This talk will discuss a research project undertaken to investigate whether co-design involving end-users (in this case people commuting to and from work) generates more ideas, and more innovative and novel ideas, than email participation only. The work concerned generating ideas to reduce single occupancy car travel on the commute to and from the university campus. Involving people in focus groups, interviews as well as questionnaires was more time-consuming and labour-intensive, but resulted in greater completion of the process and more innovative solutions being generated. Participants involved in the co-design reported finding it very interesting and informative to learn about each other’s commutes, and more importantly, the reasons why people made the commuting decisions that they did.
the learning designer - the theory and practice of design for learning Yishay Mor
The Learning Designer is a microworld and online platform that allows teachers to design, adopt, adapt, analyze, experiment with, and share learning designs. It helps teachers import "pedagogical patterns" of good teaching and open resources. Teachers can model learning design sequences, describe activities with titles and resources, and compare the benefits of different designs. The goal is to provide teachers with formal ways to articulate and share pedagogy both with other teachers and computers.
This document discusses new approaches to learning design and visualization. It emphasizes shifting from implicit to explicit and design-based approaches. Various tools are presented for visualizing course design, including course maps, pedagogy profiles, learning activities diagrams, and learning outcome maps. These tools make the design explicit, enable sharing of designs, and encourage reflective practice. Workshops and Cloudworks are presented as ways to collaborate and discuss designs.
This document provides an overview and agenda for a Design Thinking session. It discusses forming project groups to tackle problems using design thinking techniques. Examples of project topics include improving the AUW experience, developing new curriculums, or creating informal learning spaces. The document also outlines activities for the session, which include creating personas and customer journeys to represent stakeholders, and developing organizational personas to represent the culture and structure of organizations.
The document discusses Dale's Cone of Experience model which positions different instructional methods on a cone based on how directly they involve learners in hands-on experiences. Verbal symbols are at the top as the most abstract while direct experiences are at the bottom as the most engaging. The document also provides guidelines for selecting instructional media and discusses how different media can be used to address issues like concepts being too fast, complex, small, or dangerous for direct observation. It notes retention rates are highest for active learning methods like doing and teaching others.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
The document discusses designing collaborative learning sessions to promote creative problem solving using design patterns. It defines creativity and innovation, and explains why collaboration is important but must be structured. It then discusses tools for supporting collaboration, and the need for explicit pedagogical strategies. Design patterns are introduced as a way to capture best practices for structuring collaborative creative problem solving situations. Variations and recommendations are suggested to provide flexibility while maintaining educational goals.
The document outlines an agenda and presentation for a discussion on peer learning through online Communities of Practice (CoP). It introduces CoPs as groups that share a passion and learn from regular interaction. The agenda includes an exercise where participants discuss CoPs they belong to, followed by a presentation on Tamarack's experience with CoPs. The presentation outline discusses the purpose and formats of remote CoPs, issues around structuring CoPs, and Wenger's principles for convening successful CoPs.
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
the learning designer - the theory and practice of design for learning Yishay Mor
The Learning Designer is a microworld and online platform that allows teachers to design, adopt, adapt, analyze, experiment with, and share learning designs. It helps teachers import "pedagogical patterns" of good teaching and open resources. Teachers can model learning design sequences, describe activities with titles and resources, and compare the benefits of different designs. The goal is to provide teachers with formal ways to articulate and share pedagogy both with other teachers and computers.
This document discusses new approaches to learning design and visualization. It emphasizes shifting from implicit to explicit and design-based approaches. Various tools are presented for visualizing course design, including course maps, pedagogy profiles, learning activities diagrams, and learning outcome maps. These tools make the design explicit, enable sharing of designs, and encourage reflective practice. Workshops and Cloudworks are presented as ways to collaborate and discuss designs.
This document provides an overview and agenda for a Design Thinking session. It discusses forming project groups to tackle problems using design thinking techniques. Examples of project topics include improving the AUW experience, developing new curriculums, or creating informal learning spaces. The document also outlines activities for the session, which include creating personas and customer journeys to represent stakeholders, and developing organizational personas to represent the culture and structure of organizations.
The document discusses Dale's Cone of Experience model which positions different instructional methods on a cone based on how directly they involve learners in hands-on experiences. Verbal symbols are at the top as the most abstract while direct experiences are at the bottom as the most engaging. The document also provides guidelines for selecting instructional media and discusses how different media can be used to address issues like concepts being too fast, complex, small, or dangerous for direct observation. It notes retention rates are highest for active learning methods like doing and teaching others.
This document discusses the potential of Web 2.0 technologies to support social inclusion in education. It outlines the changing landscape of technologies, learners, and pedagogies. While Web 2.0 offers opportunities like user-generated content and social networking, barriers remain like digital divides and differences in cultural acceptance of technologies. The document recommends strategies at the teacher, institutional, and national levels to help realize Web 2.0's potential for social inclusion in education.
The document discusses designing collaborative learning sessions to promote creative problem solving using design patterns. It defines creativity and innovation, and explains why collaboration is important but must be structured. It then discusses tools for supporting collaboration, and the need for explicit pedagogical strategies. Design patterns are introduced as a way to capture best practices for structuring collaborative creative problem solving situations. Variations and recommendations are suggested to provide flexibility while maintaining educational goals.
The document outlines an agenda and presentation for a discussion on peer learning through online Communities of Practice (CoP). It introduces CoPs as groups that share a passion and learn from regular interaction. The agenda includes an exercise where participants discuss CoPs they belong to, followed by a presentation on Tamarack's experience with CoPs. The presentation outline discusses the purpose and formats of remote CoPs, issues around structuring CoPs, and Wenger's principles for convening successful CoPs.
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
This document discusses how technology is changing research and learning. It notes that technologies like mobile devices, social networking, and cloud computing are becoming more ubiquitous. Researchers are now able to work from anywhere, collaborate globally, and make their work more openly accessible online. Learning is also becoming more personalized through individual learning environments across multiple devices. New models are needed to combine these technology affordances with good pedagogical approaches while addressing digital divides.
The document discusses open educational resources (OER) and provides several examples of OER projects. It begins with an agenda for a workshop on OER that includes advancing a group project, learning about OER, and an guest speaker. It then provides definitions and examples of OER including free online courses from various organizations. The remainder of the document describes three case studies of OER projects: 1) Using MOOC videos in a flipped classroom on research methods, 2) An open textbook on local government that includes multimedia formats, and 3) A badges program to award micro-credits online. Key lessons from the cases include using OER for active learning, updating materials for sustainability, and considering authoring tools.
The document discusses connecting research in education with policy and practice. It provides a framework that links research, policy, and learner experience and teacher practice. It examines past education technology trends and initiatives. It also explores learning design approaches and tools that can help make teaching practices more explicit and shareable. Finally, it discusses challenges in bridging the gaps between research, policies, and implementation in classrooms.
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
The document summarizes a learning design workshop that covered:
- An overview of learning design challenges and opportunities
- Hands-on experience using tools like CompendiumLD and cloudworks to create visual design maps
- Discussion of how the workshop's tools and resources could be applied in different contexts
- Activities where participants mapped learning designs using CompendiumLD and shared them in cloudworks
The document discusses Dale's Cone of Experience, which arranges learning experiences from concrete to abstract based on the number of senses involved. At the bottom are direct experiences, followed by contrived experiences which substitute for real experiences. Higher up are dramatized experiences, demonstrations, study trips, exhibits, educational media like TV and films, recordings, pictures, visual symbols, and most abstractly, verbal symbols. Each method has advantages like accessibility, but also limitations such as inaccuracy, expense, or inability to involve all senses. The cone illustrates how people learn best through hands-on experiences, but abstract concepts are still necessary to convey complex ideas.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
A tool to help with a task
Example: A writing assistant
Cloud:
An idea, resource or thought
Example: This presentation
Conference:
A real-world event
Example: DeHub 2011
Course:
A structured learning path
Example: An OER course
Event:
A scheduled activity
Example: Webinar series
Project:
Collaborative work
Example: JISC OER programme
Tool:
Software or web application
Example: Google Docs
Wiki:
Collaborative web pages
Example: This Cloudworks site
So in summary...
- Clouds are ideas
The document discusses the changing landscape of education due to new technologies and learners. It outlines the shift from Web 1.0 to Web 2.0, including a typology of Web 2.0 tools. It proposes using these tools to support new approaches to course design, including learning design frameworks and the sharing of teaching practices through a social networking site called Cloudworks. Key challenges include bridging the gap between potential and reality of using new technologies in mainstream education.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document summarizes an agenda for a conference on Course Business Models (CBM). It includes:
- An overview of the CBM project goals of opening awareness of alternatives to the "OU classic" model and providing tools to foster effective course production and pedagogic debate.
- A review of key achievements to date including developing a 5 view framework and trial exercises.
- Descriptions of the 5 views which analyze course maps, dimensions, pedagogy, costs and performance.
- Potential benefits of CBM including more transparent course development practices and cost-effective proposals across faculties.
The document provides an overview of various web-based instructional strategies and tools that can be used to support evidence-based instruction including Project Share, Web 2.0 tools, VoiceThreads, avatars, interactive whiteboards, Wikispaces, Google Sites, screen readers, and technology links for reading and writing instruction. Guiding principles for effective web-based learning design are also presented focusing on elements like variety, action, application, interaction, feedback, and scaffolding.
Diane Richey is an experienced customer service representative with over 15 years of experience in various customer service roles. She has a Bachelor's degree in Home Economics from Pensacola Christian College. Her objective is to find an opportunity to continue helping both internal and external customers. Her resume lists her work history including roles at Winston Parrish Watch Co, Manpower staffing agencies, Sheridan Press, and Jerry Pate Turf and Irrigation.
China midwestern cement industry production and marketing demand and investme...Qianzhan Intelligence
1) The document analyzes and forecasts the production, demand, investment, and competitive landscape of China's midwestern cement industry.
2) It finds that in 2010, the midwestern cement industry had over 2,000 enterprises that generated over $206 billion in revenue.
3) The report provides a detailed analysis of factors like industry capacity, demand drivers, policies on eliminating outdated capacity, and the positions of leading companies to make predictions about the future development of the midwestern cement industry.
Este documento presenta la Matriz RMG, una herramienta para analizar factores internos y externos que determinan el grado de competitividad de una empresa y la aceptación de sus productos en el mercado. Aplica esta matriz a la empresa ARAGUA COMPUTER SYSTEM, C.A. para evaluar sus fortalezas y áreas de mejora a través de doce preguntas sobre innovación, presencia digital, comunicación, clientes, precios, ventas y posicionamiento. Determina que ARAGUA COMPUTER SYSTEM, C.A. se encuentra en una "Situación Sem
China modern agriculture business model and industrial chain investment strat...Qianzhan Intelligence
The document provides an overview and analysis of China's modern agriculture business model and industrial chain from 2013-2017. It discusses the development background, investment prospects, market positioning, business unit models, and investment value of various segments of China's modern agricultural industry chain, including planting, poultry, livestock, aquaculture, and food processing. The report aims to provide investors with a comprehensive understanding of trends, opportunities and strategies across the agricultural sector in China.
Una plataforma de vídeo online diferente, nueva, con un sinfin de posibilidades y largo recorrido. La clave está en el contenido. Y en asociar la marca y el spot adecuados a los contenidos que le son más afines. Pero, claro: con la cobertura suficiente. Soluciones novedosas, como el empleo de prerolles interactivos, que mejorar sustancialmente el engagement del usuario, o la distribución (seeding) de branded content en formato vídeo, con analíticas integradas con social media. Y lo que nos queda por mejorar...
This document discusses how technology is changing research and learning. It notes that technologies like mobile devices, social networking, and cloud computing are becoming more ubiquitous. Researchers are now able to work from anywhere, collaborate globally, and make their work more openly accessible online. Learning is also becoming more personalized through individual learning environments across multiple devices. New models are needed to combine these technology affordances with good pedagogical approaches while addressing digital divides.
The document discusses open educational resources (OER) and provides several examples of OER projects. It begins with an agenda for a workshop on OER that includes advancing a group project, learning about OER, and an guest speaker. It then provides definitions and examples of OER including free online courses from various organizations. The remainder of the document describes three case studies of OER projects: 1) Using MOOC videos in a flipped classroom on research methods, 2) An open textbook on local government that includes multimedia formats, and 3) A badges program to award micro-credits online. Key lessons from the cases include using OER for active learning, updating materials for sustainability, and considering authoring tools.
The document discusses connecting research in education with policy and practice. It provides a framework that links research, policy, and learner experience and teacher practice. It examines past education technology trends and initiatives. It also explores learning design approaches and tools that can help make teaching practices more explicit and shareable. Finally, it discusses challenges in bridging the gaps between research, policies, and implementation in classrooms.
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
The document summarizes a learning design workshop that covered:
- An overview of learning design challenges and opportunities
- Hands-on experience using tools like CompendiumLD and cloudworks to create visual design maps
- Discussion of how the workshop's tools and resources could be applied in different contexts
- Activities where participants mapped learning designs using CompendiumLD and shared them in cloudworks
The document discusses Dale's Cone of Experience, which arranges learning experiences from concrete to abstract based on the number of senses involved. At the bottom are direct experiences, followed by contrived experiences which substitute for real experiences. Higher up are dramatized experiences, demonstrations, study trips, exhibits, educational media like TV and films, recordings, pictures, visual symbols, and most abstractly, verbal symbols. Each method has advantages like accessibility, but also limitations such as inaccuracy, expense, or inability to involve all senses. The cone illustrates how people learn best through hands-on experiences, but abstract concepts are still necessary to convey complex ideas.
OLDSMOOC week 5: Simple prototyping techniques by Diana LaurillardOLDSMOOC
Simple prototyping techniques allow designers to test early ideas before spending significant time on implementation. Prototyping involves creating primitive representations of designs, such as paper prototypes, PowerPoint slides, or storyboards, to get feedback from potential learners. This helps ensure the final product meets learners' needs. Prototyping is especially useful for software design since it reduces recoding. Common prototyping methods include paper prototypes to test interfaces, PowerPoint to explore visual representations, and storyboards to illustrate intended workflows. Feedback from prototyping helps produce final designs that are intuitive for users.
A tool to help with a task
Example: A writing assistant
Cloud:
An idea, resource or thought
Example: This presentation
Conference:
A real-world event
Example: DeHub 2011
Course:
A structured learning path
Example: An OER course
Event:
A scheduled activity
Example: Webinar series
Project:
Collaborative work
Example: JISC OER programme
Tool:
Software or web application
Example: Google Docs
Wiki:
Collaborative web pages
Example: This Cloudworks site
So in summary...
- Clouds are ideas
The document discusses the changing landscape of education due to new technologies and learners. It outlines the shift from Web 1.0 to Web 2.0, including a typology of Web 2.0 tools. It proposes using these tools to support new approaches to course design, including learning design frameworks and the sharing of teaching practices through a social networking site called Cloudworks. Key challenges include bridging the gap between potential and reality of using new technologies in mainstream education.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document summarizes an agenda for a conference on Course Business Models (CBM). It includes:
- An overview of the CBM project goals of opening awareness of alternatives to the "OU classic" model and providing tools to foster effective course production and pedagogic debate.
- A review of key achievements to date including developing a 5 view framework and trial exercises.
- Descriptions of the 5 views which analyze course maps, dimensions, pedagogy, costs and performance.
- Potential benefits of CBM including more transparent course development practices and cost-effective proposals across faculties.
The document provides an overview of various web-based instructional strategies and tools that can be used to support evidence-based instruction including Project Share, Web 2.0 tools, VoiceThreads, avatars, interactive whiteboards, Wikispaces, Google Sites, screen readers, and technology links for reading and writing instruction. Guiding principles for effective web-based learning design are also presented focusing on elements like variety, action, application, interaction, feedback, and scaffolding.
Diane Richey is an experienced customer service representative with over 15 years of experience in various customer service roles. She has a Bachelor's degree in Home Economics from Pensacola Christian College. Her objective is to find an opportunity to continue helping both internal and external customers. Her resume lists her work history including roles at Winston Parrish Watch Co, Manpower staffing agencies, Sheridan Press, and Jerry Pate Turf and Irrigation.
China midwestern cement industry production and marketing demand and investme...Qianzhan Intelligence
1) The document analyzes and forecasts the production, demand, investment, and competitive landscape of China's midwestern cement industry.
2) It finds that in 2010, the midwestern cement industry had over 2,000 enterprises that generated over $206 billion in revenue.
3) The report provides a detailed analysis of factors like industry capacity, demand drivers, policies on eliminating outdated capacity, and the positions of leading companies to make predictions about the future development of the midwestern cement industry.
Este documento presenta la Matriz RMG, una herramienta para analizar factores internos y externos que determinan el grado de competitividad de una empresa y la aceptación de sus productos en el mercado. Aplica esta matriz a la empresa ARAGUA COMPUTER SYSTEM, C.A. para evaluar sus fortalezas y áreas de mejora a través de doce preguntas sobre innovación, presencia digital, comunicación, clientes, precios, ventas y posicionamiento. Determina que ARAGUA COMPUTER SYSTEM, C.A. se encuentra en una "Situación Sem
China modern agriculture business model and industrial chain investment strat...Qianzhan Intelligence
The document provides an overview and analysis of China's modern agriculture business model and industrial chain from 2013-2017. It discusses the development background, investment prospects, market positioning, business unit models, and investment value of various segments of China's modern agricultural industry chain, including planting, poultry, livestock, aquaculture, and food processing. The report aims to provide investors with a comprehensive understanding of trends, opportunities and strategies across the agricultural sector in China.
Una plataforma de vídeo online diferente, nueva, con un sinfin de posibilidades y largo recorrido. La clave está en el contenido. Y en asociar la marca y el spot adecuados a los contenidos que le son más afines. Pero, claro: con la cobertura suficiente. Soluciones novedosas, como el empleo de prerolles interactivos, que mejorar sustancialmente el engagement del usuario, o la distribución (seeding) de branded content en formato vídeo, con analíticas integradas con social media. Y lo que nos queda por mejorar...
El documento describe la enseñanza asistida por computadoras, que utiliza programas educativos como herramientas de aprendizaje. Existen diferentes formas como la enseñanza tutorial, ejercitación, juegos, simulación y herramientas. Los medios incluyen visuales como impresos y diapositivas, y audiovisuales como video, televisión y presentaciones digitales. Ofrece ventajas como adaptarse a horarios apretados y motivar a estudiantes, pero también desventajas como respuestas limitadas versus un profesor y costos elev
The document summarizes the author's visit to various wildlife conservation projects in Kenya supported by Care for the Wild International (CWI). The author visited the Sweetwaters Chimpanzee Sanctuary, the David Sheldrick Wildlife Trust elephant orphanage, and CWI's anti-poaching teams in Tsavo and Masai Mara. The visit highlighted the important work done by these organizations and the need for continued support, especially for expanding anti-poaching patrols.
Cultivating Collaboration: lessons from cohousing studiosNancy Cheng
How can we achieve excellence in design collaborations? Cultivating social trust, organizing logistical aspects, supporting information flow are essential to any community effort. The need for ownership makes artistic collaborations different from others. The pitfalls of ego competition can be avoided by appropriate team size, task organization and fallback options. To negotiate design priorities, team members must use critical thinking. This presentation illustrates techniques for team-building with examples from my University of Oregon design studios focused on intentional communities. While the examples come from architectural design, the lessons are applicable to many types of collaboration that involve shared information about complex problems.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Design Thinking Presentation at AppState Free Learning Conference 2018Stefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
The document outlines an agenda for a workshop on reinventing project-based learning using digital tools. It discusses exploring project-based learning models and designing frameworks. Participants will learn about tools that support collaboration and complete lightning demos of digital tools. The workshop will also cover instructional design, assessment strategies for projects, and tips for project management.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
This document outlines Professor Steven Warburton's approach to designing digital futures for organizations facing accelerating technological change. It discusses the need to shift organizational culture through developing a digital mindset, processes, and capabilities. A design studio approach is proposed to scaffold design activities, using methods like narrative case studies, design patterns, challenges/scenarios, and prototypes. Participants investigate problems, prototype solutions, and provide feedback through critiques. The goal is to empower teams to design successful innovations through a user-centered process informed by past successes.
The document discusses learning design and tools that can be used to support the learning design process. It describes learning design as both a process of planning learning activities and a product representing that design. Key aspects of learning design include using a shared design language and notational systems to represent and discuss designs. Challenges of learning design include balancing precision with the fuzzy nature of practice and balancing personal designs with those meant to be shared. Tools discussed that support learning design include CompendiumLD and Cloudworks.
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
The document discusses designing a problem-based learning online course about social media. It proposes using three overarching problems related to commerce, education, and professions for students to solve through interacting in social media and reading course materials. The course would utilize various technologies and involve one hour of synchronous group tutorials and one hour of asynchronous online activities each week. Reflective analyses from the two instructors find benefits like developing 21st century skills but also challenges in facilitating discussions and group work online. Overall, the instructors feel it was a worthwhile experience and would design another online PBL course.
Planning Structured Activities - Project-Based Learning, Service Learning, an...PhillyOST
This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.
Janet Saunders has over 30 years of experience in visual communication and design. She holds a PhD from Western Sydney University where she researches drawing techniques. She has taught design courses and created online learning resources. Her career has focused on graphic design, illustration, and developing interactive tools to support education.
The document provides an overview of the author's experiences using design thinking in educational settings. It describes several design thinking workshops conducted at universities in Germany between 2013-2019. The workshops focused on topics like website redesign, course design, learning spaces, and social inclusion. Design thinking activities included brainstorming solutions with LEGOs, creating customer journey maps, and prototyping ideas. Student feedback indicated benefits like increased empathy and reduced biases, but also potential challenges like frustration and shallow ideas.
Composing the perfect research symphony – What are the key elements to conduc...innogy Innovation GmbH
The key elements to conducting quality online qualitative research include creating a hybrid research design with different activity types, facilitating participant motivation and discussion over multiple time points, and employing various media formats. An effective moderation strategy is also important. Quality is achieved by composing a schedule of diverse activities that explore behaviors, contexts, projections, and discussions both individually and in groups. This allows insights to emerge over time through participant self-reflection and interaction.
The document outlines Gráinne Conole's presentation on design thinking, learning design, and creativity. It discusses technological trends in learning like mobile learning, games-based learning, and the Internet of things. It then covers learning design frameworks like the 7Cs model and socio-cultural perspectives on design. Finally, it discusses approaches like design-based research and e-pedagogies that integrate technology and pedagogy for learning.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
Similar to Ruth Sims - Co-design to generate innovative ideas (20)
Matthew Ovington - Snakes and ladders: Trust and motivation in online gamingUCDUK
The building blocks of online trust are relatively well understood, especially with regard to eCommerce. Brand values, high street retail presence and customer-friendly policies all play a part in establishing trust in our online online gaming products. However, with online casino gaming, where the outcomes of games such as roulette or slots are governed by chance players are rightly sensitive to any real (or imagined!) house advantage. Establishing trust is only part of the solution. Trust must be nurtured in order to develop long and lasting relationships. The aim of this talk is to highlight findings with regard to what things engender feelings of trust and motivation in relation to online gaming.
1) Emerging markets matter due to high GDP growth rates, a new generation of consumers, and opportunities for infrastructure improvements and disruptive innovations.
2) Design is important for translating social needs and improving lives. Good design can help make the world better, especially in emerging markets.
3) Research in emerging markets must avoid common fallacies like thinking cultures are frozen in time, that users only need basic products, or that usability is universally important. Researchers must understand user needs in their own context.
Rolf Molich - “Five users will find 85% of the usability problems” – and othe...UCDUK
Rolf Molich owns and manages DialogDesign, a small Danish usability consultancy that he founded in 1993. Rolf conceived and coordinated the Comparative Usability Evaluation studies in which more than 100 professional usability teams tested or reviewed the same applications. Rolf was a principal investigator in the Nielsen Norman Group’s large-scale usability test of 20 US e-commerce websites, involving more than 60 users. He has worked with usability since 1984 and wrote the best-selling Danish book User Friendly Computer Systems, of which roughly 30,000 copies have been sold. The book is now available in English, with the title Usable Web Design. Rolf is also the co-inventor of the heuristic evaluation method (with Jakob Nielsen). Rolf is an experienced speaker. His 24 tutorials at the Nielsen Norman Group World Tour attracted roughly 1,000 participants. The overall average participant evaluation of his tutorials was 4.46 on a five-point scale.
Paul Dawson - Walking the line: The Role of Product Development.UCDUK
The document discusses the role of product development and the relationship between product development teams and design teams. It notes that product development should be user-centered but sometimes has a strained relationship with design teams. It will look at what the role of product development is and how companies are starting to think of digital services as products. It will also discuss the thin line product development has to walk between empowering design teams and potentially alienating them.
This document discusses Channel 4 personas created for designers and others at the broadcasting organization. The personas are based on a survey of 1,800 UK respondents segmented into 8 groups based on attitudes. The personas include details on demographics, interests, device usage, and favorite shows to help understand different audiences. The document notes the personas were updated in 2012 to reflect evolving behaviors and the addition of a social media dimension. It emphasizes using real data, engaging others to construct personas, keeping them visual and up to date through iteration.
Danny Bluestone - Agile UX – a digital agency’s view’.UCDUK
Digital producers often face the dilemma on whether to take a more agile approach (which can be more technically driven) or take a waterfall approach seeing development as a ‘bolt-on’. Cyber-Duck is a Hertfordshire based digital agency specialising in UX, Agile development and Marketing that produces user centric web portals and applications such as The EU & Me, The Knowledge Online, RetireEasy and NordicBet. In this talk, Cyber-Duck will reveal how it combines UCD and Scrum to deliver a technically phased approach whilst keeping the end user, marketing and business objectives at the forefront of the process via stakeholder interviews, user input and testing.
Chris Rourke - Beyond our shores: UX Research and Design for International Cu...UCDUK
User experience research and User Centred Design must account for not only the user but also where they live. The surrounding culture, including traditions, language and even religion can have a big impact on the best user experience research methods, design recommendations and also the general uptake of solutions. For multi-national organisations with digital channels, getting this aspect right can mean the difference between a highly effective and enjoyable experience and one that underperforms and confuses users. The talk will explore some ways in which user-centred design research and recommendations can account for local cultures and international factors. How can local culture affect what methods work best and how design ideas can be presented most effectively? We will use examples from various parts of the world, including a case study of researching web accessibility in the Middle East. The project showed how some local cultural factors impacted web accessibility provisions, and recommends an approach to create a viable accessibility “market” including organisations, digital suppliers and people with disabilities. User Vision has worked with several multinational organisations from offices in the UK and the UAE, and will share experiences that they and others in the UX community have gained.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Digital Banking in the Cloud: How Citizens Bank Unlocked Their MainframePrecisely
Inconsistent user experience and siloed data, high costs, and changing customer expectations – Citizens Bank was experiencing these challenges while it was attempting to deliver a superior digital banking experience for its clients. Its core banking applications run on the mainframe and Citizens was using legacy utilities to get the critical mainframe data to feed customer-facing channels, like call centers, web, and mobile. Ultimately, this led to higher operating costs (MIPS), delayed response times, and longer time to market.
Ever-changing customer expectations demand more modern digital experiences, and the bank needed to find a solution that could provide real-time data to its customer channels with low latency and operating costs. Join this session to learn how Citizens is leveraging Precisely to replicate mainframe data to its customer channels and deliver on their “modern digital bank” experiences.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...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 integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
A Comprehensive Guide to DeFi Development Services in 2024Intelisync
DeFi represents a paradigm shift in the financial industry. Instead of relying on traditional, centralized institutions like banks, DeFi leverages blockchain technology to create a decentralized network of financial services. This means that financial transactions can occur directly between parties, without intermediaries, using smart contracts on platforms like Ethereum.
In 2024, we are witnessing an explosion of new DeFi projects and protocols, each pushing the boundaries of what’s possible in finance.
In summary, DeFi in 2024 is not just a trend; it’s a revolution that democratizes finance, enhances security and transparency, and fosters continuous innovation. As we proceed through this presentation, we'll explore the various components and services of DeFi in detail, shedding light on how they are transforming the financial landscape.
At Intelisync, we specialize in providing comprehensive DeFi development services tailored to meet the unique needs of our clients. From smart contract development to dApp creation and security audits, we ensure that your DeFi project is built with innovation, security, and scalability in mind. Trust Intelisync to guide you through the intricate landscape of decentralized finance and unlock the full potential of blockchain technology.
Ready to take your DeFi project to the next level? Partner with Intelisync for expert DeFi development services today!
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
4. Co-design to generate innovative ideas
The project - Ideas in Transit
Tracy Ross & Val Mitchell, Loughborough Design School
Loughborough Design School
5. Co-design to generate innovative ideas
The project - overview
Travel planning: move towards public engagement
What does this involve?
Questionnaires
Consultation documents
Focus groups
Citizen’s juries
Visioning exercises
Workshops
Difficulties with public engagement
Apathy
Poor turn-out
Dominating agendas
Entrenched views
Negativity
How effective the methods are
Loughborough Design School
6. Co-design to generate innovative ideas
The project - why co-design?
“Co-operative, continuous process bringing everyday people together
with design professionals to find new and better ideas for daily life”
(Scott et al, 2009).
Interactive, deliberative approach
Effective in generating novel ideas
Participants are engaged and actively involved
Loughborough Design School
7. Co-design to generate innovative ideas
The animation
http://www.youtube.com/watch?v=pCzIx5N-3m4&feature=plcp
Loughborough Design School
8. Co-design to generate innovative ideas
Aims
Generate more ideas
Generate more innovative ideas
Generate a wider breadth/type of ideas
Loughborough Design School
9. Stage Co-design group Non-co-design group
Pre-study questionnaire & Received & returned by Received & returned by
online survey on approach to email/internet email/internet
problem solving
Storytelling 20-30min face-to-face N/A
interview, main points
produced as text and photo
‘story sheet’ and checked with
participant for accuracy
Idea-generation 2hour session with 4 stages Received and returned by
typical of the co-design email (typical of a traditional
process: travel plan survey approach)
-Context setting
-Story sharing
-Problem definition
-Idea generation
Post-study questionnaire Received and returned by Received and returned by
email email
Evaluation of methods & 10min face-to-face interview 13 Received and returned by
payment given questions email 3 questions
Loughborough Design School
11. Co-design to generate innovative ideas
Barriers and enables
Loughborough Design School
12. Co-design to generate innovative ideas
Number of unique ideas generated in each group
Loughborough Design School
13. Co-design to generate innovative ideas
Innovativeness of ideas in local context
Loughborough Design School
14. Co-design to generate innovative ideas
Comparison of types of ideas generated by both groups
DfT (2011) Highest in Co-design group Equal in Highest in control group
Category both groups
Knowledge Comparative or personalised information Corporate
and information
Awareness
Experiential
Promotional/awareness-raising
Providing generic information
Real-time information
Social information
Structural Organisational (incentives/dis- Organisational
Factors incentives) (flexi-time)
Organisational Organisational (parking)
(policy structure)
Organisational
(working at home)
Services
Supplementary infrastructure
Town policy
Transport infrastructure (environment)
Transport infrastructure (modes of
transport)
Loughborough Design School
15. Co-design to generate innovative ideas
Conclusions
Engagement
Generation of ideas (quantity)
Generation of ideas (innovation)
Generation of ideas (types)
Loughborough Design School
16. Co-design to generate innovative ideas
Thank you
Any questions?
r.e.sims@lboro.ac.uk
Loughborough Design School
Loughborough University staff survey included questions on commuting to and from work - Single occupancy car journeys the main mode of travel for staff living more than 1 mile away. Wanted to look at generation of ideas to reduce single occupancy car commute to and from work – in this case Loughborough University campus Work conducted as part of Ideas in Transit project funded by UK govt (EPSRC, TSB, DfT) work carried out by Tracy and Val and myself.
What is a travel plan…..service and policy decisions aimed at reducing emissions from vehicles whilst still promoting economic growth Move in recent years towards user involvement in transport decision making, but tends to be more passive – asking people to agree or disagree with pre-established plans and priorities or passive measures such as questionnaires, focus groups, consultation exercises. Tend to favour identifying and consulting ‘special interest groups’ and ignore ‘ordinary people’, so results of exercises might not be very representative of the needs and wants of the whole user population, can get people with specific personal agenda and ‘axe to grind’ rather than people who are open to discussion and consideration of new ideas. Not active generation of problem areas and priorities.
Users are treated as experts of their own experience – lead users are generally highly motivated to find a solution to a problem either for altruistic reasons or to make life easier/better for themselves. Co-design enables such people to play a significant role in problem definition, knowledge development, idea generation and concept development. And can produce benefits in terms of innovation, view that everyone can be creative if provided with motivation and tools to be so.
First step in co-design process is to increase awareness. This animation was based on the data from the staff travel survey and showed a simulation of the morning commute (6.30 to 9.30am) indicating start points (home, with an off-set for privacy), end points (entry gate to workplace), modes (car, motorbike, train, bus, walk, cycle), times of travel and routes (the latter was based on routing algorithms between start and end points or real train/bus timetables). Staff were asked to get in touch to comment on the animation and/or to volunteer for the study. The animation was produced to encourage engagement in the problem space – raise awareness and create a desire to solve the problem (first stages of co-design process). All took an initial questionnaire which was used to match participants in each group according to potential confounding factors – commute mode, stated intention to change (to sustainable transport behaviours) and creativity when problem solving. This was used to match people in the different groups, the co-design and non co-design groups
Generate these from a co-design approach as opposed to traditional methods. Co-design focus on problem definition more than problem solving – trying to generate ideas without inhibition of considering HOW they would be implemented. Fairly unique in terms of trying to quantify the difference in innovation between co-design and traditional techniques
Overview of the differences and similarities between the two participant groups – key differences were storytelling (part of the ‘sensitisation’) and co-creation activities within idea generation e.g. barriers and enablers and ‘how might we’ statements Synchronised as to timing at which key questionnaires took place to reduce impact of factors such as time of year and weather impacting differently on the groups. Both groups asked to generate ideas for reducing single-occupancy commuter journeys to and from campus. For the non-co-design group 12 completed all the stages described above. One left the study after the first stage because they left the University and 2 did not respond to repeated email reminders at the idea generation stage. For the co-design group 16 completed all stages.
Co-design group – interviews took place face-to-face asking each individual to tell the story of their commute. This was then transcribed and the transcription sent to them for their approval, and any required changes were made. The agreed story was then used to produce ‘storyboards’ for each person to show other people the story of that person’s commute to work. Example of storyboard produced for person ‘J’ – images from stock used to illustrate the comments made during interviews about their commute to work. These were then shared during focus group sessions – another participant (ie not J) was given this and asked to present J’s commute to the rest of the group. J could then correct or clarify any issues as required. After all participants’ stories had been shared in this way, all participants were asked to add notes and comments to the stories to indicate aspects that were the same as their own commute, aspects that were different, and any aspects that surprised them. This process was conducted to enable the participants to gain understanding of others’ viewpoints and reasons for their own commuting choices, and also to get the whole group fully immersed in the problem space of commuting and the reasons for different commuting modes and experiences.
The next part of the co-design process was to ask participants to think of barriers that prevent single occupancy car commutes, and enablers that support these. These were then used to develop ‘how might we…..whilst reducing single occupancy care travel’ questions (as contained in the IDEO human-centred design toolkit), and these were then used to generate ideas. Participants were told that ‘anything goes’, there were no bad ideas, didn’t have to worry about how those ideas might be implemented, we were just interested in capturing the different ideas that they had. Two examples from two different focus groups: how might we only pay for the journeys we make/reduce the cost of the commute, and how might we ensure good facilities for those who have reduced single occupancy car travel. And to demonstrate that people did engage, one example was the suggestion that contraception should be compulsory – if you don’t have children you don’t need to drive to do the school run before/after work!
Results - Number of unique ideas generated in each group The co-design group (n=16) generated 110 unique ideas (155 total ideas, including duplicates). By comparison the non-co-design group (n=12) produced 51 unique ideas (73 total ideas). A Chi-Square test indicated a significant difference (Assymp. Sig. < 0.0005 < 0.05).
The evaluation of each idea at a local level was conducted on all ideas by a member of the travel plan team at the university. They were asked to rate each idea according to whether they had ‘seen’ mentioned or proposed, seen it implemented , or neither, in the university contextIn addition, it had to have been tried/implemented for the commute and with a ‘sustainable travel’ objective
Items fell in to clear categories . We looked at knowledge, structure, attitudes, cost, norms, skills and habit, as per ‘Behavioural Insights Toolkit’ (DfT 2011). After this the project team further divided the ideas into categories in a card-sorting exercise, putting ideas together that shared a common basis/area. When these were counted, it could be seen that the co-design group produced more TYPES of ideas, and in this table you can see the different types of ideas generated by each group, and the items in BOLD indicate that more than twice as many ideas were generated of this type in this group than by the other group. No ideas were generated that fell under the ‘attitudes’ and ‘skills’ categories. It can be seen that co-design generated more ideas in all categories than the non-co design except for parking suggestions and flexi-time ideas. Co-design generated some ideas that were not considered at all by the non-co design group, for example sharing comparative knowledge (ie your carbon footprint compared to that of others’)
Engagement It is possible that the co-design group felt more commitment to the research team due to the face-to-face engagement of the storytelling stage. Anecdotally, responses from the final ‘evaluation of methods’ stage suggested that some in the non-co-design group would have preferred idea-generation in a group setting. Those in the co-design group were very positive about both face-to-face sessions (storytelling and idea generation). These factors may have had an influence on level of engagement. However, co-design more resource heavy, need to weigh up the benefits Not all participants completed all stages, but only one person failed to complete the co-design process whereas 3 failed to complete the non co-design trials. It could be that participants in the co-design felt that they had invested more in the process and wanted to see it through to the end. Number of ideas More from co-design (110 unique ideas from 16 participants compared to 51 unique ideas from 12 participants in the control group. On average 6.9 ideas per participant for co-design and only 4.3 ideas per pt for control group), but co-design requires more resources. Is Number of ideas alone a good outcome, or is quality (innovativeness, impact) more important Innovativeness – global Not significant difference, but still a greater number than generated by non co-design methods Innovativeness – local 52 ideas were judged to be locally innovative from the cod-design group (3.3 per participant) compared with 23 from the non-co-design group (1.9 per participant) Types of ideas This was the most significant finding. Possibly suggests that co-design leads to different types of idea and these are more about the psychological and social side of interventions e.g. comparative information, social connection etc. So, overall – the co-design process did produce more ideas per participant and overall, which in the development of a travel plan would give a wider pool of ideas for consideration and inspiration. The results suggest that co-design techniques could generate novel ideas for an organisation to consider alongside (or in place of) existing solutions. We did not look at whether the ideas suggested WOULD reduce single occupancy car commutes, the main aim was to look at the process of generating ideas and new ways of considering the issues, which could be applicable in many situations, not just the construction of travel plans.