Search

Graduates require employability competences, such as flexibility and team working skills, to gain and maintain employment. Online learning platforms (OLPs) can provide students with resources for reflection, which is a key competence for employability. However, little is known about the design of OLPs meant to provide reflective practices that foster students' employability competences. This research study aims to identify design principles of OLPs providing reflective practices that foster the development of employability competences. Five design principles were derived from thematic analysis following two focus group interviews with students and educational experts in this qualitative study: 1) Embed the OLP in curricular and institutional activities that foster competence development; 2) Facilitate the analysis of students' current state regarding employability competences; 3) Provide recommendations and a repository with learning activities that help students to formulate goals and plan activities; 4) Facilitate the undertaking and recording of learning activities, supported by a blend of three forms of interaction (instructor-student; student–student or student-content); and 5) Foster reflection in and on action via opportunities for applying newly learned knowledge in different settings and reviewing activities via reflective journaling and knowledge sharing. This study is the first to conceptualise design principles for an OLP that is organised to provide reflective practices for the development of employability competences. The design principles were based on students' and teachers' experiences and are grounded in theory. They can inform future research as well as practitioners developing OLPs. [ABSTRACT FROM AUTHOR]

Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider ergonomics, and to follow emergency procedures. However, this is difficult in current teaching on hazard perception due to a lack of authentic and real-life learning conditions, and due to learning materials often not being adapted to secondary vocational students. To address these challenges, we adopted an Educational Design Approach in which we designed, developed, and tested a low-cost, mobile immersive virtual reality serious game, teaching hazard perception to secondary vocational students. We engaged 8 teachers and 50 students from 5 secondary vocational schools to co-design and test the prototype serious game. Final test results demonstrate both students and teachers valued the learning experience positively, in terms of spatial presence, involvement, design, interest/enjoyment and value/usefulness. During several iterations, we were also able to identify critical design elements, which were valued positively in terms of both enjoyment and perceived usefulness. The design elements are discussed in a detailed way to support both researchers and practitioners in their future design of immersive virtual reality learning experiences. Finally, directions for future research are presented. [ABSTRACT FROM AUTHOR]

Enterprise systems are complex information systems that are inevitable for companies' success. As enterprise systems are only successful when used continuously and efficiently by end-users, knowledge on how to use them has become an important skill for employees. Research and practice favor an early obtainment of these skills for employees. Thus, it is usual to train students in enterprise systems usage before they start their professional career. Even though in organizational settings e-learning based approaches gain momentum, adapting design instances of multi-purpose platforms like Udacity, Udemy or Coursera existing approaches directed at students are scarce. Nevertheless, a well-informed e-learning platform design can support the learning process. Therefore, we investigate the design of e-learning platforms featuring students' enterprise system end-user training. To address the lack of guidance on designing such e-learning platforms, we proposed four meta-requirements and ten design principles to increase students' learning success on e-learning platforms focusing on students' end-user training. To achieve this goal and to ground our results on empiricism, we collected data about e-learning-platform design from three data sources: (1) We reviewed the existing literature, (2) carried out a multi-case analysis, and (3) derived insights from implementing an e-learning platform for students' end-user training and thereby demonstrating the applicability of the design principles. Finally, we evaluated the implementation. Following the design principles, learning success should be increased by a flexible learning environment with easy access and use, propelled motivation, and fostered information exchange. [ABSTRACT FROM AUTHOR]

To investigate whether a creative writing unit in upper secondary education would improve students' creative as well as argumentative text quality and to examine whether it would change students' writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students' writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students' creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum. [ABSTRACT FROM AUTHOR]

Interactive digital narratives (IDNs) create alternate realities using both fictional and non-fiction material. The interactive aspect of IDN turns audiences into participants and enables the exploration of alternative perspectives and actions within a single artifact. Such multifaceted representations make IDN a vehicle for representing complex issues, a crucial capability at a time when the limits of traditional narrative media to adequately represent complex issues such as climate change become apparent. Conversely, properly evaluated, generalized knowledge about how exactly IDNs engage and influence us and what this means for the design of such works is still scant and thus this topic needs scholarly attention. In this overview paper, we discuss the potential of IDN, but also the difficulties of realizing this potential in terms of design and of verifying the effectiveness through empirical research methods. The potential of IDN as dynamic, participatory, and encyclopedic artifacts can be clearly expressed, yet the same cannot be said when it comes to the design and especially the evaluation of intended prosocial effects, the topic this paper is focused on. We start by identifying the problem of IDN design resulting from a combination of the lack of generalized knowledge and formal professional training. Then, we discuss the challenge of measuring the effectiveness of IDN design for prosocial effects and report on several case studies. In this context, we discuss methodological issues and advocate for best practices. Finally, we consider future steps in addressing the continuing challenge of evaluating IDNs. [ABSTRACT FROM AUTHOR]

The digitisation of the world has led to a multitude of far-reaching implications that require students to be prepared for the dynamic era of rapid change, complexity, fluidity, and ubiquity in which they will work at the forefront of technology. To succeed in this environment, students must be able to design and implement digital innovations within the broader spectrum of digital transformation. Despite the importance of this area, the literature shows a lack of research on how digital business innovation skills can be effectively taught to students. To address this gap, a design-based research (DBR) study was conducted using a mixed-methods design through three iterations at a South African university. The study aimed to answer the research question of how digital business innovation skills should be taught to South African Information Systems students. The study commenced with an analysis of practical problems experienced by practitioners, industry, students, and researchers and an initial review of pertinent literature. The literature review focused on the impact of digitisation on future skills requirements to inform the pedagogy, content, and technology applicable to the teaching and learning environment. The findings yielded design principles for the design of the learning environment that were tested and refined via three iterations, resulting in nine design principles. The aim was to ensure a future-oriented, industry-informed curriculum design that is relevant to the digital economy. [ABSTRACT FROM AUTHOR]

Highlights: The recent advances in non-noble-metal bifunctional electrocatalysts for zinc–air batteries are summarized with the design principles. The working mechanism are discussed to provide a comprehensive understanding of the structure-performance relationship of electrocatalysts and the reaction pathways of the oxygen redox reactions. The challenges and prospects related to designing advanced non-noble-metal bifunctional electrocatalysts for high performance zinc–air batteries are provided. Zinc–air batteries (ZABs) are promising energy storage systems because of high theoretical energy density, safety, low cost, and abundance of zinc. However, the slow multi-step reaction of oxygen and heavy reliance on noble-metal catalysts hinder the practical applications of ZABs. Therefore, feasible and advanced non-noble-metal electrocatalysts for air cathodes need to be identified to promote the oxygen catalytic reaction. In this review, we initially introduced the advancement of ZABs in the past two decades and provided an overview of key developments in this field. Then, we discussed the working mechanism and the design of bifunctional electrocatalysts from the perspective of morphology design, crystal structure tuning, interface strategy, and atomic engineering. We also included theoretical studies, machine learning, and advanced characterization technologies to provide a comprehensive understanding of the structure-performance relationship of electrocatalysts and the reaction pathways of the oxygen redox reactions. Finally, we discussed the challenges and prospects related to designing advanced non-noble-metal bifunctional electrocatalysts for ZABs. [ABSTRACT FROM AUTHOR]

Climate change and an increasing food demand due to a growing world population pose significant challenges for agriculture. Smallholders play a decisive role in establishing a sustainable and efficient future agricultural system since they already provide up to 80% of food in developing countries. However, they often face severe obstacles, especially in developing countries, hampering effective and efficient cooperation and productivity. Even though organizations in the form of cooperatives could help overcome some of the challenges of facilitating smallholders' cooperation, they still suffer from structural problems. Further, in many countries, a lack of formal mechanisms to enforce contractual agreements exists. Given such challenges, decentralized autonomous organizations (DAOs) have already proven to provide alternative forms of governance independent of formal contracts or intermediaries. Therefore, this study follows the design science research paradigm to design, develop, and evaluate a decentralized autonomous organization in the agricultural sector that makes use of cooperative principles. This cooperative-oriented DAO is governed by smart contracts and technically enabled by blockchain technology as the underlying infrastructure. Through our developed and evaluated artifact, the AgriDAO, we guide researchers and practitioners on how such a cooperative-oriented DAO could look to solve existing problems related to smallholders and cooperatives. Additionally, we present eight design principles that will guide the development of cooperative-oriented DAOs. Finally, our research shall initiate lively discussion and extensive exploration of this new form of organization. [ABSTRACT FROM AUTHOR]

The design principles of cognitive load theory and learning by analogy has independently contributed to our understanding why an instruction will or will not work. In an experimental study involving 97 Year 9 Australian students conducted in regular classrooms, we evaluated the effect of the unguided problem-solving approach, worked examples approach and analogy approach on learning to solve two types of trigonometry problem. These trigonometry problems (sin40° = x 6 vs. cos50° = 14 x ) exhibited two levels of complexity owing to the location of the pronumeral (numerator vs. denominator). The solution procedure of worked examples provided guidance, whereas the unguided problem-solving was without any guidance. Analogical learning placed emphasis on comparing a pair of isomorphic examples to facilitate transfer. Across the three approaches, solving practice problems contributed towards performance on the post-test. However, the worked examples approach and analogy approach were more efficient than the unguided problem-solving approach for acquiring skills to solve practice problems regardless of their complexity. Therefore, the worked examples approach and analogy approach that emphasizes algebraic transformation skills have the potential to reform instructional efficiency for learning to solve trigonometry problems. [ABSTRACT FROM AUTHOR]

Connected and Autonomous Vehicles (CAVs) are reshaping urban systems, demanding substantial computational support. While existing research emphasizes the significance of establishing physical and virtual infrastructure to facilitate CAV integration, a comprehensive framework for designing CAV-related infrastructure principles remains largely absent. This paper introduces a holistic framework that addresses gaps in current literature by presenting principles for the design of CAV-related infrastructure. We identify diverse urban infrastructure types crucial for CAVs, each characterized by intricate considerations. Deriving from existing literature, we introduce five principles to guide investments in physical infrastructure, complemented by four principles specific to virtual infrastructure. These principles are expected to evolve with CAV development and associated technology advancements. Furthermore, we exemplify the application of these principles through a case study in Oxford, UK. In doing so, we assess urban conditions, identify representative streets, and craft CAV-related urban infrastructure tailored to distinct street characteristics. This framework stands as a valuable reference for cities worldwide as they prepare for the increasing adoption of CAVs. [ABSTRACT FROM AUTHOR]

Reconfigurable robots are suitable for cleaning applications due to their high flexibility and ability to change shape according to environmental needs. However, continuous change in morphology is not an energy-efficient approach, with the limited battery capacity. This paper presents a metaheuristic-based framework to identify the optimal morphology of a reconfigurable robot, aiming to maximize the area coverage and minimize the energy consumption in the given map. The proposed approach exploits three different metaheuristic algorithms, namely, SMPSO, NSGA-II, and MACO, to generate the optimal morphology for every unique layout of a two-dimensional grid map by considering the path-length as the energy consumption. The novel feature of our approach is the implementation of the footprint-based Complete Coverage Path Planning (CCPP) adaptable for all possible configurations of reconfigurable robots. We demonstrate the proposed method in simulations and experiments using a Tetris-inspired robot with four blocks named Smorphi, which can reconfigure into an infinite number of configurations by varying its hinge angle. The optimum morphologies were identified for three settings, i.e., 2D indoor map with obstacles and free spaces. The optimum morphology is compared with the standard Tetris shapes in the simulation and the real-world experiment. The results show that the proposed framework efficiently produces non-dominated solutions for choosing the optimal energy-efficient morphologies. [ABSTRACT FROM AUTHOR]

Green information systems are often praised for their potential to foster sustainability in citizens' daily lives and meet their needs. With this focus on citizens, districts that use smart technologies provide a litmus test, the results of which will indicate how to design smart green information systems that better meet the needs and desires of citizens. To date, however, guidelines on how to design such green information systems in urban areas or actively involve citizens in this process are few and far between. In recognition and remedy of this shortage, the study draws on the design science research paradigm to develop seven design principles for citizen-centric green information systems that can be used in sustainable smart districts. These principles are evaluated in 15 semi-structured interviews and a prototype of a mobile district app for a citizen-centric green information system is instantiated. By taking this citizen-centric perspective, the paper fosters the active involvement of humans in the design of sustainable urban environments. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sustainable biopolymer additives offer a promising soil stabilisation methodology, with a strong potential to be tuned to soil's specific nature, allowing the tailoring of mechanical properties for a range of geotechnical applications. However, the biopolymer chemical characteristics driving soil mechanical property modifications have yet to be fully established. Within this study we employ a cross-scale approach, utilising the differing galactose:mannose (G:M) ratios of various Galactomannan biopolymers (Guar Gum G:M 1:2, Locust Bean Gum G:M 1:4, Cassia Gum G:M 1:5) to investigate the effect of microscale chemical functionality upon macroscale soil mechanical properties. Molecular weight effects are also investigated, utilising Carboxy Methyl Cellulose (CMC). Soil systems comprising of SiO2 (100%) (SiO2) and a Mine Tailing (MT) exemplar composed of SiO2 (90%) + Fe2O3 (10%) (SiO2 + Fe) are investigated. The critical importance of biopolymer additive chemical functionality for the resultant soil mechanical properties, is demonstrated..For Galactomannan G:M 1:5 stabilised soils the 'high-affinity, high-strength', mannose-Fe interactions at the microscale (confirmed by mineral binding characterisation) are attributed to the 297% increase in the SiO2 + Fe systems Unconfined Compressive Strength (UCS), relative to SiO2 only. Conversely for SiO2 Galactomannan-stabilised soils, when increasing the G:M ratio from 1:2 to 1:5, a 85% reduction in UCS is observed, attributed to mannose's inability to interact with SiO2. UCS variations of up to a factor of 12 were observed across the biopolymer–soil mixes studied, in line with theoretically and experimentally expected values, due to the differences in the G:M ratios. The limited impact of molecular weight upon soil strength properties is also shown in CMC-stabilised soils. When considering a soil's stiffness and energy absorbance, the importance of biopolymer–biopolymer interaction strength and quantity is discussed, further deciphering biopolymer characteristics driving soil property modifications. This study highlights the importance of biopolymer chemistry for biopolymer stabilisation studies, illustrating the use of simple low-cost, accessible chemistry-based instrumental tools and outlining key design principles for the tailoring of biopolymer–soil composites for specific geotechnical applications. [ABSTRACT FROM AUTHOR]

Despite the growing body of literature on firms revising their production offshoring decisions, there is scarce research on how reshoring is actually implemented. This paper responds to this gap by analysing the case of FIVE, an Italian electric bike (e-bike) company that has insourced and relocated its production activities – originally outsourced to a Chinese manufacturer – to its home country. The research combines a design science approach with a longitudinal single case study method to gather both theoretical insights and practical managerial advice on how to conduct the reshoring implementation. The study captures the dynamic nature of the implementation process, showing how its elements evolve over time. Organisational learning emerges as a driving factor of reshoring. Each of the implementation stages is characterised by the development of a specific organisational process, which provides the know-how required for performing tasks at that particular stage. From a practical perspective, the study develops five reshoring implementation principles and a three-stage implementation process, thereby offering valuable guidelines for managers of SMEs who wish to undertake the reshoring decision. [ABSTRACT FROM AUTHOR]

Hate speech in social media is an increasing problem that can negatively affect individuals and society as a whole. Moderators on social media platforms need to be technologically supported to detect problematic content and react accordingly. In this article, we develop and discuss the design principles that are best suited for creating efficient user interfaces for decision support systems that use artificial intelligence (AI) to assist human moderators. We qualitatively and quantitatively evaluated various design options over three design cycles with a total of 641 participants. Besides measuring perceived ease of use, perceived usefulness, and intention to use, we also conducted an experiment to prove the significant influence of AI explainability on end users' perceived cognitive efforts, perceived informativeness, mental model, and trustworthiness in AI. Finally, we tested the acquired design knowledge with software developers, who rated the reusability of the proposed design principles as high. [ABSTRACT FROM AUTHOR]

Organizations are increasingly delegating customer inquiries to speech dialog systems (SDSs) to save personnel resources. However, customers often report frustration when interacting with SDSs due to poorly designed solutions. Despite these issues, design knowledge for SDSs in customer service remains elusive. To address this research gap, we employ the design science approach and devise a design theory for SDSs in customer service. The design theory, including 14 requirements and five design principles, draws on the principles of dialog theory and undergoes validation in three iterations using five hypotheses. A summative evaluation comprising a two-phase experiment with 205 participants yields positive results regarding the user experience of the artifact. This study contributes to design knowledge for SDSs in customer service and supports practitioners striving to implement similar systems in their organizations. [ABSTRACT FROM AUTHOR]

Wood-plastic composite (WPC) saves plastics, but products are still limited to linear decking and cladding. For advanced productions of three-dimensional WPCs, design principles were derived from seven published pre-studies on thermoforming. For this, a combined method of polymer research and socio-technological investigations reported in WPC research as compolytics-approach, derived a total effect-model for thermoforming and developed a decision tree with target group-specific settings of production parameters. Fourteen application-relevant material properties were influenced (p = 0.001) by thermoforming, with the strongest effects on colour (max. R2 = 0.93), followed by strength criteria (max. R2 = 0.41). Satisfying private deciders' preferences for optimal façade appearance, a highest possible temperature should be applied for narrow bending under high wood content. Professionals value maximal strength, which demands a compound-independent wider bending at lower heat. The applicability of the design principles was assessed by case studies serving further research on WPC product development. [ABSTRACT FROM AUTHOR]

This paper reports on a design science research (DSR) study that develops design principles for "green" – more environmentally sustainable – data mining processes. Grounded in the Cross Industry Standard Process for Data Mining (CRISP-DM) and on a review of relevant literature on data mining methods, Green IT, and Green IS, the study identifies eight design principles that fall into the three categories of reuse, reduce, and support. The paper develops an evaluation strategy and provides empirical evidence for the principles' utility. It suggests that the results can inform the development of a more general approach towards Green Data Science and provide a suitable lens to study sustainable computing. [ABSTRACT FROM AUTHOR]

In this essay I propose that what design principles in systems biology and systems neuroscience do is to present abstract characterizations of mechanisms, and thereby facilitate mechanistic explanation. To show this, one design principle in systems neuroscience, i.e., the multilayer perceptron, is examined. However, Braillard (2010) contends that design principles provide a sort of non-mechanistic explanation due to two related reasons: they are very general and describe non-causal dependence relationships. In response to this, I argue that, on the one hand, all mechanisms are more or less general (or abstract), and on the other, many (if not all) design principles are causal systems. [ABSTRACT FROM AUTHOR]

Digital Twins offer considerable potential for cross-company networks. Recent research primarily focuses on using Digital Twins within the limits of a single organization. However, Shared Digital Twins extend application boundaries to cross-company utilization through their ability to act as a hub to share data. This results in the need to consider additional design dimensions which help practitioners design Digital Twins tailored for inter-company use. The article addresses precisely that issue as it investigates how Shared Digital Twins should be designed to achieve business success. For this purpose, the article proposes a set of design principles for Shared Digital Twins stemming from a qualitative interview study with 18 industry experts. The interview study is the primary data source for formulating and evaluating the design principles. [ABSTRACT FROM AUTHOR]

In turbulent contexts, organizations face contradictory challenges which give rise to management tensions and paradoxes. Digital transformation is one such context where the disruptive potential of digital technologies demands radical responses from existing organizations. While prior research has recognized the importance of coping with organizational paradoxes, little is known about how to identify them. Although it may be apparent in some settings which paradoxes are at play, other more ambivalent contexts require explicit identification. This study takes a design perspective to identify the relevant paradoxes in a digital transformation context. It presents the results of a 2-year action design research study in collaboration with an organization that chose to explicitly focus on paradoxical tensions for managing its digital transformation. The study's main contribution is twofold: (1) it presents design knowledge to identify organizational paradoxes; (2) it provides a better understanding of the organizational paradoxes involved in digital transformation. The design knowledge will help others to identify paradoxes when working with an organization and highlights dynamic and collaborative aspects of the identification process. The study also enhances the descriptive understanding of digital transformation paradoxes by showing the importance of learning and belonging tensions and by expressing a different view on what knowledge about paradoxes is, and how it is created and used. [ABSTRACT FROM AUTHOR]

How can we use sound and music to create rich and engaging human-robot interactions? A growing body of HRI research explores the many ways in which sound affects human-robot interactions and although some studies conclude with tentative design recommendations, there are, to our knowledge, no generalised design recommendations for the robot sound design process. We address this gap by first investigating sound design frameworks in the domains of product sound design and film sound to see whether practices and concepts from these areas contain actionable insights for the creation of robot sound. We then present three case studies, detailed examinations of the sound design of commercial social robots Cozmo and Vector, Jibo, and Kuri, facilitated by expert interviews with the robots' sound designers. Combining insights from the design frameworks and case studies, we propose nine candidate design principles for robot sound which provide (1) a design-oriented perspective on robot sound that may inform future research, and (2) actionable guidelines for designers, engineers and decision-makers aiming to use sound to create richer and more refined human-robot interactions. [ABSTRACT FROM AUTHOR]

Shifting from open educational resources (OER) to open educational practices (OEP) is the next stage in the OER movement, but there have been few attempts to understand how the next phase in this movement will be achieved. Addressing this question can uncover the potential benefits of OER besides cost reduction. The current study represents the Enactment Phase (design and development) of a larger design-based research study that sought to design an integrative OER intervention in a college course to promote OEP. The Enactment Phase resulted in developing the design principles that describe the integration of OER use and creation into a college course; the development of the components of the OER intervention prototype; and designing the OER intervention prototype in a college course at a mid-Atlantic research university. The significant results that emerged from this Enactment Phase reside in that OER should be integrated into a course using learner-centered pedagogical models with constructivist approaches to teaching, and it should be integrated as an integral part of the syllabus of the course. The main idea for integrating the 5Rs into the Advanced Instructional Design was threading across assignments to make a connection between knowledge and skills students have learned throughout the course. [ABSTRACT FROM AUTHOR]

The application of gamification for educational purposes has been widely reported with mixed results. Successful application, in most cases, is subjective and failures or mistakes are often downplayed when in reality, there is much to be learnt from these (failed) attempts. Despite the unique nature of each context and target audience, transferable principles that guide implementation are present and should be reported. This study applied a design-based research approach which offers a contextually sensitive, theoretically driven approach to the design and refinement of educational interventions. Through iterative implementations and qualitative data collection, over a 2-year period, we report on the process and outcome of gamifying the learning activities in an Industrial Psychology module to facilitate student engagement. The primary contribution of the study are proposed design principles for practitioners and researchers based on the lessons learned in this process. These highlight key considerations for applying gamification to support student engagement. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An antifragile system of software and stakeholders, including designers, developers, and operators, learn from incidents how to avoid outages and maintain high uptime. This tutorial article reviews how to design and operate such socio-technical systems with antifragility to downtime. It documents the importance of four design principles and two operational principles by exploring the polar opposite anti-principles and the interplay between the principles and the anti-principles. The design principles mandate a software design of separate and isolatable processes with sufficient diversity and redundancy. The processes should communicate asynchronously over an external network. The operational principles imply that the software development teams should repeatedly inject artificial failures into the production system to understand its behavior and detect and mitigate vulnerabilities as the system and its environment change. [ABSTRACT FROM AUTHOR]

The aim of this multiple-case study was to research the key characteristics of project-based learning (PBL) and how teachers implement them within the context of science education. K-12 science teachers and their students' videos, learning diaries and online questionnaire answers about their biology related PBL units, within the theme nature and environment, were analysed using deductive and inductive content analysis (n = 12 schools). The studied teachers are actively engaged in PBL as the schools had participated voluntarily in the international StarT programme of LUMA Centre Finland. The results indicate that PBL may specifically promote the use of collaboration, artefacts, technological tools, problem-centredness, and certain scientific practices, such as carrying out research, presenting results, and reflection within science education. However, it appeared that driving questions, learning goals set by students, students' questions, the integrity of the project activities, and using the projects as a means to learn central content, may be more challenging to implement. Furthermore, although scientific practices had a strong role in the projects, it could not be defined how strongly student-led the inquiries were. The study also indicated that students and teachers may pay attention to different aspects of learning that happen through PBL. The results contribute towards a deeper understanding of the possibilities and challenges related to implementation of PBL and using scientific practices in classrooms. Furthermore, the results and the constructed framework of key characteristics can be useful in promoting research-based implementation and design of PBL science education, and in teacher training related to it. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The design of supporting components in machine tools on the basis of an adhesive–mechanical support system is considered. Hindrances to the wide use of such components are considered. An algorithm is proposed for calculating the static and dynamic characteristics of such systems by the finite-element method, with superelements. [ABSTRACT FROM AUTHOR]

The study aimed to investigate the dynamics of e-textile-supported STEAM activities, specifically focusing on the design and development process of e-textile projects. A professional development (PD) program with seven hands-on and design-based activities was developed and implemented in two camps involving 20 and 19 in-service science teachers. Design-based research was adopted, and interviews were triangulated with multiple forms of data from observations, camp evaluation forms, surveys, and design artifacts. Results indicated that the hands-on activities incorporate key design components with pros and cons, offering engaging, interactive, and collaborative learning experiences for science teachers. However, they involve significant challenges in coding, aesthetics, circuitry, sewing, design sketching, and materials. The study also offers ten design principles for individuals to make informed decisions about the design and development of STEAM projects using e-textile technology. This study has significant implications for educational designers who consider designing e-textile-supported STEAM activities for K–12 teachers/students and for teachers who are interested in integrating these activities into their science courses. [ABSTRACT FROM AUTHOR]

After four decades of research and development on language in mathematics classrooms, there is consensus that enhancing language is crucial for promoting students' mathematics learning. After briefly sketching the theoretical contexts for work on this topic, in this paper we present six design principles for instruction that enhances language for mathematics learning. We then review the research that provides an empirical foundation for these principles, (a) concerning the design of learning environments to enhance language for mathematics learning and (b) on teaching practices (including teacher moves and classroom norms) involved in the enactment of those designed learning environments. Without claiming completeness, this review of the state of development and research shows that some aspects of design and instruction that enhance language for mathematics learning have been well researched, whereas research gaps for other aspects persist. [ABSTRACT FROM AUTHOR]

Mobile microlearning targets a new audience of learners: employees and workers outside of offices, using smartphones for flexible, anywhere, anytime training. The term 'mobile' emphasizes that the content is made for small screens of smartphones. According to literature and industry reports, micro-lessons are generally between 30 s and 5 min. While research shows that mobile microlearning is a promising approach, it remains unclear how the current systems have been 'built': What are the underlying principles of such platforms? The goal of this study was to explore mobile-microlearning platforms and to unpack their inherent design principles. We applied different methods: First, we reviewed literature in both academic publications and industry reports in two iterative rounds. Second, we conducted interviews with industry professionals, e.g., directors and entrepreneurs of mobile- and micro-learning systems. Results show a set of 15 principles regarding technical issues, pedagogical usability of micro-content interaction and sequenced instructional flow. They can be used to detect issues and challenges in existing mobile platforms and may inform meaningful design principles for future development. The results expose that a more critical eye on the learning design implied in the small-screen platforms is needed e.g., future systems may include learning designs for higher order thinking skills. [ABSTRACT FROM AUTHOR]

Copyright of Hydrogeology Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Tissues use feedback circuits in which cells send signals to each other to control their growth and survival. We show that such feedback circuits are inherently unstable to mutants that misread the signal level: Mutants have a growth advantage to take over the tissue, and cannot be eliminated by known cell‐intrinsic mechanisms. To resolve this, we propose that tissues have biphasic responses in which the signal is toxic at both high and low levels, such as glucotoxicity of beta cells, excitotoxicity in neurons, and toxicity of growth factors to T cells. This gives most of these mutants a frequency‐dependent selective disadvantage, which leads to their elimination. However, the biphasic mechanisms create a new unstable fixed point in the feedback circuit beyond which runaway processes can occur, leading to risk of diseases such as diabetes and neurodegenerative disease. Hence, glucotoxicity, which is a dangerous cause of diabetes, may have a protective anti‐mutant effect. Biphasic responses in tissues may provide an evolutionary stable strategy that avoids invasion by commonly occurring mutants, but at the same time cause vulnerability to disease.

Abstract Tissue stem cells produce a constant flux of differentiated cells with distinct proportions. Here, we show that stem cells in colonic crypts differentiate early to form precisely 1:3 ratio of secretory to absorptive cells. This precision is surprising, as there are only eight stem cells making irreversible fate decisions, and so large stochastic effects of this small pool should have yielded much larger noise in cell proportions. We use single molecule FISH, lineage‐tracing mice and simulations to identify the homeostatic mechanisms facilitating robust proportions. We find that Delta‐Notch lateral inhibition operates in a restricted spatial zone to reduce initial noise in cell proportions. Increased dwell time and dispersive migration of secretory cells further averages additional variability added during progenitor divisions and breaks up continuous patches of same‐fate cells. These noise‐reducing mechanisms resolve the trade‐off between early commitment and robust differentiation and ensure spatially uniform spread of secretory cells. Our findings may apply to other cases where small progenitor pools expand to give rise to precise tissue cell proportions.

Increasing human demands for ecosystem services due to climate change, population growth, poverty, lack of employment, tourism, and concomitant coastal property development threatens adaptive capacity in South Africa's coastlines. Adaptation strategies frequently propose ecosystem-based adaptation (EBA) as a model for transformative change. However, several studies point to difficulties implementing EBA across the world. The aim of this paper is to assess to what extent social-ecological systems approaches and common pool resource (CPR) governance theories could inform EBA. Data obtained from interviews and surveys with policy makers and residents in South Africa's Garden Route District were interpreted using the robustness framework (RF) and the design principles (DPs), two common tools for analyzing CPR governance. We found that the Garden Route coast is threatened by negative interactions between hard public and private infrastructures and ecological infrastructures (the cornerstone of EBA) which are driven by weak local government bodies and asymmetrical power relations. By coding the data for elements/interactions within the RF and then identifying and mapping the DPs onto the RF, we also revealed ways to leverage transformative EBA in the Garden Route. Our analyses suggest that the interactions between human-made and ecological infrastructures, as well as power relation, should be at the core of any development debate. Trade-offs should aim for maximum congruence between sustainability and equity in ecosystem services provisioning. This paper provides some considerations for researchers and decision makers to leverage transformative EBA that could potentially apply to areas experiencing similar challenges. [ABSTRACT FROM AUTHOR]

To reach their goals, companies are on a never-ending search to find new methods for innovation. In order to tackle the complex problems, which cannot be solved by a single person, the implementation of teamwork is assumed to be applicable. With this paper, we propose a framework for Collaboration Support Systems, which aims to enhance team performance. We outline the differences between teams and groups and examine collective processes that on the one hand benefit from additional knowledge and mutual stimulation, but on the other hand are negatively influenced by various cognitive and social factors. With basic principles of collaboration, we seek to tackle the negative effects of team performance and try to further enhance the benefits of collective work. In this context, we analyzed group support systems and unified research and practice of various disciplines (like collaborative problem-solving, collaborative decision making, collaborative creativity and collaborative learning), in order to develop a framework for Collaboration Support Systems. Our paper addresses on-going topics (like anonymity in collaboration systems) and presents design principles for software engineers. Based on a comprehensive literature analysis, we introduce several principles and aspects for collaboration systems that can help to better understand collaboration in teams. However, to thoroughly understand the phenomenon of digital collaboration, further research is needed. [ABSTRACT FROM AUTHOR]

This study aims to develop and validate essential design principles for improving emotional affordances in an online learning environment by investigating theoretical and practical mechanisms of integrating emotions into the instructional design and technology. To achieve this goal, we applied design and development research methodology in accordance with the procedure of development by reviewing relevant extant literature and then performing validation through a three-round expert review and usability evaluation. For the first stage of development, ten design principles were derived after synthesizing and elaborating related variables through a literature review. For the next stage of validation, eight experts were asked to review these principles, and three instructional designers participated in testing the usability. The findings suggest that online learning environments should reflect the eight design principles of positivity, playfulness, humanity, self-disclosure, safety, personalization, affinity, and intimacy for enhancing visceral, behavioral, and reflective emotional affordances with regard to learning activities, learning support, learner interface (LI)/learner eXperience (LX), and learning screen. We discuss the results and practical implications of the findings for future research. [ABSTRACT FROM AUTHOR]

Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. [ABSTRACT FROM AUTHOR]

This article describes a sequence of design research projects, some exploratory others more formal, on the teaching of modelling and the analysis of modelling skills. The initial motivation was the author’s observation that the teaching of applied mathematics in UK high schools and universities involved no active modelling by students, but was entirely focused on their learning standards models of a restricted range of phenomena, largely from Newtonian mechanics. This did not develop the numeracy/mathematical literacy that was so clearly important for future citizens. Early explorations started with modelling workshops with high school teachers and mathematics undergraduates, observed and analysed—in some case using video. The theoretical basis of this work has been essentially heuristic, though the Shell Centre studies included, for example, a detailed analysis of formulation processes that has not, as so often, been directly replicated. Recent work has focused on developing a formative assessment approach to teaching modelling that has proved both successful and popular. Finally, the system-level challenges in trying to establish modelling as an integral part of mathematics curricula are briefly discussed. [ABSTRACT FROM AUTHOR]

The field of CSCL is at a critical moment in its development. Internally we face issues of fragmentation and questions about what progress is being made. Externally the rise of social media and a variety of research communities that study the interactions within it raise questions about our unique identity and larger impact on the world. To illuminate the complex issues involved and the multiple perspectives that exist on them, we conducted an iterative and generative consultation with members of the CSCL community through individual interviews and public interactive presentations. The result is a series of eight provocations for the field, each presented as a dialogue between the Provocateur/Provocatrice (who seeks to shake up the status quo) and the Conciliator (who seeks to build on the achievements of our current traditions). The provocations address the debated need for six things: one conceptual framework to unite our diverse tools and theories (#1), prioritization of learner agency over collaborative scripting (#2), scrupulous scrutiny of when 'collaboration' and 'community' are said to exist (#3), the pursuit of computational approaches to understand collaborative learning (#5), learning analytics and adaptive support to be a top priority in the field (#6), and the expansion of our focus to seriously address social media and large-scale learning environments (#7). In addition, the provocations highlight two areas in which perhaps we should desist: the attempt to reconcile analytical and interpretative approaches to understanding collaboration (#4), and the goal of achieving tangible change in the education system (#8). There are no resolutions offered in this paper; the interchanges presented are designed to lay out the complex constellation of issues involved and can be considered a dialogue that we are still in the process of having with ourselves as individuals and together as a community. We stress the urgency and importance for the field of CSCL to take up these questions and tensions, and critically, to work towards decisions and resultant actions. Our future as a scientific community - our very existence and identity, depends on it. [ABSTRACT FROM AUTHOR]

Background: Most studies of teacher professional development (PD) do not rigorously test impact on teaching practice and student learning. This makes it difficult to define what is truly 'effective.' The Science Teachers Learning from Lesson Analysis (STeLLA) PD program, in contrast, was studied in a cluster randomized experimental design that examined impact on teaching practice and student learning. The STeLLA video-based PD (VbPD) program demonstrated significant impact, with high effect sizes, on elementary teachers' science teaching practice and their students' learning. Previously published reports provide details about research methods and findings but only broad sketches of the STeLLA program design and implementation. Deeper explorations of the STeLLA design principles can contribute evidence-based knowledge about the features of effective PD and enrich the existing but limited consensus model of effective PD. This article addresses the following questions: Results: Results from rigorous studies of the STeLLA program are summarized in this paper; details are reported elsewhere and included here as supplementary materials. This article is not a standard research results paper but instead describes the design principles guiding the development, implementation, leadership, and scaling up of the STeLLA VbPD program. Conclusions: The authors argue that this set of design principles is powerful for four reasons: 1) its demonstrated impact on teaching practice and student learning, 2) its strong theoretical and research foundations, 3) the stability and usefulness of the design principles as implemented in changing contexts over a 10-year period, and 4) the coherence and interconnectedness of the principles. The STeLLA VbPD design principles contribute to the field by empirically supporting and advancing the existing consensus model of effective PD. Further study can build on this effort to strengthen our understanding of effective PD based on evidence of impact on teaching practice and student learning. [ABSTRACT FROM AUTHOR]

Copyright of HMD: Praxis der Wirtschaftsinformatik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intelligent tutors based on expert systems often struggle to provide formative feedback on complex, ill-defined problems where answers are unknown. Hybrid crowdsourcing systems that combine the intelligence of multiple novices in face-to-face settings might provide an alternate approach for providing intelligent formative feedback. The purpose of this study was to develop empirically grounded design principles for crowdcritique systems that provide intelligent formative feedback on complex, ill-defined problems. In this design research project, we iteratively developed and tested a crowdcritique system through 3 studies of 43 novice problem solvers in 3 formal and informal learning environments. We collected observations, interviews, and surveys and used a grounded theory approach to develop and test socio-technical design principles for crowdcritique systems. The project found that to provide formative feedback on ill-defined problems, crowdcritique systems should provide a combination of technical features including: quick invite tools; formative framing; a public, near-synchronous social media interface; critique scaffolds; 'like' system; community hashtags; analysis tools and 'to do' lists; along with social practices including: prep/write-first/write-last script and critique training. Such a system creates a dual-channel conversation that increases the volume of quality critique by grounding comments, scaffolding and recording critique, and reducing production blocking. Such a design provides the benefits of both face-to-face critique and computer-support in both formal and informal learning environments while reducing the orchestration burden on instructors. [ABSTRACT FROM AUTHOR]

Attempts to identify relevant variables for the success or failure of sustainable management of social-ecological systems seem to be constrained by the inconsistent organization of the variables and the difficulties arising from their lack of comparability; both of these reduce generalizability to other systems. Therefore, to date, only a few comprehensive lists of attributes relevant to the performance of socio-ecological systems exist for sustainable management. This paper integrates such lists into a synthesis of 24 concepts. The scattered evidence of why each factor is important for sustainability has been compiled through a literature review. This concept synthesis may help to overcome some of the constraints of SES research by increasing the comparability of research designs and extending analyses from that of a few concepts for a few systems to widely applicable approaches in sustainability science. [ABSTRACT FROM AUTHOR]

Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or 'know-why' for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration. [ABSTRACT FROM AUTHOR]

The design of technological equipment for metal-cutting machines is considered, for the example of machining and monitoring attachments. Their design on the basis of a systems approach is outlined. The principles and technology for systems design of technological attachments are briefly outlined. [ABSTRACT FROM AUTHOR]

Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in eight separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through three explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through five quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology. [ABSTRACT FROM AUTHOR]

The 'perfect' orchestration of training participants, IT and process design is one of the ongoing challenges within blended learning service research and practice. Blended learning services (BLS) offer a great variety of options to design learning processes, overcoming many shortcomings of pure e-learning services and providing better scalability and more advantages for learners than pure face-to-face class teaching. Nevertheless, due to inconclusive results of blended learning design research in the literature, BLS designers can hardly find support for the systematic design of efficient and successful blended learning processes, which would enable a high degree of learning success with a balanced degree of delivery effort. Based on major determinants of BLS processes' quality, the authors identify, develop, and evaluate design principles for high performance BLS using an action design research approach. They first derive a set of initial design principles, based on insights from literature and own exploratory case studies as well as workshops with experts from the field. They then improve the design principles iteratively in expert workshops as well as apply the design principles in four software training sessions. Finally, they present seven evaluated design principles for BLS, which are the core of a nascent design theory and contribute to a time-efficient and successful BLS delivery. Furthermore, these principles enable practitioners to systematically apply the design knowledge formalized within the principles in order to improve BLS design and delivery. [ABSTRACT FROM AUTHOR]