This document provides an overview of the SocioTechnical Walkthrough (STWT) method. STWT is a participatory design method used to model current social practices and identify how new technologies can help enable new social practices. It involves holding a series of workshops where participants map out activities, roles, information flows, and other process elements on diagrams. The facilitator guides discussion with prepared questions. The outcome is a set of models, notes, and documents that provide ideas for changing work practices with the new technology.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
AECT 2017 - Digital Didactical Designs as a Framework for iPad/Tablet classr...Isa Jahnke
We present results from 64 Nordic 1:1 iPad-classrooms. The data analysis revealed three clusters: Cluster A (n=23) demonstrated full integration and alignment toward deeper learning that we termed Learning by Crossaction; cluster B (n=21) showed potential for deeper learning but only a semi-alignment of design elements; and cluster C (n=20) revealed irritations and conflicts. The results highlight the different types of designs and implications for meaningful integration of media tablets for learning.
Published in:
Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, & Swapna Kumar (2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15. http://dx.doi.org/10.1016/j.compedu.2017.05.006 Read more: http://www.isa-jahnke.com/publications/
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
This document provides an overview of the LeXMizzou project which involves students designing digital games for learning experiences at the University of Missouri. It introduces the goals of the project which are to create location-based augmented reality games on campus topics and test them through iterative design. Students will work in groups over 5 workshops to design, develop, and test their games. Communication will occur through Slack and game development can utilize tools like ARIS Editor. Students will receive $100 for participation upon submitting their game at the final event. The next steps outlined are for students to create storyboards for their game ideas to bring to the next workshop.
AECT 2017 - Digital Didactical Designs as a Framework for iPad/Tablet classr...Isa Jahnke
We present results from 64 Nordic 1:1 iPad-classrooms. The data analysis revealed three clusters: Cluster A (n=23) demonstrated full integration and alignment toward deeper learning that we termed Learning by Crossaction; cluster B (n=21) showed potential for deeper learning but only a semi-alignment of design elements; and cluster C (n=20) revealed irritations and conflicts. The results highlight the different types of designs and implications for meaningful integration of media tablets for learning.
Published in:
Isa Jahnke, Peter Bergström, Eva Mårell-Olsson, Lars Häll, & Swapna Kumar (2017). Digital Didactical Designs as Research Framework – iPad Integration in Nordic Schools. In: Computers & Education (2017). Volume 113, October 2017, pp. 1-15. http://dx.doi.org/10.1016/j.compedu.2017.05.006 Read more: http://www.isa-jahnke.com/publications/
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
This document discusses digital didactical design (DDD), which is designing teaching practices that enable learning using mobile technology. It provides examples of empirical studies using mobile devices in higher education. DDD involves three layers - interactions, design, and conditions - that influence each other. The document proposes designing from teacher-centric to learner-centered practices by establishing clear learning aims and activities, process-based assessment, integrating mobile technology, and fostering social roles and relations. It suggests moving from traditional course-based learning to more open-ended "learning expeditions" and reflecting that teaching is evolving from a routine activity to a design project approach.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
Iced2014 bl-v2-What is blended in Blended Learning?Isa Jahnke
This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
Marrying Marzano W Instructional TechnologyMelanie Lewis
The document discusses strategies from Robert Marzano's research on effective classroom instruction and ways to integrate those strategies with instructional technology. Some of the key strategies mentioned include identifying similarities and differences, summarizing and note-taking, reinforcing effort and providing recognition, increasing value in homework and practice, using non-linguistic representations, incorporating cooperative learning, setting objectives and providing feedback, and using questions, cues, and advanced organizers. Specific technologies are suggested for implementing each strategy, such as comparison matrices, summary frames, rubrics, and interactive games and websites.
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
The document discusses the benefits and challenges of introducing iPads into classroom learning. It notes that iPads can positively impact student engagement, promote collaborative learning, and enrich learning connections. However, integrating iPads requires changes to curriculum, assessment, and educational theory to fully leverage their potential. A pilot study found that iPads increased student activity and independence but required more time for open-ended lessons and group work. Effective use depends on wireless infrastructure and app selection.
When analyzing and designing a product, service, or system, minor adaptations to existing design processes can go a long way to expand beyond a techno-centric system perspective, or an exclusively "convenience and ease of use" user experience profile. By assigning critical questions to each step of a design process, we can resituate our working understanding of a technical system within its human context and expand our sociotechnical analysis to include matters of normative and ethical concern. These critical questions address concerns including inclusivity, duty of care, sustainability, and prevention of harm. From the newly expanded ethical context these questions help construct, it is possible to imagine opportunities for value-led change within the relationships of a sociotechnical system.
Goal Dynamics_From System Dynamics to ImplementationAmjad Adib
1) The document describes a PhD research proposal on developing dynamic modeling methods for goal dynamics and multi-agent systems.
2) The research aims to analyze and capture goal dynamics in social contexts and provide intelligent agents that can handle complex, distributed events in real-time.
3) The methodology involves defining artifacts and processes, modeling tools, and evaluating the results against objectives through case studies and simulations.
This document discusses digital didactical design (DDD), which is designing teaching practices that enable learning using mobile technology. It provides examples of empirical studies using mobile devices in higher education. DDD involves three layers - interactions, design, and conditions - that influence each other. The document proposes designing from teacher-centric to learner-centered practices by establishing clear learning aims and activities, process-based assessment, integrating mobile technology, and fostering social roles and relations. It suggests moving from traditional course-based learning to more open-ended "learning expeditions" and reflecting that teaching is evolving from a routine activity to a design project approach.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
The document summarizes a digital learning project on risk-based food import inspections. It describes:
1) The project goals of developing online training on risk-based food import inspections for food inspectors.
2) The design process including storyboarding, expert reviews, usability testing, and evaluating the learning experience.
3) Key results showing the design was effective at improving knowledge but needed optimization for efficiency and advanced learners. Further iterations were planned to enhance the learning experience design.
Iced2014 bl-v2-What is blended in Blended Learning?Isa Jahnke
This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
Studying Learning Expeditions in Crossactionspaces with Digital Didactical De...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
1. The document discusses the use of digital media in education, focusing on using, sharing, and producing digital content as well as collaboration.
2. It outlines different models of learning like inquiry-based learning and emphasizes that the focus should be on supporting learners' learning processes.
3. The rapid pace of technological change is transforming education and there is a need for new pedagogical approaches that engage students and prepare them for jobs that have not yet been created.
A webinar presentation for Open Education Week with:
- Karen Fasimpaur, K12 Open Ed
- Jeff Mao, State of Maine Department of Education
- Ahrash Bissell, National Repository of Online Courses
- Delaina Tonks, Open High School of Utah
- Jason Neiffer, Montana Digital Academy
Marrying Marzano W Instructional TechnologyMelanie Lewis
The document discusses strategies from Robert Marzano's research on effective classroom instruction and ways to integrate those strategies with instructional technology. Some of the key strategies mentioned include identifying similarities and differences, summarizing and note-taking, reinforcing effort and providing recognition, increasing value in homework and practice, using non-linguistic representations, incorporating cooperative learning, setting objectives and providing feedback, and using questions, cues, and advanced organizers. Specific technologies are suggested for implementing each strategy, such as comparison matrices, summary frames, rubrics, and interactive games and websites.
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
This document discusses using technology to enhance classroom learning. It begins by covering understanding today's students and how their brains have been shaped by technology. It discusses how students are digitally literate and prefer visual, social and engaging learning. It then provides tips for using PowerPoint and websites in the classroom, like making sure websites are easy to navigate and use. It emphasizes balancing technology with other activities and using it interactively. Overall, the document stresses understanding today's digital students and using technology to enhance learning through engaging experiences.
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
The document discusses the benefits and challenges of introducing iPads into classroom learning. It notes that iPads can positively impact student engagement, promote collaborative learning, and enrich learning connections. However, integrating iPads requires changes to curriculum, assessment, and educational theory to fully leverage their potential. A pilot study found that iPads increased student activity and independence but required more time for open-ended lessons and group work. Effective use depends on wireless infrastructure and app selection.
When analyzing and designing a product, service, or system, minor adaptations to existing design processes can go a long way to expand beyond a techno-centric system perspective, or an exclusively "convenience and ease of use" user experience profile. By assigning critical questions to each step of a design process, we can resituate our working understanding of a technical system within its human context and expand our sociotechnical analysis to include matters of normative and ethical concern. These critical questions address concerns including inclusivity, duty of care, sustainability, and prevention of harm. From the newly expanded ethical context these questions help construct, it is possible to imagine opportunities for value-led change within the relationships of a sociotechnical system.
Goal Dynamics_From System Dynamics to ImplementationAmjad Adib
1) The document describes a PhD research proposal on developing dynamic modeling methods for goal dynamics and multi-agent systems.
2) The research aims to analyze and capture goal dynamics in social contexts and provide intelligent agents that can handle complex, distributed events in real-time.
3) The methodology involves defining artifacts and processes, modeling tools, and evaluating the results against objectives through case studies and simulations.
HUman computer Interaction Socio-organizational Issues.pptJayaprasanna4
This document discusses socio-organizational issues and stakeholder requirements in systems design. It covers topics such as organizational conflicts that can impact system acceptance, identifying stakeholder needs in context, and socio-technical models to understand human and technical requirements. Methodologies covered include soft systems methodology to take a broader view, participatory design to involve users, and ethnographic research to study users unbiasedly.
HUman computer Interaction Socio-organizational Issues.pptJayaprasanna4
This document discusses socio-organizational issues and stakeholder requirements in systems design. It covers topics such as organizational conflicts that can impact system acceptance, identifying stakeholder needs in context, and socio-technical models to understand human and technical requirements. Methodologies covered include soft systems methodology to take a broader view, participatory design to involve users, and ethnographic research to study users unbiasedly.
HCI 3e - Ch 13: Socio-organizational issues and stakeholder requirementsAlan Dix
Chapter 13: Socio-organizational issues and stakeholder requirements
from
Dix, Finlay, Abowd and Beale (2004).
Human-Computer Interaction, third edition.
Prentice Hall. ISBN 0-13-239864-8.
http://www.hcibook.com/e3/
In search of the Higgs or What's wrong with SEMAT?Rich Hilliard
This document summarizes an argument about concerns missing from SEMAT, a proposed "theory of everything" for software engineering. The author argues that concerns - what stakeholders care about in a system - must be modeled as first-class entities, but are missing from SEMAT and other process models. Concerns bind elements like processes, artifacts and people by giving them relevance and purpose. Existing work on concerns supports their importance, but SEMAT only acknowledges concerns at a high level without following through.
This document discusses design science research as a paradigm in information systems research. It outlines two main research paradigms - behavioral science and design science. Behavioral science seeks to develop and verify theories explaining human behavior, while design science expands capabilities by creating new innovations and artifacts. The document emphasizes that design is crucial in IS literature due to its practical applicability. It provides guidelines for conducting and evaluating design science research, focusing on technology-based design and acknowledging other designed artifacts like organizations and work practices.
New England CollegeFI6315 Managerial FinanceSummer I 2019P.docxvannagoforth
New England College
FI6315 Managerial Finance
Summer I 2019
Problem Set 2/Exam 2
Name:
Date:
Part 1 (19 points) ________
Part 2 (15 points) ________
Part 3 (19 points) ________
Part 4 (19 points) ________
Part 5 (14 points) ________
Part 6 (14 points) ________
Total
=======
Part 1:
Calculate the NPV for the following capital budgeting proposal: $100,000 initial cost for equipment, straight-line depreciation over 5 years to a zero book value, $5,000 pre-tax salvage value of equipment, 35% tax rate, $45,000 additional annual revenues, $15,000 additional annual cash expenses, $8,000 initial investment in working capital to be recouped at project end, and a cost of capital of 11%. Should the project be accepted or rejected? (Show your work computing the NPV.)
Part 2: Essay
Explain why bond prices fluctuate in response to changing interest rates. What adverse effect might occur if bond prices remain fixed prior to their maturity?
Part 3:
A stock offers an expected dividend of $3.50, has a required return of 14%, and has historically exhibited a growth rate of 6%. Its current price is $35.00 and shows no tendency to change. How can you explain this price based on the constant-growth dividend discount model?
Part 4:
Calculate the expected rate of return for the following portfolio, based on a Treasury bill yield of 4% and an expected market return of 13%: (Show your work)
Part 5: Essay
Discuss the capital asset pricing model in general, the CAPM method of determining expected returns, and how the SML can be used to help predict the movement of a stock's price.
Part 6: Essay
Contrast the Dow Jones Industrial Average and the Standard and Poor's Composite Index.
fi6315 exam 2 spring ii 2019 (3).doc
There’s steps on the literature and methodology section in the report structure guide file on canvas, my part is separate from the intro, process model etc
(literature and methodlogy) Use the references at the end of the lecture slides for week 1-3 to help you explain functional and social and then relate it back to how we’ve reccommended it for the mining company. I don’t have to do anything else but this part is about 1000-1500 words
Just these parts
And for lit review there’s articles listed in the learning materials section in weeks 1-3
My group recommended this format as:
One person
intro - which involves answering the interview questions and indentifying the problem
One person
-Literature review - 6 references on the topic, can include the articles that are on the lectures from week 1-3
And methodology
Two people +the help of ...
StimuL@te: Metodologia de recerca a partir de la Teoria de l'Activitat.ARGET URV
Activity Theory is a socio-cultural paradigm based on Vygotsky's work that views activity as being composed of subject, object, tools, rules, community, and division of labor. It is used in education research to analyze classroom activities. The document discusses how Activity Theory has been applied qualitatively in literature using methods like interviews and observations. It also provides an example of how to conduct an initial Activity Theory analysis by identifying elements of the activity system and potential contradictions within teacher cases. While Activity Theory provides a useful framework, applications require complementary methods and interpretation involves the researcher and subject's perspectives.
The impact of human and organizational factors on the operation of socioIke Nweke
A socio-technical system consists of the interaction between people, technology, processes, and environment within an organization. It is a complex system incorporating hardware, software, physical infrastructure, individuals with various roles, procedures for how work is done, and how data is stored and shared. For a socio-technical system to be effective, the social and technical aspects must be well integrated so that people and technology can support each other toward organizational goals. The human and organizational factors that influence both the design and operation of socio-technical systems are important to consider for usability, efficiency, and safety.
This document discusses the importance of considering the organizational context when managing projects. It provides an overview of different frameworks for understanding organizations, including the structural, human resources, political, and symbolic frames. It also discusses factors like organizational culture, stakeholders, and how projects can be influenced by the organizational structures, cultures and politics. Socio-technical modeling approaches are presented as ways to understand how technologies may impact organizations by considering social and technical aspects. The document emphasizes the need for senior management support and organizational standards to help projects succeed.
This chapter discusses the importance of taking a systems view of project management and understanding how projects fit within the larger organizational context. It describes the four frames used to understand organizations, including structural, human resources, political, and symbolic frames. Organizational culture and structure can have significant impacts on projects. The chapter also covers project life cycles and phases, and notes that IT projects have some unique attributes compared to other types of projects.
Socio-technical systems engineering (LSCITS EngD 2012)Ian Sommerville
The document discusses socio-technical systems engineering (STSE) which aims to embed socio-technical analysis into engineering processes to account for social factors in system design. It outlines challenges with existing social analysis methods and proposes practical alternatives like informal ethnography and guided ethnography using viewpoints and patterns of interaction. STSE seeks to address issues of studying work at both small and large scales within organizations undergoing technological and organizational change.
The document summarizes a Systems Thinking workshop organized by INCOSE. The workshop aimed to broaden knowledge of systems thinking and share it across INCOSE constituents. It featured thought leaders who advocated for systems thinking and its application to resolving complex problems. The agenda included discussions on defining systems thinking, understanding systems, and applying systems thinking to real-world issues like COVID-19. Participants engaged in roundtable reflections on systems thinking concepts. The workshop demonstrated using systems thinking to address uncertainty and provided benefits to INCOSE working groups, initiatives, and members.
Euro symposium Action Design Research practise 19092019Matti Rossi
Matti Rossi is a professor at Aalto University School of Business in Finland. He discusses action design research (ADR), which integrates design research and action research. ADR aims to solve organizational problems while also contributing to academic knowledge. It involves four stages: problem formulation, building/intervention/evaluation, reflection/learning, and formalization of learning. As an example, Rossi describes a case where ADR was used to develop strategies and tools to improve transparency in a software company's globally distributed R&D network.
This document discusses socio-technical systems (STS), which are systems that include both technical systems as well as operational processes and people. It provides a brief history of STS, explaining that they were originally studied in factories and offices to make work more human-centric. It describes the key elements of an STS stack and discusses contemporary STS design approaches. The document notes that STS design takes a holistic view and considers all stakeholders, while user-centered design focuses more on individual users. It outlines some challenges of designing STS, such as understanding how different subsystems interact and adapting to changes.
This document discusses socio-organizational issues and stakeholder requirements in systems design. It describes how organizational factors can impact a system's acceptance and success. Stakeholders must be identified, including their needs within the organizational context. Socio-technical models examine both human and technical requirements, while soft systems methodology takes a broader view of organizational issues. Participatory design involves users directly in the design process, and ethnographic methods study users unbiasedly in their work context.
PDC 2008 Toward participatory organizations.Peter Jones
Presentation for paper: Socialization of practice in a process world: Toward participatory organizations. In Proceedings of Participatory Design Conference 2008, Indiana University, Oct 1-4 2008.
This presentation will examine the purpose and application of information architecture for the so-called ‘next generation’ of information tools, including blogs and wikis. We will introduce ‘needs based’ information architecture, the methodology used for organising and designing information-rich environments in a way that allows people to use them more easily. We will then look at how the best practice principles behind this approach apply equally well to emerging technologies.
Presented at Open Publish 2007, by Patrick Kennedy of Step Two Designs.
Similar to Sociotechnical Walkthrough Workshop@AECT17 (20)
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?Isa Jahnke
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.
“An experience is any situation you encounter that takes a certain amount of time and that leaves some kind of impression.”
“A learning experience is a holistic experience that is intentionally designed and carefully crafted to help the learner achieve a meaningful learning outcome that is (mostly) predefined.”
Aktivitäten / Interaktionen / Umgebungen, … durch die Lernende Wissen, Einstellungen und Kompetenzen erwerben
Jede Interaktion, jeder Kurs, jedes Studienprogramm, jede andere Lernerfahrung
Ansatz unterstreicht Ziel der Bildungsinteraktion: das Lernen - nicht ihren Ort (Schule, Klassenzimmer) oder ihr Format (Kurs, Programm).
Dank digitaler und intelligenter Technologie entstehen neue Lehr- und Lernräume: sogenannte CrossActionSpaces. In den dynamischen und flexiblen Informations- und Kommunikationsumgebungen diskutieren die Lernenden online und suchen im Internet nach Lösungen. Dabei werden falsche Informationen und fehlendes kritisches Denken zur Herausforderung.
In unserem CrossActionSpace laden wir dazu ein, gemeinsam mit Prof. Isa Jahnke Lösungen für erfolgreiches digital gestütztes Lehren und Lernen zu finden!
Kann man Zukunft antizipieren und wie geht man damit um? Ja, zu einen gewissen Grad. Auf der Grundlage vergangener Trends, aktueller Umstände und Expertenanalysen können fundierte Vermutungen oder Vorhersagen darüber gemacht werden, was passieren könnte. Im Bereich Lehr-Lern-Gestaltung gibt es dazu verschiedenen Methoden (z.B. Datenanalyse, Expertenmeinungen, Scenario Planung, Beobachtung aktueller Ereignisse). Unter Verwendung des neuen Forschungsfeldes „Learning Experience Design (LXD)“ wird die Gestaltung von digitalem Lehren und Lernen – enjoyable experiences (anticipated future) – anhand empirischer Studien vorgestellt, z.B. in den Kontexten von Games for learning mit AR, Mobile-Microlearning, und Online-Learning. Methoden umfassen unter anderem Usability-Tests, User Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese werden zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet. Das Design von digital learning experiences umfasst drei Dimensionen: die Interaktion von Lernenden mit den Technologien (technische Dimension), die Interaktion mit anderen Lernenden und Lehrenden vermittelt durch die Lernplattformen (soziale Dimension), und die Interaktion der Lernenden mit didaktischen Elementen eingebettet in technischen Tools (pädagogische Dimension).
Digitalität als didaktisches Design
Wie kann man die swissuniversities Grundsätze und Leitvorstellungen in die Praxis einsetzen und weiterführen?
Was bedeuten die Leitvorstellungen für die Bildungswelt aus der Perspektive des Digitalen Didaktischen Design Ansatz?
CoMo Game Dev - usability and user experience methods Isa Jahnke
The Information Experience Laboratory (IE Lab) at the University of Missouri conducts usability and user experience research to improve learning technologies, information systems, and digital products. The IE Lab uses various methods like task analysis, think aloud protocols, surveys, focus groups, card sorting, and heuristic evaluations to test users' experiences. Insights from usability studies help create more effective and satisfying designs that are easier to use. The IE Lab works with clients across various fields and has tools for in-person and remote usability testing.
Information Experience Lab, IE Lab at SISLTIsa Jahnke
Founded in 2003
The Information Experience Laboratory, IE Lab – is a usability and user experience lab …
… with the mission to improve learning technologies, information and communication systems.
We here present the IE Lab and methods .
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
1. R
@AECT17, Isa Jahnke / www.isajahnke.net
The SocioTechnical Walkthrough, STWT
Isa Jahnke, Alexander Nolte, So Mi Kim, Joi Moore
University of
Pittsburgh
University of
Missouri
University of
Missouri
University of
Missouri
2. R
@AECT17, Isa Jahnke / www.isajahnke.net
Roadmap next 3 hours
• What is Sociotechnical?
• Understanding Sociotechnical Walkthrough as method
• Small Group Work (applying STWT)
Proofed concept!
“Improving the Coordination of Collaborative Learning with Process Models”
Carell, Herrmann, Menold, in: CSCL2005
3. R
@AECT17, Isa Jahnke / www.isajahnke.net
Problems? Have you ever faced
challenges like this...
• Your organization makes decision for new technology
and you have to work with it
• Technology does not do what you want to do
• Technology does not match task
• Technology does not work when you need it
• You have better tools in mind but your organization don‘t want to hear
• You built “work arounds“ to avoid the system
• …
Technology Tasks
4. R
@AECT17, Isa Jahnke / www.isajahnke.net
We can engineer/design and control
technical systems
(and technical system rules)…
…but social practices evolves!
We cannot control how people use technology
“Social Systems”, Niklas Luhmann, 1998
5. R
@AECT17, Isa Jahnke / www.isajahnke.net
Technology for or of Teaching/Learning?
“Technology should not be the
driver for teaching-learning but
pedagogy should come first and
then you choose the right app”
…what do you
think is the
problem with that?
6. R
@AECT17, Isa Jahnke / www.isajahnke.net
The wicked problem
• To know the ’right’ technology, you
have to test it and to use it
• To use technology, you have to change
your current social practice
--> a new social
practice
Co-evolutionary growth
of both the Technical and
the Social together
7. R
@AECT17, Isa Jahnke / www.isajahnke.net
Technical or social or sociotechnical ?
HCI
Person-Tool-Relationship… …woohoo really?
8. R
@AECT17, Isa Jahnke / www.isajahnke.net
Social or technical or sociotechnical ?
Organization
Culture
Situation/
Context
9. R
@AECT17, Isa Jahnke / www.isajahnke.net
Elements of processes / coordination
– Actors
– Activities
– Interdependencies (between resources)
Coordination Theory
Malone and Crowston (1990)
10. R
@AECT17, Isa Jahnke / www.isajahnke.net
• Relating goals/activities, actors and technologies to each
other
AND
• Managing interdependencies (e.g., shared objects, make
visible relationships)
Coordination Theory
Malone and Crowston (1990)
• The result of one activity
can be the input for
another activity
11. R
@AECT17, Isa Jahnke / www.isajahnke.net
Our approach:
Shift from technical to sociotechnical design
The positive impact of a technical system on the Social
depends on its way of being integrated into organizational
processes, competence structures, and so forth …
12. R
@AECT17, Isa Jahnke / www.isajahnke.net
Aspects of socio-technical
Features of the technical
component
Communication and
cooperation
Work processes
Training and
competence
Roles and actors
Ressources
Conditions, events,
exceptions
Interplay between
technical components
Needed: a type of documentation which take all these aspects systematically into
account and provides enough flexibility (for multiple perspectives)
as well as consistency (for the sustainability of decisions)
13. R
@AECT17, Isa Jahnke / www.isajahnke.net
Documentation for socio-technical
Graphical diagrams as a documentation form
• Integration of formal and informal structures
• Integration of technical and social aspects
• Integration of ethnographic material
• Tools for editing and presentation
Experience: The success of the documentation depends essentially
on the communication processes
.
Research
since 1997
.
Many
cases
.
Different
fields
.
.
Prof. Thomas Herrmann
& IMTM-IAW team!
www.imtm-iaw.rub.de
14. R
@AECT17, Isa Jahnke / www.isajahnke.net
The example of ElevatED - A tool for strategic
improvement planning (SIP) in schools
• Goal: schools apply strategic improvement planning / SIP
• New technology called ElevatEd shall help
• With our IE Lab, we did a traditional usability study
• …and sociotechnical design (technology development and
preparation for implementation) with 3 teachers and 3 principals
We wanted to know:
1. What kind of activities exist in current SIPs, in what ways
are users (principals, teachers, and others) involved, and
what kind of digital systems are connected to the SIPs
workflows?
2. What challenges do principals and teachers face while
carrying out the SIP in schools?
Any ideas
how the
models
look?
15. R
@AECT17, Isa Jahnke / www.isajahnke.net
STWT
Founder: Prof. Dr. Thomas Herrmann & team, Univ. of Bochum, IMTM-IAW Germany
Sociotechnical Walkthrough is
a method to design and develop
technology use in groups (small-big)
by identifying and documenting current
social practices and then to identify and
document how technologies can help
toward new social practices (processes)
in a participatory design setting.
16. R
@AECT17, Isa Jahnke / www.isajahnke.net
Communication-oriented intervention method
(preparation for change management)
• Structured
• Focused
• Facilitated
• Continuous
• Sustainable
Socio-technical Walkthrough (STWT)
… communication and
documentation
(aims to integrate technical,
social, organizational,
cultural aspects
17. R
@AECT17, Isa Jahnke / www.isajahnke.net
Outcome of a STWT
• Decisions about the features of the socio-technical system –
and about the work processes of the future
• Decisions about decisions which are postponed or left open
• Start of a learning process
• Sustainable description about the characteristics of the
socio-technical system
18. R
@AECT17, Isa Jahnke / www.isajahnke.net
Background of STWT, combination of…
• Observations…
– Allow for an unobstructed view on a process and allow to easily identify deviations
– Only works for processes that are visible and observed subjects are prone to
behave differently than they would without observation
• Interviews…
– Allow for identifying aspects of processes that cannot be observed
– Only one perspective on a process is considered at a time and ones perspective on
a process might be obstructed or biased.
• Workshops…
– Allow for exchanging perspectives and building common ground
– Scheduling could be hard and only a limited number of people can reasonably
participate
19. R
@AECT17, Isa Jahnke / www.isajahnke.net
Socio-technical walkthrough
The idea behind the approach
knowledge
gap Stakeholder
(process)
Consultant
(process modeling)
Participatory
collaborative
modeling
20. R
@AECT17, Isa Jahnke / www.isajahnke.net
Task of the facilitatorPreparing
workshops
Work-
shop 1
Work-
shop 2
Work-
shop n
Developing
or discussing
the work
process and
the models
step-by-step
Asking
prepared
questions
Collecting
problems
comments,
proposals,
documents
Refocus
on the
model
modifying
models,
visualizing
notes
Outcome: models, notes,
Work documents
Ideas for first changes of work practice
SocioTechnical WalkThrough
Core facilitator activities
21. R
@AECT17, Isa Jahnke / www.isajahnke.net
Example – graphical modelling
Roles / Actors
Information and instruments
Tasks and Processes
22. R
@AECT17, Isa Jahnke / www.isajahnke.net
An example… (result of phase 2)
TOOLS
Pieces of Information needed for coordination.
Tasks and Processes
23. R
@AECT17, Isa Jahnke / www.isajahnke.net
The example of ElevatED - A tool for strategic
improvement planning (SIP) in schools
• Goal: schools improve their strategic improvement planning
• New technology called ElevatEd shall help
• With our IE Lab, we did a traditional usability study
• …and sociotechnical design (technology development and
preparation for implementation) with 3 teachers and 3 principals
We wanted to know:
1. What kind of activities exist in current SIPs, in what ways
are users (principals, teachers, and others) involved, and
what kind of digital systems are connected to the SIPs
workflows?
2. What challenges do principals and teachers face while
carrying out the SIP in schools?
25. R
@AECT17, Isa Jahnke / www.isajahnke.net
Role – carried out by single persons or
groups like departments. They usually
come with a set of rights and
responsibilities.
Activity – tasks which are carried out by
roles. They usually use entities or modify
them.
Entity – static aspects of processes (e.g.
objects, data, systems)
activity [1]
role
document
technical
system
activity [2]
SeeMe Basics
Basic elements
26. R
@AECT17, Isa Jahnke / www.isajahnke.net
Before we start modeling….
What about the modeling notation?
• Explain basic constructs of the SeeMe notation…
– At the beginning of the
workshop or
– When an element appears
for the first time
27. R
@AECT17, Isa Jahnke / www.isajahnke.net
expects
something from
role [1]
activity [1]
role [2]
activity [2]
entity [1] entity [2]
These standard definitions can be altered by attaching
alternate labels to the respective relations.
carries
out
belongs
to
leads to
affects
can be
described by
modifies
is used
by
relates to
SeeMe Basics
Relations
28. R
@AECT17, Isa Jahnke / www.isajahnke.net
Elements of modeling notations
• Organizational structure
• Roles (e.g. engineer, project manager)
• Rights and responsibilities
• Functions
• Workflow
• Executed by roles or systems
• Same granularity as other functions
• Information
• Data and containers (artifacts)
• Resources
• In- and Out-put for (Sub-)processes
• Control
• Branches and conditions
29. R
@AECT17, Isa Jahnke / www.isajahnke.net
…let’s model somethingWebeditor
https://cme.iaw.rub.de/
We want to design and develop a tool for AECT 2018 that includes the online
program, conference registration and communication.
What activities should participants be able to conduct with such a tool?
32. R
@AECT17, Isa Jahnke / www.isajahnke.net
STWT preparation
• Get an idea about the context of a process beforehand (e.g.
through interviews or document analysis)
– Start and end of the process
– Circumstances under which process takes place
• Break down overall goal to smaller goals for each workshop
• Set number of workshops and time for each workshop
• Assemble a suitable group
– All stakeholders should be present (including decision makers)
– Potentially invite domain experts or future customers
– It may become necessary to alter group during a modeling project
• Prepare guiding questions for workshop
33. R
@AECT17, Isa Jahnke / www.isajahnke.net
What makes a “good” question?
• A good guiding question:
– Is open: How, what, why, …
– Makes participants think about their concrete work environment
– Fosters creativity
– Relates a new solution to current practice
– Connects both old and new work process
• Examples:
– Think about a concrete case that you are currently working on. Does this case fit to
the process that is being modeled?
– How could the new software improve your current work process?
– What would help you to work more effectively or efficiently?
– What would help you to improve collaboration with your colleagues?
34. R
@AECT17, Isa Jahnke / www.isajahnke.net
Tips -- During STWTs sessions
General facilitator tasks
• Open and guide discourse
(Overview / background / goals)
• Try to integrate all participants into the discussion:
– All participants are experts, at least for their own practice / perspective
• Encourage critical questioning
• Keep track of the workshop goals
• Stay neutral, do not take a certain position / perspective.
• Ask for specific example
35. R
@AECT17, Isa Jahnke / www.isajahnke.net
Tips -- During STWTs sessions
Concrete guidelines
• Go through the process step-by-step
• Start with activities, then roles, then entities
• Each contribution should leave a trace in the model
• Use generally accepted terms
• Walk through process parts multiple times (if necessary)
• Show conflicts or diverging perspectives in the model
• Make use of comments and additional flipcharts
• Re-focus participants on the model
36. R
@AECT17, Isa Jahnke / www.isajahnke.net
Tips -- During STWTs sessions
General questions
• What happens next?
• What happens before?
• Under which conditions do you do this?
• When do you do something else?
• Who does that?
• Who is involved?
• Which resources do you need to do that?
• What is the result of this?
Questions are generally related to the characteristics of
processes.
39. R
@AECT17, Isa Jahnke / www.isajahnke.net
Tips - Structure your model
Do not focus on structure too much!
40. R
@AECT17, Isa Jahnke / www.isajahnke.net
Document management
structuringeliciting
updating
Quality assurance
Tips -- Don´t try to be overly complete
41. R
@AECT17, Isa Jahnke / www.isajahnke.net
comments sketching
Tips -- Use informal elements and
vagueness
…while still using model elements!
42. R
@AECT17, Isa Jahnke / www.isajahnke.net
Tips -- Interplay between facilitator and
modeler
• Having a modeler is crucial!
• Facilitator and modeler have to work as a team:
– Get to know each other beforehand
– Set rules for collaboration
– The modeler has to pay as much attention about what is going on as the facilitator
– The modeler can alter the model by himself (if this is ok with the facilitator)
• The modeler should collect open questions
• The modeler may ask questions
• Use breaks in workshops to exchange views
43. R
@AECT17, Isa Jahnke / www.isajahnke.net
• Prepare dummy elements before a workshop
• Copy and paste elements by using…
– The context menu
– The “edit”-menu
– Shortcuts (CTRL + C, etc.)
– Duplicate elements through CTRL + D
• Elements will be created at the cursor position when
pasting
Tips and tricks for the modeler
Advanced functions of the SeeMe editor
44. R
@AECT17, Isa Jahnke / www.isajahnke.net
Using the SeeMe Editor
Presenting models
• Prepare a model for presentation by hiding
elements using the hide tool
• Showing elements
using the grey button at
the bottom of an
element
46. R
@AECT17, Isa Jahnke / www.isajahnke.net
Specifics of visual modeling notations
• Consist of elements (visual shapes) and relations
(connections between them)
• A syntax describes how these elements may be
interconnected with each other
• A semantic describes their meaning in relation to real life
phenomena
Some modeling notations contain multiple diagram types (e.g. UML)
altersprogrammer code
47. R
@AECT17, Isa Jahnke / www.isajahnke.net
…let’s model something
Model something related to your work in SeeMe
in 30 minutes in small groups of 3-5
Webeditor
https://cme.iaw.rub.de/
49. R
@AECT17, Isa Jahnke / www.isajahnke.net
Relation of STWT to other methods
JAD (Joint Application Design) (Crawford, 1994) Shares the relevance of
workshop/session series such as STWT but not the necessity of diagrammatic
representations of work processes
Scenario based techniques (Carroll, 1995) STWT: focus on diagrams which
cover a variety of possible scenarios, scenarios are an optional means for illustration
whereas STWT does not illustrate optimal but real current practices at first
Contextual Design (Holtzblatt, 2004) Validates models – also in workshops – which
are provided by an ethnographer, wheras STWT integrates the users as co-designers, model
development and validation together, and focusses on work processes
MUST (Method for Participatory Design) (Kensing et al., 1996)
intervention is seen as a communication process similar to STWT, different kind of modelling
Analysis of task analysis procedures (Jonassen, 1986) task analysis process:
inventorying, describing, selecting, sequencing, and analyzing tasks, differentiated analysis
procedures
Herrmann, Kunau, Loser, Menold, in: PD 2004
50. R
@AECT17, Isa Jahnke / www.isajahnke.net
Publications
• Herrmann et al., 2004, STWT in the beginning
• Herrmann, 2006 SeeMe
• Kunau, 2005, STWT in a PhD thesis
• Herrmann, Carrell, Menold, CSCL, 2005, proof that with models it is better than without!
• Herrmann, Loser, Jahnke, 2007, STWT later
• Prilla & Jahnke, 2012, STWT in a service project
• Nolte & Herrmann, 2016, STWT from facilitation perspective
Want to use the SeeMe Editor?
• Email the SeeMe Team at Univ. of Bochum, IAW-IMTM, Germany:
seeme@iaw.ruhr-uni-bochum.de
• Webeditor online:
https://cme.iaw.ruhr-uni-bochum.de/
• Further information / Dr. Isa Jahnke:
jahnkei@missouri.edu