scholarly journals Lessons From Joint Improvisation Workshops for Musicians and Robotics Engineers

2021 ◽  
Vol 7 ◽  
Author(s):  
Anthonia Carter ◽  
Marianthi Papalexandri-Alexandri ◽  
Guy Hoffman
Keyword(s):  
Design Research ◽  
Information Science ◽  
Musical Instruments ◽  
Theory And Practice ◽  
Science Students ◽  
Interdisciplinary Design ◽  
Time Space ◽  
Machine Improvisation ◽  
And Robotics

We report on a series of workshops with musicians and robotics engineers aimed to study how human and machine improvisation can be explored through interdisciplinary design research. In the first workshop, we posed two leading questions to participants. First, what can AI and robotics learn by how improvisers think about time, space, actions, and decisions? Second, how can improvisation and musical instruments be enhanced by AI and robotics? The workshop included sessions led by the musicians, which provided an overview of the theory and practice of musical improvisation. In other sessions, AI and robotics researchers introduced AI principles to the musicians. Two smaller follow-up workshops comprised of only engineering and information science students provided an opportunity to elaborate on the principles covered in the first workshop. The workshops revealed parallels and discrepancies in the conceptualization of improvisation between musicians and engineers. These thematic differences could inform considerations for future designers of improvising robots.

Perceptions on Job Requirements of LIS Graduates in Public Libraries: A Reflection on Public Libraries in KwaZulu-Natal, South Africa

Mousaion ◽  
2019 ◽  
Vol 36 (4) ◽  
Author(s):  
Mpilo Siphamandla Mthembu ◽  
Dennis Ngong Ocholla
Keyword(s):  
Work Experience ◽  
Computer Literacy ◽  
Industrial Revolution ◽  
Information Science ◽  
Public Libraries ◽  
Knowledge Society ◽  
Professional Services ◽  
Theory And Practice ◽  
Library And Information Science ◽  
Structured Interviews

Public libraries play a crucial role in the information and knowledge society. Their access and services in the fourth industrial revolution require review as well as the knowledge of the competency requirements for Library and Information Science (LIS) graduates to offer professional services. This paper presents the competencies LIS graduates require for work. It also seeks to examine the challenges they encounter in public libraries. The study is driven by the notion that a skills gap and a lack of training for LIS professionals are still daunting challenges in most public libraries. The post-positivism paradigm was employed through the triangulation of both qualitative and quantitative methodologies in data collection and analysis. Content analysis and a survey were employed as research methods. The study scanned job advertisements in four newspapers spanning a three-year period (from January 2015 to December 2017). Semi-structured interviews were conducted with assistant directors and structured questionnaires were administered to LIS graduates. Grade 12, one to three years of work experience, computer literacy and communication skills are the most required competencies to work at public libraries. There seems to be no balance between theory and practice offered in most LIS schools, which suggests the need for curricula revision. Employed LIS graduates are facing several challenges, which include lack of practical exposure or knowledge, lack of qualification recognition and individual promotions, and lack of ICT skills and knowledge.

scholarly journals MAPPING AND ENHANCING DESIGN STUDIES WITH PSI META-THEORETIC DESIGN FRAMEWORK

2021 ◽  
Vol 1 ◽  
pp. 2007-2016
Author(s):  
Yoram Reich ◽  
Eswaran Subrahmanian
Keyword(s):  
Design Research ◽  
The Other ◽  
Design Studies ◽  
Abstraction Level ◽  
Follow Up Studies ◽  
The One ◽  
The Right ◽  
Abstract Framework ◽  
Tools And Methods

AbstractDesign research as a field has been studied from diverse perspectives starting from product inception to their disposal. The product of these studies includes knowledge, tools, methods, processes, frameworks, approaches, and theories. The contexts of these studies are innumerable. The unit of these studies varies from individuals to organizations, using a variety of theoretical tools and methods that have fragmented the field, making it difficult to understand the map of this corpus of knowledge across this diversity.In this paper, we propose a model-based approach that on the one hand, does not delve into the details of the design object itself, but on the other hand, unifies the description of design problem at another abstraction level. The use of this abstract framework allows for describing and comparing underlying models of published design studies using the same language to place them in the right context in which design takes place and to enable to inter-relate them, to understand the wholes and the parts of design studies.Patterns of successful studies could be generated and used by researchers to improve the design of new studies, understand the outcome of existing studies, and plan follow-up studies.

scholarly journals Design for learning – a case study of blended learning in a science unit

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 898
Author(s):  
Roslyn Gleadow ◽  
Barbara Macfarlan
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
Scientific Practice ◽  
Learning Experience ◽  
Science Students ◽  
Face To Face ◽  
Design For Learning ◽  
Learning Management

Making material available through learning management systems is standard practice in most universities, but this is generally seen as an adjunct to the ‘real’ teaching, that takes place in face-to-face classes. Lecture attendance is poor, and it is becoming increasingly difficult to engage students, both in the material being taught and campus life. This paper describes the redevelopment of a large course in scientific practice and communication that is compulsory for all science students studying at our Melbourne and Malaysian campuses, or by distance education. Working with an educational designer, a blended learning methodology was developed, converting the environment provided by the learning management system into a teaching space, rather than a filing system. To ensure focus, topics are clustered into themes with a ‘question of the week’, a pre-class stimulus and follow up activities. The content of the course did not change, but by restructuring the delivery using educationally relevant design techniques, the content was contextualised resulting in an integrated learning experience. Students are more engaged intellectually, and lecture attendance has improved. The approach we describe here is a simple and effective approach to bringing this university’s teaching and learning into the 21st century.

scholarly journals Self-Practice of Stabilizing and Guided Imagery Techniques for Traumatized Refugees via Digital Audio Files: Qualitative Study

10.2196/17906 ◽  
2020 ◽  
Vol 22 (9) ◽  
pp. e17906
Author(s):  
Catharina Zehetmair ◽  
Ede Nagy ◽  
Carla Leetz ◽  
Anna Cranz ◽  
David Kindermann ◽  
...  
Keyword(s):  
Guided Imagery ◽  
Mental Health Problems ◽  
The Self ◽  
Digital Audio ◽  
Safe Place ◽  
Time Space ◽  
Increased Risk ◽  
Audio Files ◽  
Imagery Techniques

Background Refugees have an increased risk of developing mental health problems. There are insufficient psychosocial care structures to meet the resulting need for support. Stabilizing and guided imagery techniques have shown promising results in increasing traumatized refugees’ emotional stabilization. If delivered via audio files, the techniques can be practiced autonomously and independent of time, space, and human resources or stable treatment settings. Objective This study aimed to evaluate the self-practice of stabilizing and guided imagery techniques via digital audio files for traumatized refugees living in a reception and registration center in Germany. Methods From May 2018 to February 2019, 42 traumatized refugees participated in our study. At T1, patients received digital audio files in English, French, Arabic, Farsi, Turkish, or Serbian for self-practice. Nine days later, at T2, a face-to-face interview was conducted. Two months after T2, a follow-up interview took place via telephone. Results At T2, about half of the patients reported the daily practice of stabilizing and guided imagery techniques. At follow-up, the average frequency of practice was once weekly or more for those experiencing worse symptoms. No technical difficulties were reported. According to T2 and follow-up statements, the techniques helped the patients dealing with arousal, concentration, sleep, mood, thoughts, empowerment, and tension. The guided imagery technique “The Inner Safe Place” was the most popular. Self-practice was impeded by postmigratory distress factors, like overcrowded accommodations. Conclusions The results show that self-practice of stabilizing and guided imagery techniques via digital audio files was helpful to and well accepted by the assessed refugees. Even though postmigratory distress factors hampered self-practice, “The Inner Safe Place” technique was particularly well received. Overall, the self-practiced audio-based stabilizing and guided imagery techniques showed promising results among the highly vulnerable group of newly arrived traumatized refugees.

The laboratory life of a designer at the intersection with algal biotechnology

2016 ◽  
Vol 20 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Marin Sawa
Keyword(s):  
Design Research ◽  
Imperial College ◽  
Collaborative Practice ◽  
Research Practice ◽  
Close Collaboration ◽  
Algal Biotechnology ◽  
Interdisciplinary Design ◽  
Literature Reviews ◽  
Laboratory Life

Scientific laboratories are increasingly becoming a collaborative place to design in an emergent biodesign practice, yet there is very little literature on the actual place and practice. This paper describes an empirical account of a laboratory-based, interdisciplinary design research practice, exploring the intersection with algal biotechnology. Aimed at generating multiple applications of microalgae, the author spent 3 years (2012-2015) working in close collaboration with algal scientists in their research laboratories at Imperial College London. It expounds on the laboratory space and facilities and discusses collaborative experimentation with the intersectional outcome: Algae Printing. It reports that the sum of resultant biotechnological artefacts are scientific, aesthetic, and ecosophical with potential for the domestication of algal biotechnology. It reflects on the interdisciplinary collaborative practice with literature reviews and addresses suggestions for future practices. The main finding is that the integration of a designer into the laboratory life can lead to co-invention and that a role of designer in early stages of scientific research can be demonstrated.

Students’ academic reading preferences: An exploratory study

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Noa Aharony ◽  
Judit Bar-Ilan
Keyword(s):  
Learning Strategies ◽  
Information Science ◽  
Electronic Materials ◽  
Relative Advantage ◽  
Library And Information Science ◽  
Science Students ◽  
First Semester ◽  
Academic Reading ◽  
Personal Variables ◽  
Printed Materials

The e-book reader revolution is already here. The questions we asked ourselves were: What are the reading preferences of Information Science students at the beginning of the second decade of the 21st century? How do different variables, such as relative advantage, comprehension, and learning strategies affect students’ reading preferences? The research was conducted in Israel during the first semester of the 2015 academic year and encompassed 177 Library and Information Science students in an Information Science Department in Israel. Three questionnaires were used: personal details, relative advantage, and learning strategies, and two further questions that focused on reading habits. The study showed students’ preferences for printed materials. In addition, it emphasizes the importance of two personal variables that may affect students’ will to read electronic materials: relative advantage and comprehension.

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