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The locus of innovation has shifted from mechanical advances to digital solutions. By emphasizing the importance of user needs, Design Thinking is apt to develop human-centered innovation, including digital solutions. Using two representative examples from 21 Design Thinking projects spanning the gamut of mechatronic to fully digital solutions, we report on critical incidents as opportunities and challenges of applying Design Thinking in a digital context. In the case of mechatronic solutions, we identified opportunities related to improved collaboration and higher quality prototyping as well as in innovative business models, which in turn created challenges in managing stakeholders. In the fully digital context, we observed opportunities in improved needfinding and the ability to offer individualized products. Conversely, we uncover difficulties in imagining digital features, estimating their feasibility, and correctly setting the fidelity of prototypes. Based on these observations, we discuss the intangibility of digital artifacts as enabler and inhibitor of Design Thinking in a digital context.

Hidayetolu et al. (2019) proposed a novel memory-centric computation system, MemXCT. As a challenge at SC20, we reproduce the computational efficiency of MemXCT on our Azure cloud cluster. Our experiments evaluate the overall performance and the strong scalability with real datasets and verify part of the conclusions in the original paper. Digital artifacts from these experiments are available at: 10.5281/zenodo.5598108.

Looking at computer supported collaborative learning (CSCL) in terms of (a) collaborative knowledge building, (b) group and individual perspectives, (c) mediation by artifacts and (d) micro-analysis of conversation provides a rich, multi-dimensional starting point for conceptualizing and studying a specific variant of CSCL. These four contributions to CSCL are inter-related. The notion of collaborative knowledge building defines a useful paradigm for conceptualizing learning as social practice. The social interactions and knowledge management activities in which shared knowledge is constructed can be analyzed as the result of interweaving group and personal conversational perspectives. In general, collaborative interaction is mediated by artifacts: sometimes only by transitory artifacts like spoken words or gestures, but increasingly by physical or digital artifacts and media. Empirical studies of collaborative knowledge building employing micro-ethnographic analysis of speech, gesture, artifacts and media can make the details of these collaboration interactions visible, highlighting the interplay of perspectives and artifacts in the trans-personal construction of knowledge. A theoretical framework incorporating models of knowledge building, perspectives and artifacts -- and grounded in empirical analysis of collaborative interaction -- can guide the design of computer-based artifacts and media as support for collaborative learning with appropriate, elaborated and unified conceptualizations.

The wider impact of digital technologies on entrepreneurship has only recently begun to surface in the entrepreneurship literature. This situation invites for re-examining theory on digital technologies and theory on entrepreneurship while at the same time asking where to find critical bridging points that may allow for integrating the two domains. This paper answers this question by reviewing and subsequently analyzing core constituents of digital entrepreneurship and its modus operandi. Our analyses show that digital entrepreneurship not only involves entrepreneurial agency and digital technologies, but also affects previous conceptualizations of artifacts and of its modus operandi by applying a broader repertory of architectural arrangements. This implies that the employment of digital technologies in entrepreneurial ventures has effects that go well beyond using digital technology as a means-to-an-end. Before closing, implications for future research and relevant policy makers are briefly sketched out.Keywords: entrepreneurship, digital agency, digital structure, digital artifact

Three critical barriers limit the development of knowledge about service platforms today: ambiguous definitions of what service platforms entail, overemphasis of a digital artifact, and the a-priori assumption that an established and mature service platform exists. The logics, mechanisms, and implications associated with the initial development, subsequent transformation, and evolution of service platforms throughout their lifetime are therefore poorly understood. To address these challenges, we use complex systems theory to reconceptualize service platforms as complex adaptive systems and delineate three distinct order levels of emergence in service platforms: first-order, second-order, and third-order emergence. Contextualized for peer-to-peer lending platforms, our study contributes new knowledge of the systemic dynamics of service platforms at different moments in time – initial formation or assemblage, functioning, and evolution, while also identifying and discussing mechanisms that propitiate emergence.

Investigation of every crime scene with digital evidence is predominantly required in identifying almost all atomic files behind the scenes that have been intentionally scrubbed out. Apart from the data generated across digital devices and the use of diverse technology that slows down the traditional digital forensic investigation strategies. Dynamically scrutinizing the concealed or sparse metadata matches from the less frequent archives of evidence spread across heterogeneous sources and finding their association with other artifacts across the collection is still a horrendous task for the investigators. The effort of this article via unique pockets (UP), unique groups (UG), and unique association (UA) model is to address the exclusive challenges mixed up in identifying incoherent associations that are buried well within the meager metadata field-value pairs. Both the existing similarity models and proposed unique mapping models are verified by the unique metadata association model.

Online education has been adopted widely to address the educational chaos created by the Covid-19 pandemic. Reports on its constraints and challenges appear daily in the global media. However, accounts of teachers’ and students’ experiences of this abrupt shift in pedagogical modality are conspicuously absent in the available literature. This article reports the findings of a study that explored teachers’ and students’ experiences of online education during the pandemic in the context of higher education in Bangladesh and Nepal. The online survey with 147 students and 76 teachers and interviews with a sub-sample of 17 participants indicate that they adapt the action potentials of the digital artifacts to local contexts and use them in the best possible ways to facilitate their communication and enhance student learning in difficult circumstances. The major challenges and constraints they experience in transitioning to online education include poor network, lack of digital skills, lack of technological support from institutions among others. The study findings indicate some pressing policy, pedagogical and research implications, which are discussed in the final section.

How is social media archiving, filtering, and sorting the digital artifacts of our pasts? What do these algorithmic processes mean for our human conception of memory and memory practices in everyda...

The design of RenderMan was driven by the requirements of rendering for the movies. The rendered images could have no digital artifacts and they had to be able to be composited seamlessly with live-action footage. This article recounts the development of RenderMan. It tells the story of the invention of the fundamental architecture and algorithms, the application of good engineering and design principles, RenderMan's use in feature films, the long-term influence of the RenderMan Shading Language on real-time graphics and high-performance computing, and, where the name came from.

The literature on digital innovation often relies on examples of radical, even paradigm-changing novelties. In order to develop such radical innovations, organizational separation of innovation efforts has been advocated by many as an effective strategy. We have conducted a longitudinal case study of a radical innovation project at a born-digital company. The company established a separate organization to develop radical innovation, but over time, the innovation drifted from radical to incremental. Even keeping the organization separate proved difficult. In explaining the events in the case study, we follow the argument that new theories of digital innovation can be developed with reference to the specific properties of digital artefacts. We outline how properties like editability and distributability may contribute to innovation drift, i.e., the proclivity of radical innovation ambitions to gradually drift towards more incremental realizations. Due to their nature, digital artefacts can diffuse through the organization and, thus, pose a challenge to the effectiveness of organizational separation as a strategy for innovation.With this work, we contribute to the literature on digital innovation by responding to calls for research on new theories of digital innovation and the demand for greater appreciation of digital materiality in organizing. We also challenge the prevailing view of digital innovations as radical and aim to open a debate on the possibility and considerations surrounding incremental digital innovations.

International audience; Preparing a new dance performance involves more than learning individual steps. We are interested in understanding how dancers collaborate as they rehearse a new dance piece, with a particular emphasis on how they use physical and digital artifacts to support this process. We conducted a 12-month longitudinal observational study with a dance company that re-staged a dance piece, taken from the contemporary repertoire and unknown to the dancers. The study focused on the role that artifacts play in shaping the learning of a dance piece. We showed how dancers produced an ecology of artifacts with the aim of analyzing the choreographic ideas behind the dance and sharing them with other learners. We showed that sharing these artifacts was challenging because they are idiosyncratic and embody their creator perspective and vocabulary. We then illustrated how dancers overcome this challenge by compiling artifacts and distributing the learning task among the group in order to create a common knowledge of the piece which improves the learning process. We conclude with design opportunities for technologies supporting long-term dance learning processes.

This paperutilizeda literature survey method to find out the quality attributes (or design factors) that impact on or contribute to user experience in extant literature. The results indicate that there areten dimensions that model UX.Each of these dimensions has associated quality attributes that contribute to it and influence the UX of interactive applications. The study therefore proposes the use of these dimensions and the related quality attributes in the development and modeling of the UX of interactive systems. Furthermore, these dimensions and attributes can be utilized in the design and evaluation of interactive digital artifacts.

Maker-centered learning is a creative hands-on educational strategy that uses a variety of tools and materials to support the iterative design of physical or digital artifacts. It involves the “messy” process of trial and error; therefore, authentic integration of maker-centered learning requires teachers to embrace ambiguity. This descriptive case study explores how two in-service teacher participants tolerate ambiguity through unpacking the ways that they process, interpret, and react to ambiguous stimuli. The study uses participants’ weekly reflections during a 15-week course focused on tools and strategies to support maker-centered learning. Findings highlight examples of how participants’ experiences connect to the four ambiguity constructs (i.e., complexity, insolubility, uncertainty, unfamiliarity) and the dual roles of ambiguity as a learner and ambiguity as a teacher. Implications for teacher educators who design maker-centered learning professional development experiences are also discussed.

This paper describes the public archaeology approach and placemaking experiment at the Etruscan and Roman site of Podere Cannicci in Tuscany (Italy), drawing from the previous experience at three other archaeological sites along the Tyrrhenian coast. After three years of excavations at the IMPERO Project (Interconnected Mobility of People and Economy along the River Ombrone), the team has begun a side project to develop new strategies for communicating the results of the research. These include, but are not limited to, an app which displays augmented reality and 3D reconstructions of both the site and the material culture. The project uses digital narratives to engage local communities and scholars in the interpretation and reconstruction of ancient landscapes along with the middle valley of the Ombrone river. This approach also has the potential to support and sustain local tourism, providing an original experience for visitors. Moreover, the solution allows people from all over the world to be connected with the ongoing research and its results, as everything will be published on a dedicated website.

This paper describes and examines students’ shared construction of meanings while learning about quadratic functions via digital artifacts that simulate real-world phenomena, like the motion of a ball on an inclined plane, focusing specifically on the role of the teacher in that construction process. The study follows the interactions of twenty 15-year-old students and their teacher during the completion of three sequential digital tasks, analyzing how these interactions promote the students’ ability to construct the mathematical meanings of the quadratic function. The study was guided by the theory of semiotic mediation, which treats artifacts as fundamental to cognition and views learning as the evolution from meanings connected to the use of a certain artifact to those recognizable as mathematical. The data analysis showed students progressing from the description of the real-world phenomenon toward a construction of the meaning of the quadratic function that models the phenomenon. While marking the “critical moments” in this progress, we analyze the communication strategies used by the teacher to facilitate it. Our research findings showed evidence that certain types of questions and the strategy “re-voicing” can be particularly effective in prompting students’ construction of mathematical meanings.

Culture in the teaching and learning of foreign languages tends to be stereotypical and monolithic, marginalizing the diversity of local cultures and practices and resulting in a monocultural and monolingual bias. Expanding on the ACTFL Cultures and Comparisons Standards, the current article presents the MAPS model for Exploring Local Cultures aimed at engaging students with local products, practices, and perspectives through the creation, exchange, and analysis of digital artifacts of local cultures. The article demonstrates how a complex pedagogical model can be constructed from existing research and theory as well as how to implement it: in addition to presenting the model and its underlying literature, the article details its implementation in two classes.

Members of an online community peer-produce digital artifacts by negotiating different perspectives and personal knowledge bases. These negotiations are manifested in the temporal evolution of the peer-produced artifact. In this study, we conceptualize the evolution of a digital artifact as a trajectory in a feature space. Our theoretical frame suggests that, through negotiations, contributors’ actions “pull” the trajectory and shape its movement in the feature space. We hypothesize that the type of contributors that work on a focal article influences the extent to which that article’s trajectory explores alternative positions within that space, and that the trajectory’s exploration is, in turn, associated with the artifact’s quality. To test these hypotheses, we analyzed the trajectories of wiki articles drawn from two peer-production communities, Wikipedia and Wikia, tracking the evolution of 242 paired articles for over a decade during which the articles went through 536,745 revisions. We found that the contributors who are the most likely to increase the trajectory’s exploration are those that (1) return to work on the focal artifact and (2) are unregistered members in the broader online community. Further, our results show that the trajectory’s exploration has a curvilinear association with article quality, indicating that exploration contributes positively to quality, but that the effect is reversed when exploration exceeds a certain level. The insights derived from this study highlight the value of an artifact-centric approach to increasing our understanding of the dynamics underlying peer-production.

Web-based instant messaging applications vulnerability has become one of the main concerns for its users in line with the increasing number of cybercrimes that occur on social media. This research was conducted to determine the comparability of the vulnerability value of the web-based WhatsApp, Telegram, and Skype applications using the Association of Chief Police Officers (ACPO) method. Digital artifacts in the form of text messages, picture messages, video messages, telephone numbers, and user IDs have been acquired in this research process using FTK imager and OSForensic tools. The results of the study using the FTK imager and OSForensic tools show that the web-based Skype application has a vulnerability value of 92%, while WhatsApp and Web-based Telegram have the same vulnerability value with 67% each based on all digital artifacts that successfully acquired. &nbsp, Vulnerability aplikasi instant messaging berbasis web telah menjadi salah satu perhatian utama bagi para penggunanya seiring dengan semakin meningkatnya cybercrime yang terjadi pada media sosial. Penelitian ini dilakukan untuk mengetahui komparatif dari nilai vulnerability aplikasi WhatsApp, Telegram, dan Skype berbasis web menggunakan metode Association of Chief Police Officers (ACPO). Artefak digital berupa pesan teks, pesan gambar, pesan video, nomor telepon, dan user ID telah dapat diakuisisi pada proses penelitian ini dengan menggunakan tool FTK imager dan OSForensic. Hasil dari penelitian menggunakan tool FTK imager dan OSForensic menunjukkan aplikasi Skype berbasis web memiliki nilai vulnerability sebesar 92%, sedangkan WhatsApp dan Telegram berbasis web memiliki nilai vulnerability yang sama dengan perolehan nilai masing-masing sebesar 67% berdasarkan dari keseluruhan artefak digital yang telah berhasil diakuisisi.&nbsp

Blind people are confronting a number of challenges in performing activities of daily life such as reading labels on a product, identification of currency notes, exploring unknown spaces, identifying the appearance of an object of interest, interacting with digital artifacts, operating a smartphone’s user interface and selecting non-visual items on a screen. The emergence of smartphone-based assistive technologies promotes independence, ease of use and usability resulting in improved quality of life yet poses several challenging opportunities. We have reviewed research avenues in smartphone-based assistive technologies for blind people, highlighted the need for technological advancements, accessibility-inclusive interface paradigm, and collaboration between medical specialists, computer professionals, usability experts and domain users to realize the potential of ICT-based interventions for blind people. This paper analyzes a comprehensive review of the issues and challenges for visually impaired and blind people with the aim to highlight the benefits and limitations of the existing techniques and technologies. Future research ventures are also highlighted as a contribution to the field.

Clouds are shareable scientific instruments that create the potential for reproducibility by ensuring that all investigators have access to a common execution platform on which computational experiments can be repeated and compared. By virtue of the interface they present, they also lead to the creation of digital artifacts compatible with the cloud, such as images or orchestration templates, that go a long way—and sometimes all the way—to representing an experiment in a digital, repeatable form. In this article, I describe how we developed these natural advantages of clouds in the Chameleon testbed and argue that we should leverage them to create a digital research marketplace that would make repeating experiments as natural and viable part of research as sharing ideas via reading papers is today.

Industrial co-creation projects are often complex and ambiguous, involving high levels of interpretive uncertainty over processes and outcomes. To boost the effectiveness of such projects, firms have increasingly adopted virtual reality (VR) technology and have experienced unique benefits by utilizing digital artifacts—interactive objects in digital environments, such as factory installation layouts or design visualizations. This article provides case evidence demonstrating how VR-enabled digital artifacts support firms to effectively implement tailor-made solutions in robotics and automation projects. The adoption of new digital co-creation practices redefines the traditional customer-provider roles in industrial co-creation, increasing engagement, reducing uncertainty, and improving project outcomes.

The diffusion of major new technologies in society is often accompanied by a set of myths that tell us how these technologies will change, clearly for the better, the social and economic fabric of a community. Digital technologies are associated with myths such as the death of distance and of mediators, the end of history and of politics (Brown and Duguid 2000; Mosco 2004). We build on Mosco’s idea of myth as a force shaping discourses around the introduction of new technologies in the context of the deployment of digital artifacts such as digital ID systems and mobile money platforms in the Global South (Mosco 2004). Using the examples of the Unique Identification system (Aadhaar) in India and mobile money in Myanmar, we show how these myths persist long after technologies are in common use. We also examine how, in practice, the use of these technologies seldom aligns with the mythology surrounding them, and it is, instead the moral economy of the communities where they are deployed that mediates their use (Thompson 1971). We argue that local histories of state-making and the larger political economy of technology design can help explain the persistence of the mythology around digital technologies despite the disconnect between myths and reality.

The Digital Culture emerges from several social practices that incorporate digital technologies into everyday life. Inscribed in the field of Cultural Studies from a poststructuralist perspective, this exploratory and bibliographical research investigates the connections between Digital Culture and Education, taking as an argument the presence of a Digital Condition in contemporary society. Thus, two research movements are interconnected, being the first a presentation of the concept of Culture and Digital Condition, and the second an analysis of the contours and displacements in the concept of Education, not only as element of schooling instruction and learning, but as a formation process that directs the conducts of the subjects. The theoretical framework has hold in the discussions of Gere (2008), Lister at, al (2009), Stalder (2018), Bauman (2008, 2009, 2010), Foucault (1995, 1998, 2008), among others. Results point to a Digital Condition and an Education in express, individualized style, operated on the mobility and ubiquity of digital artifacts.

No contexto das licenciaturas, pouco se ouve falar sobre espaços diferentes da escola para a realização de atividades didáticas. No entanto, pesquisas sobre práticas em espaços não formais, em especial os museus de ciência, vem aumentando cada vez mais. Nesse sentido, é importante que, além do incentivo às práticas em espaços fora da escola, também haja um despertar de interesse e treinamento para a efetivação de tais atividades. Desse modo, este trabalho apresenta uma pesquisa realizada com estudantes da disciplina de PROJETOS INTEGRADOS DE PRÁTICAS EDUCATIVAS 3 (PIPE 3), do curso de Física Licenciatura, da Universidade Federal de Uberlândia (UFU), no primeiro semestre de 2016, a fim de evidenciar as possíveis contribuições para a formação de professores de Física diante da construção de artefatos digitais para a exposição de Eletromagnetismo do Museu Diversão com Ciência e Arte – DICA. Nessa pesquisa, ficaram evidentes a evolução das concepções dos estudantes de PIPE 3 quanto aos museus de ciências, e o reconhecimento destes como espaços educativos e diferentes da escola; bem como os saberes despertados e agregados durante essa etapa da formação profissional. Desse modo, acreditamos que esse trabalho evidenciou as vantagens em se trabalhar em espaços diferentes da escola na formação inicial de professores.

This article is devoted to a comparative analysis of the results of the ReMath project (Representing Mathematics with digital media), devoted to the study of digital representations of mathematical concepts. The theoretical provisions and conclusions of this project will be analyzed based on the theory of the information environment [1], developed with the participation of one of the authors of this article. The analysis performed in this work partially coincides with the conclusions of the ReMath project, but uses a different research basis, based mainly on the work of Russian scientists. It is of interest to analyze the work of the ReMath project from the conceptual positions set forth in this monograph and to establish links between concepts and differences in understanding the impact of computer tools (artifacts) on the process of teaching mathematics. At the same time, the authors dispute the interpretation of some issues in Vygotsky’s works by foreign researchers and give their views on the types and functions of digital artifacts in teaching mathematics.