). Participants will be asked to stand up and move through the room to
provide their feedback. And after this initial feedback questions and answers can
be posed and discussed.
Figure 1: Feedback matrix for each web2.0 tool
Additionally, each of the tools will stay present in the room in the form of an
artefact. For each of the six tools one flipchart will be prepared that contains
coloured screenshots of the tool and also bullet points of the main functionalities
and benefits, it provided to the persona in the presented scenario. These
artefacts will also serve the participants as memory aid during the second part of
the workshop.
Objectives:
• Introduce the main functionalities and benefits of the six selected tools to
the target group.
• Get a first feedback on relevance, usefulness, ease of use and aesthetics
for each of the tools.
• Clarify open questions.
Background information:
In this part the following six Web2.0 are presented:
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9. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
• Openmeetings: is an Audio/Video conferencing software that allows
users to instantly set up a conference in the Web. Users can use
microphone or webcam, share documents on a white board, share their
screen or record meetings (incubator.apache.org/openmeetings).
• Disqus: is an online discussion and commenting service for websites and
online communities that uses a network platform (disqus.com).
• Slideshare easy: is a community for sharing presentations, documents,
videos and webinars. Individuals and organizations can upload documents
to SlideShare to share their ideas, conduct research, connect with others.
Anyone can view presentations and documents on topics that interests
them, download them and reuse or remix for their own work
(www.slideshare.net).
• Dropbox: is a free file hosting service that offers cloud storage, file
synchronization, and client software (www.dropbox.com).
• Scribblar: provides users with an easily accessible, collaborative
whiteboard tool (www.scribblar.com).
• Doodle: is an online scheduling tool that allows the user to “poll” a
number of people to determine at what time they could attend a meeting,
event, etc. Users create a poll with date and time choices for the
participants to choose (www.doodle.com).
For this task the project will use the scenario approach. User scenarios are
“informal narrative descriptions” (Carroll 2000) about a persona or personas
(hypothetical archetypes of actual users) and their activities, emphasizing the
goals the user wants to reach with a specific product, the persona’s expectations
concerning particular systems and the most critical tasks that he/she wants to
execute. Scenarios can be described in different ways including text, speech,
photographs and video clips (Isacker, Slegers et al. 2009).
Scenarios have turned out to be very useful techniques for the elicitation of user
requirements when users lacked knowledge of technical language and different
technologies (Eisma, Dickinson et al. 2003). The scenarios helped them to
visualize the consequences of the introduction and usage of new technology, as
well as to tie the usage of technology to practical concerns from their everyday
life.
12H40 – 13H45 - lunch break (1h05 min)
2.1.3 Creation of individual peer learning scenarios
Timeframe: 13H45-14H15 (30 min)
At the beginning of the afternoon session the participants will be asked to create
their own scenarios. They are asked to imagine that they are part of an online
community platform of 50+ people where they meet regularly to provide each
other with help and advice. On this platform there is a new topic under
discussion at the moment, which is the transition phase into retirement. The
individual participants want to share their experiences with those people involved
on the platform.
So the question is which of the tools that have been presented in the morning
would they use? Which of these tools are really relevant for them? For what kind
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10. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
of activity would they use it and why? Are there any problems related to the
usage of these tools?
Each person should elaborate on these questions individually. To support this
reflection process, cards will be prepared for the participants. There will be cards
for each of the tools, activity cards, problem cards and cards for new
ideas/suggestions.
The cards can be filled in and placed on a flipchart in any order the participants
want them to be placed.
Objectives:
• This tasks aims to foster the individual reflection amongst participants on
the tools that have been presented to them.
• The exercise is based on a scenario again, only that this time the
participants chose which tools to use for what kind of learning activity.
• This exercise will help us to understand, which of the tools are found
attractive by the target group, how they would use them within their
learning scenarios and what would be the reason for the usage. The
lessons learned from this section will support the project team to further
reduce the number of selected tools and know on which functionalities the
peer learning services will need to focus on.
Background information on this instrument:
In this and the next task we will use a very simple form of the CARD
(Collaborative Analysis of Requirements and Design) technique. The CARD
technique was discovered by Tudor in 1992, and has been refined into a well-
understood practice in 1993 (Tudor et al. 1993). The materials in the CARD
technique are physical cards, each of which represents an activity, an object or
tools, a person etc. (Muller 2001). CARD sessions are conducted informally as a
kind of semi-structured brainstorming session. Participants are people who want
to combine their different viewpoints to reflect their diverse needs and
constituencies. Normally the session starts with the presentation of the cards.
Each card represents an open-ended template to describe an activity, or a
component of an activity. The participants in the session will use the cards to
lay out a sequence of activities, to explain not only what is done but also why it
is done, and to add commentary and interpretation that help to understand the
context of the process.
As in our case we think that the older people first need time to individually reflect
on the tools and processes which have been presented to them in the morning,
we will start this task not as a collaborative task but as an individual one and
reduce the different types of cards to reduce complexity (for examples of cards
see Figure 2 and Figure 3). Learning and sharing of experiences is also
something that is very much influenced by one’s individual needs and values, so
we start at an individual level first. The collaborative creation will be part of the
next task.
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11. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
Figure 2: Activity card
Figure 3: Tool card
2.1.3.1 Creation of a collaborative peer learning scenario
Timeframe: 14H15 – 15H15 (60 min)
In this final task the participants will form two groups of six members each. The
group work will start with a short presentation of the individual learning
scenarios, which were elaborated during the previous exercise. This presentation
should not last more than 3-5 minutes each and will also be audio-recorded. The
presentations help to understand each other’s ideas, first about the peer learning
process and second about the usage of the proposed tools. It will build the
common ground for the following group work.
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12. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
In the following group work the six participants will be asked to create one
shared application scenario together, which subsumes the individual views of
each of them if possible. This is when the different ideas should flow into one big
picture about the usage of the six selected tools for peer learning. This is the
tasks, where participants are asked to be creative and create a usage scenario
for a collaborative learning environment, which at the one hand seems useful to
them but on the other hand also has some innovation potential.
Objectives:
• Come up with a shared view on computer supported peer learning
• Trigger participants to use the creativity of the group to create learning
scenarios which are not only useful but more innovative than what they
have heard about or experienced until now.
• Get a good understanding about the usage of the selected tools to further
reduce the list of web2.0 tools and start to develop the peer learning
package which will be evaluated by end-users in a next step.
15H15 – 15H30 (15 min)
Presentation of group work
Finally each group will shortly present their work to the other group to come up
with a shared understanding of all participants. Again these presentations are
recorded by the research team for further analysis.
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13. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
2.2 Agenda
10H00 – 10H10
Introduction to the project – 10 min
10H1 0– 12H40
Presentation and discussion of the six peer learning tools (including 10 min
break)
12H40 – 13H45
Lunch break
13H45 – 14H15
Creation of individual peer learning scenarios (30 min)
14H15 – 15H15
Creation of a collaborative peer learning scenario (60 min)
15H15 – 15H30
Presentation of group work (15 min)
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14. Lifelong Learning Programme PROJECT NUMBER - 517798-LLP-1-2011-1-AT-GRUNDTVIG-GMP
3 References
Carroll, J. M. (2000). "Five Reasons for Scenario-Based Design." Interacting with
Computers 13(1): 43-60.
Eisma, R., A. Dickinson, et al. (2003). Mutual inspiration in the development of
new technology for older people. INCLUDE 2003, London, UK.
Eisma, R., A. Dickinson, et al. (2004). "Early user involvement in the
development of Information Technology-related products for older people."
Universal Access in the Information Society 3(2): 131 - 140.
Isacker, K. V., K. Slegers, et al. (2009). "A UCD Approach towards the Design,
Development and Assessment of Accessible Applications in a Large Scale
European Integrated Project." Universal Access in HCI, Part I: 184-192.
Lines, L. and K. S. Hone (2004). "Eliciting User Requirements with Older Adults:
Lessons from the Design of an Interactive Domestic Alarm System." Universal
Access in the Information Society 3(2): 141-148.
Muller, Michael J. (2001). “Layered Participatory Analysis: New Developments in
the CARD Technique” SIGCHI ’01, March 31-April 4, 2001, Seattle, WA.
Newell, A., J. Arnott, et al. (2007). Methodologies for Involving Older Adults in
the Design Process. HCII, Bejing.
Newell, A. and A. Monk (2007). Involving Older People in Design. Design for
Inclusivity: A Practical Guide to Accesible, Innovative and User-Centred Design.
J. C. Roger Coleman, Huan Dong and Julia Cassim. Hampshire, England, Gower
Publishing Limited: 111-130.
Tudor, L.G., Muller, M.J., Dayton, T., and Root, R.W. (1993). A participatory
design technique for high-level task analysis, critique, and redesign: The
CARD method. In Proceedings of HFES’93. Seattle WA USA.
Version: 0.2 Author(s): Teresa Holocher-Ertl
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