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This work is dedicated to the research of the informational character of the perception processes, and its correlation with the characteristics of artifacts, for example, the perception of the "image-background" situation in the color and the contour and silhouette characteristics of the architectural objects. In this work the results are presented of the research of the principles of comfortable perception of the "image-background" color situation, based on the identified patterns of color harmony in the process of analyzing the masterpieces of architecture and art. Also there are the researches of the informational structure of the process of perceiving contours and silhouettes of the architecture masterpieces, which were held based on the informational analysis of the architectural artifacts. [ABSTRACT FROM AUTHOR]

Innovating new ways in technology adoption requires profound research in many sectors. We are exploring a new way for technology adoption called the Design Science Research approach, aiming to solve a problem in information systems. In the public health sector, new decentralized technology is essential during the current pandemic scenario. Hence, this research paper makes a Decision Model artifact by the Design Science Research approaches for blockchain technology adoption in the community health sector. Decision Model artefact comprises four steps: Prerequisites, Business Aspects, Technical Aspects, and Design Aspects, concerning decision-making consideration for blockchain technology adoption. Provision of an initial sketch to evaluate the decision model with the aid of quality attributes. Technical and Domain experts in the public health sector can use this decision model artifact for their initial analysis of blockchain technology adoption. It helps them in the reduction of invested time in their pre-research phase of understanding. This paper paves the way to further research on the practical validation of this Decision Model and further enhancements, besides exploring different Design Science Research applications in various sectors. [ABSTRACT FROM AUTHOR]

An engineer or engineering team's conception of the nature of a design problem for a given project will have a marked effect on what criteria and constraints are identified, what ideas are explored, what models or prototypes are tested, and ultimately what artifact emerges from their process. For engineering design instructors, deeply capturing students' conceptions of their design problem could prove to be a useful reflection tool for design projects, particularly capstone design. While student generated problem statements and enumeration of criteria and constraints begin to reveal students' design problem conceptions, these formats may not allow the full details of students' understanding of the problem to emerge. In this work we propose to adapt an approach used in policy evaluation, called Participatory Systems Mapping, as a tool for engineering students to externalize their design problem understanding. Participatory System Mapping is similar to concept mapping, but focuses explicitly on mapping systems, the core factors that shape the system or systems, and nature of the relationships between components or factors in the system. Design problems are not decontextualized descriptions or abstractions; they exist in real-world open systems, where social, economic, technical, physical, and other factors are tightly interwoven. Thus, this approach holds potential to reveal a greater depth of students' understanding of real-world design problems. We explore the utility of this approach through an expert and novice comparison study, which reveals differences in their maps. Discussion and implications address using system mapping as an instructional or reflective tool for senior and other design experiences. [ABSTRACT FROM AUTHOR]

Improving the learning experience is the purpose of integrating curricula and providing students with explicit connections between disciplines. However, the mainstream application of STEM Integration often forsakes academic areas which are not within the scope of Science, Technology, Engineering, and Mathematics. If STEM Integration continues as a practice and method of instruction, care should be taken as to how it is applied. This paper utilizes a modified version of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) as a method of evaluating technology students' design portfolio in a design thinking course. Through artifact analysis using the EDPPSR, students' self-documented design processes are evaluated on twelve different elements. The purpose of this paper is to pilot the research methods of using the EDPPSR and multiple raters. [ABSTRACT FROM AUTHOR]

Many qualitative research studies in engineering education use semi-structured interviews as an approach to inquiry. However, traditional semi-structured interviews do not always enable participants to answer questions in deep and meaningful ways. Recent research in engineering education has successfully drawn upon the inquiry method of photo elicitation, which uses photographs as interview prompts to elicit "thick description" from participants. Some studies have extended the methodology of photo elicitation to artifact elicitation, in which research participants are asked questions about artifacts (physical, virtual, etc.) that they have previously created and bring to the interview. Artifacts are similar to photos in that they embody the knowledge, skills, and attitudes held by the artifact creators. In this paper, we will provide examples of two current studies in engineering education that use artifact elicitation. Through these examples we demonstrate how artifact elicitation can elicit new meanings not possible through traditional interview techniques. [ABSTRACT FROM AUTHOR]

The University of Colorado's LA-Test K-12 research team investigated the classroom practices of former Learning Assistants' who went on to become K-12 teachers. One of the tools used for this analysis of classroom practice was the Scoop Notebook, an instructional artifact package developed to assess teachers' use of reform-oriented practices. In this paper, the authors characterize differences in classroom practices between former Learning Assistants teaching at the secondary level and their colleagues through the collection and analysis of teaching artifacts. Analyses of these artifacts indicate significant differences between LA and non-LA groups. A description of the methodology and implications of using artifact packages to study classroom practice will be discussed, detailing the role of the LA experience in teacher preparation. [ABSTRACT FROM AUTHOR]