Using proactive approaches in PhD research
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Discussion of using ADR and DSR approaches in the development of a framework for designing effective CSCL environments
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Design (especially in highly technical sectors) is at a crossroads, with traditional boundaries breaking and new fields opening, our profession needs to address:
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This document discusses system architecture and provides examples. It defines system architecture as the conceptual model that defines a system's structure, behavior, and views. System architecture can refer to the architecture of a system itself, the process of architecting a system, or the body of knowledge for designing systems. An effective system architecture depicts the system's elements, properties, relationships, behaviors, and multiple views in an overall model. The document also provides examples of system architectures and things to consider when developing an architecture, such as key parts, elements, relationships, and techniques. It emphasizes that the architecture should represent the overall research topic.
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Many of today’s challenges that confront society are complex and dynamic and require new perspectives, new ways of looking at problems and issues, in order to be able to come to solutions that could not be found before. This process is called reframing and we suggest that one of the key stages in this process is thematic research, the search for themes that underlie these complex challenges. These themes generally turn out to be human themes, related to socio-emotional aspects of life. In this paper we report our experiences and lessons learned from a series of cases in which we experimented with various approaches to do this thematic research.
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The document discusses thematic research as part of the frame creation process. It involves identifying themes, investigating them from multiple perspectives including stakeholders, personal experiences, science and philosophy, and art and culture. This helps explore the problem space and gain insights. Thematic research can then provide inspiration for reframing issues. Examples are provided of reframing accountability in public governance. Lessons learned emphasize bringing together a diverse team to research themes from various angles before discussing interpretations and finding inspiration for new frames.
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Here are the key points about architectural knowledge:
- It distinguishes knowledge (what architects know) from practice (what architects do). Knowledge is a precondition for good practice.
- It involves both competence (knowing concepts, principles, patterns) and performance (ability to apply knowledge successfully).
- Architectural knowledge encompasses things like architectural styles, patterns, principles, quality attributes, domain models, heuristics, processes, methods, tools, documentation standards, and rationale for design decisions. It's the body of knowledge architects draw on to perform their work.
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Proj A Lesson Plan
This lesson plan aims to develop students' problem solving skills through case study analysis. Students will learn to evaluate problem solving strategies and discuss their application of techniques. The plan involves students accessing self-directed learning materials including case studies, rubrics, and exercises. Students will complete knowledge checks, self-evaluations, and provide feedback to assess their mastery of distinguishing appropriate problem solving approaches.
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This document discusses tutoring in online collaborative learning courses. It explains that collaborative learning involves active knowledge construction through negotiation, explanation, and argumentation. The role of the teacher is to guide learners in the inquiry process and monitor their understanding. Online collaborative learning allows people from different backgrounds to learn across time and space but lacks social cues. A major pitfall is assuming collaboration will occur spontaneously without proper training or experience in collaborative learning. The document also discusses challenges of online tutoring like adaptivity and providing sufficient support and monitoring.
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Here's a presentation Åke, Dianah and I gave at the Assessment Workshop at the University of Nebraska at Omaha, April 15, 2016.
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1) A description of the courses completed, including term papers on adaptive structuration theory, theories of collaborative learning, and action design research.
2) Details of publications and conference presentations developed using interaction analysis and focusing on computer-supported collaborative learning.
3) An overview of ongoing writing projects, including a literature review on collaborative learning in information systems and students' perceptions of collaborative learning in learning management systems.
4) A discussion of potential data collection settings for her PhD research, including online courses where she is tutoring and could study collaboration and the tutor's role.
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This document introduces computer-supported collaborative learning (CSCL), where technologies enable interactions and learning among peers through negotiation, explanation, and mutual regulation to develop shared understanding. However, simply providing technological tools does not guarantee productive social interactions will occur, as the psychological dimensions of social interaction and media effectiveness must also be considered. One approach is through collaboration scripts, which provide step-by-step procedures and distribute learner roles, to trigger productive interactions among peers in CSCL groups while avoiding over-scripting.
Design science research
This document discusses three unclear issues in design science research. It questions what the products are of a design science research project, who the actors are and what their roles are, and the relationship between rigor and relevance in design science research. It also examines three factors that can impact design science research: a lack of resources, time perspectives, and how to incorporate theory.
Designing CSCL environments
The document discusses computer-supported collaborative learning (CSCL) environments. It defines CSCL as involving interactions between peers that lead to shared understanding and knowledge construction. The document notes benefits of CSCL include improved academic achievement and skills. However, CSCL requires consideration of social and psychological factors to ensure productive interactions. Collaboration scripts can structure interactions by assigning roles. The document outlines the author's focus on environments that support effective interactions and how technologies can be adopted. It proposes studying a master's program and designing a new CSCL environment to understand these issues.
KMS, organizational learning and communities of practice
This document discusses perspectives on knowledge management, organizational learning, and communities of practice. It addresses key topics such as tacit versus explicit knowledge, individual versus collective knowledge, and the role of social relationships in knowledge management system usage. The document also examines how working, learning, and innovation are interrelated yet sometimes opposed concepts, and how a gap can exist between espoused practices and actual practices within an organization.
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- 1. ME-620 Research Methods in IS Using proactive research methods in PhD research | 24.03.2015 Aleksandra Lazareva
- 2. 1 Current plan: ADR • Goal: develop a framework by generating and testing a set of propositions that would guide effective design of CSCL environments • Design of a specific artifact (framework) • IT artifacts are seen as shaped by the organizational context during development and use. IT artifacts and organizational context mutually influence each other – guided emergence (AST) • Building, Intervening, and Evaluating go together • Subject participation in research design • Applicable to a class of problems 1 Some challenges in using ADR approach • Bringing in theory • Bringing in kernel theories? Theory of collaboration scripts • The extent of subject participation is not so clear
- 3. 2 • Also applicable to a class of problems • Also about designing a specific artifact (framework) • Subject participation in research design is also possible • Same challenge with bringing in theory 2 What if that was DSR? So, why not?.. • Building and then evaluating • Not enough attention to the shaping of the artifact by organizational context