Refining Process Models through the Analysis of Informal Work Practice

Lecture Notes in Computer Science - Business Process Management ◽

10.1007/978-3-642-23059-2_12 ◽

2011 ◽

pp. 116-131 ◽

Cited By ~ 9

Author(s):

Simon Brander ◽

Knut Hinkelmann ◽

Bo Hu ◽

Andreas Martin ◽

Uwe V. Riss ◽

...

Keyword(s):

Work Practice ◽

Refining Process ◽

Process Models ◽

Informal Work

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Contextual Design of Online Learning Technologies

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch064 ◽

2011 ◽

pp. 424-431

Author(s):

Mark Notess

Keyword(s):

Online Learning ◽

Information Systems ◽

Design Method ◽

Systems Design ◽

Work Practice ◽

Learning Technologies ◽

Process Models ◽

Instructional Systems ◽

Contextual Design ◽

The Many

Contextual design is a human-centered methodology for designing information systems from a rich understanding of customer work practice (Beyer & Holtzblatt, 1998). This article explores the application of contextual design to online learning systems development. Beginning with definitions of Instructional Systems Design (ISD) and contextual design, this chapter then offers a detailed description of the latter, and concludes by considering its relevance to the design of online learning technologies. To avoid confusion, it is important to understand the differing backgrounds of ISD and contextual design. ISD models are process models for the development of instruction or instructional systems (ASTD, 1988; Dick & Carey, 1996; Kemp, Morrison & Ross, 1998). In this context, “systems” refer to the interrelatedness of all parts of an instructional program and the attempt of the development process to account for the many parts and their interdependencies. Contextual design grew out of very different soil—a soil in which “systems” means “information systems;” that is, computers, software and related technologies. As a computer system design method, contextual design focuses on how best to design systems—hardware and software—to meet customers’ needs. While these needs may include learning or training, the concern is less with learning how to do something than with actually doing it— quickly, cheaply, effectively. With instructional design, content is nearly always critical. With contextual design, as will be seen, work practice is critical.

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Identifying suboptimalities with factorial model comparison

Behavioral and Brain Sciences ◽

10.1017/s0140525x18001541 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 2

Author(s):

Wei Ji Ma

Keyword(s):

Experimental Design ◽

Model Comparison ◽

Process Models ◽

Multiple Forms ◽

Factorial Experimental Design ◽

Factorial Model ◽

Multiple Components ◽

The Many

AbstractGiven the many types of suboptimality in perception, I ask how one should test for multiple forms of suboptimality at the same time – or, more generally, how one should compare process models that can differ in any or all of the multiple components. In analogy to factorial experimental design, I advocate for factorial model comparison.

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