Creating Synergies between Participatory Design of E-Services and Collaborative Planning

2013 ◽  
pp. 163-179
Author(s):  
Bridgette Wessels ◽  
Yvonne Dittrich ◽  
Annelie Ekelin ◽  
Sara Eriksén
Keyword(s):  
Strategic Planning ◽  
Participatory Design ◽  
Collaborative Planning ◽  
The Other ◽  
Comprehensive Planning ◽  
Communicative Planning ◽  
Operational Design ◽  
On Line ◽  
Planning Processes ◽  
The Relationship

In this article, the gap between participatory design of services and planning processes is identified. This means that any innovations in service design – whether technological, social, or locality-based – are not fully developed. The authors address the relationship between operational design and strategic planning. The article feeds some of the insights gained from participatory design into debates about collaborative and communicative planning by drawing on two exemplars. One focuses on creating a synergy between designing and planning in transforming neighborhood-based children’s services: the other discusses the design of Web 2.0 for on-line public consultancy for comprehensive planning and for mobile services for disabled people. All require synergies between operational design and strategic planning to support participation in collaborative planning for accessibility in urban spaces. The article shows how the development of design constituencies within various contexts of participatory design provides a vehicle for developing collaborative and communicative planning.

Creating Synergies Between Participatory Design of E-Services and Collaborative Planning

2012 ◽  
Vol 1 (3) ◽  
pp. 1-16 ◽  
Author(s):  
Bridgette Wessels ◽  
Yvonne Dittrich ◽  
Annelie Ekelin ◽  
Sara Eriksén
Keyword(s):  
Strategic Planning ◽  
Participatory Design ◽  
Collaborative Planning ◽  
Urban Spaces ◽  
Comprehensive Planning ◽  
Communicative Planning ◽  
Operational Design ◽  
On Line ◽  
Planning Processes ◽  
The Relationship

In this article, the gap between participatory design of services and planning processes is identified. This means that any innovations in service design – whether technological, social, or locality-based – are not fully developed. The authors address the relationship between operational design and strategic planning. The article feeds some of the insights gained from participatory design into debates about collaborative and communicative planning by drawing on two exemplars. One focuses on creating a synergy between designing and planning in transforming neighborhood-based children’s services: the other discusses the design of Web 2.0 for on-line public consultancy for comprehensive planning and for mobile services for disabled people. All require synergies between operational design and strategic planning to support participation in collaborative planning for accessibility in urban spaces. The article shows how the development of design constituencies within various contexts of participatory design provides a vehicle for developing collaborative and communicative planning.

Navigational Paths and Didactical Patterns

2011 ◽  
pp. 170-179 ◽  
Author(s):  
Stefan Iske
Keyword(s):  
Learning Processes ◽  
The Other ◽  
Homogeneous Groups ◽  
E Learning ◽  
On Line ◽  
The One ◽  
Teaching Learning ◽  
On Line Learning ◽  
The Relationship ◽  
Deductive Theory

This chapter focuses on a specific field of e-learning: the relationship between general didactical patterns to design teaching/learning processes on the one hand and empirical behavioral patterns of users (navigational paths) on the other hand. It is based on empirical research on the usage of a hypertextual on-line learning environment. The analyzed dataset consists of about 1500 paths containing about 4700 pages. These empirical navigational paths are analyzed in order to identify similar paths (patterns, structures and regularities), following a heuristic and inductive approach. This approach is based on the method of sequence analysis (optimal matching). The aggregation of similar paths into homogeneous groups will be discussed, as well as the identification of patterns within these aggregated groups. The inductively identified empirical patterns will be compared to deductive, theory-driven patterns. Empirical results will be presented which show the variety and complexity of empirical navigational paths and their relation to theory-driven patterns. These results will be located and discussed in a pedagogical-didactical context.

scholarly journals The Difference the Body Makes: The Teacher’s Presence Online and Offline

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Carina Henriksson
Keyword(s):  
Online Communication ◽  
The Body ◽  
Virtual Space ◽  
The Other ◽  
Online Student ◽  
Face To Face ◽  
Computer Mediated ◽  
On Line ◽  
The Difference ◽  
The Relationship

This paper examines the question: what is the experience of meeting online and how does it differ from ordinary classroom situations? Drawing from personal experience, the author explores possible experiences of existing in virtual space and time. How do people meet, get to know each other and, interact in a pedagogical situation? Her experience as an online student made her to seriously reflect on the experiential nature of the computer-mediated encounter. But, it was not until she happened to participate in a workshop offered by the same teacher that the contrasts began to take shape for her. If there is a difference between online and offline meetings, what is it that makes the difference? Online communication could, just as face-to-face meetings, create feelings of closeness, and friendship; from the other-as-a-text on the screen, we subjectively create the other-as-an-idea, an idea that might be perceived as the real other. But is it? What reality is for real? What is the nature of the relationship established between body-less persons on line, and what difference does the body make in a face-to-face meeting?

scholarly journals Infographics As a Tool for Improving Effectiveness of Education

2020 ◽  
Author(s):  
Tatyana Bystrova
Keyword(s):  
Participatory Design ◽  
Reference Points ◽  
Cognitive Approach ◽  
Key Points ◽  
On Line ◽  
The Difference ◽  
Online Format ◽  
The Aesthetic ◽  
Definition Of ◽  
The Relationship

This paper defines the criteria of effective infographics for education. Visualizing information, including that with the help of infographics, is one of the mechanisms to optimize the learning process both in traditional and online format. In the first part    of the paper, the author gives a theoretical definition of infographics as a contracted multi-level polysemantic thing. The methodological basis for discussion is provided by the cognitive approach in psyhology and philosophy (R. Arnheim, R. Solso, Y. Valkman) and visual studies (I. Itten, B. Latour, D.  Roem, H. Schiffman). Deriving  the properties of effective infographics, the author seeks to harmonize empirical  data and the results of theoretical studies. The infographic aspects formulated by E.Tafti, Priego, and F. Verbitsky are compared with the results of a survey by L. Harrison on the aesthetic properties of effective infographics. Features of infographics such as scalability, structure-based, focusing on the key points, visual simplicity, and emphasis on the relationship between elements, are by author defined. The difference between infographics and other graphical products is demonstrated. For education it is particularly important that the logic of a structure or image ensures the contraction of information. In turn, the contracted information looks compact and concise. ”Real” infographics have a visual clarity, presence of composition, colour, and image-bearing reference points. Systematic manner enhances the process of developing additional meanings. Aesthetics of the designer‘s infographics represent the reverse side of expediency and logic of a project decision. Th3e article concludes with a discussion of the need to use a cognitive approach to infographics by designers who create effective educational products. Keywords: design, graphic design, infographics, definition of infographics, infographics for the on-line course, participatory design, survey

Explaining Information Systems Strategic Planning (ISSP) Behavior

2011 ◽  
pp. 226-241 ◽  
Author(s):  
Jason F. Cohen
Keyword(s):  
South Africa ◽  
Information Systems ◽  
Strategic Planning ◽  
The Other ◽  
Partial Least Squares Analysis ◽  
Strategic Role ◽  
Nature Of Information ◽  
Integration Mechanisms ◽  
The Relationship

Contingency theory suggests that various environmental, organizational and managerial factors will influence an organization’s approach to IT management. This chapter discusses the contingent nature of information systems strategic planning (ISSP) practices and presents the results of an empirical study of ISSP and the role of IS within 90 leading companies in South Africa. Results of a partial least squares analysis demonstrate the significant effect that perceptions of the future strategic role of IS within an organization have on ISSP behavior. Moreover, it was found that those organizations in the strategic quadrant of the McFarlan grid emphasized ISSP activities, committed more resources to the ISSP process and attributed greater importance to ISSP-business strategic planning integration mechanisms, than those organizations in the other quadrants of the grid. The relationship between ISSP and IS function performance was also significantly higher for firms in the strategic IS environment.

Reading About Persons: The Effects of Conjunctions on the Mental Representation of Person Descriptions

2008 ◽  
Vol 67 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Sabine Krolak-Schwerdt ◽  
Margret Wintermantel ◽  
Nadine Junker ◽  
Julia Kneer
Keyword(s):  
Mental Representation ◽  
The Other ◽  
Person Memory ◽  
Causal Connections ◽  
Single Person ◽  
On Line

Three experiments investigated the processing of person descriptions that consisted of a number of statements about the characteristics of a person. In one condition, each statement referred to a single person attribute and in the other condition, causal and additive conjunctions to verbally link the statements were introduced. Evidence was found that the introduction of verbal links enhanced participants’ memory about the characteristics of the described person. On-line measures of processing showed that the comprehension of person information was strongly facilitated by the introduction of verbal links. Furthermore, the results were due to the introduction of causal connections between person attributes. These findings are discussed in terms of their implications for models of person memory and representation.

The Relationship Between Suicidal Thinking and Dating Violence in a Sample of Adolescent Abortion Patients

Crisis ◽  
2011 ◽  
Vol 32 (5) ◽  
pp. 246-253 ◽  
Author(s):  
Gretchen E. Ely ◽  
William R. Nugent ◽  
Julie Cerel ◽  
Mholi Vimbba
Keyword(s):  
Unintended Pregnancy ◽  
Dating Violence ◽  
Young Women ◽  
Psychosocial Problems ◽  
The Other ◽  
Assessment Scale ◽  
Adolescent Dating Violence ◽  
Adolescent Relationships ◽  
Suicidal Thinking ◽  
The Relationship

Background: The relationship between suicidal thinking and adolescent dating violence has not been previously explored in a sample of adolescent abortion patients. Aims: This paper highlights a study where the relationship between dating violence and severity of suicidal thinking was examined in a sample of 120 young women ages 14–21 seeking to terminate an unintended pregnancy. Methods: The Multidimensional Adolescent Assessment Scale and the Conflict in Adolescent Relationships Scale was used to gather information about psychosocial problems and dating violence so that the relationship between the two problems could be examined, while controlling for the other psychosocial problems. Results: The results suggest that dating violence was related to severity of suicidal thinking, and that the magnitude of this relationship was moderated by the severity of problems with aggression. Conclusions: Specifically, as the severity of participant’s general problems with aggression increased, the magnitude of the relationship between dating violence and severity of suicidal thinking increased. Limitations of the study and implications for practice are discussed.

Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

2010 ◽  
Vol 57 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Melanie K. T. Takarangi ◽  
Deryn Strange
Keyword(s):  
Well Being ◽  
The Other ◽  
Personal Perspective ◽  
Emotional Impact ◽  
Potential Mechanism ◽  
Negative Experiences ◽  
Negative Memory ◽  
The Relationship ◽  
Negative Memories ◽  
Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

Haematocrit: Relationships with Blood Lipids, Blood Pressure and other Cardiovascular Risk Factors

1994 ◽  
Vol 72 (01) ◽  
pp. 058-064 ◽  
Author(s):  
Goya Wannamethee ◽  
A Gerald Shaper
Keyword(s):  
Physical Activity ◽  
Risk Factors ◽  
Blood Pressure ◽  
Body Mass Index ◽  
Cardiovascular Risk ◽  
Cardiovascular Risk Factors ◽  
Alcohol Intake ◽  
Blood Lipids ◽  
The Other ◽  
The Relationship

SummaryThe relationship between haematocrit and cardiovascular risk factors, particularly blood pressure and blood lipids, has been examined in detail in a large prospective study of 7735 middle-aged men drawn from general practices in 24 British towns. The analyses are restricted to the 5494 men free of any evidence of ischaemic heart disease at screening.Smoking, body mass index, physical activity, alcohol intake and lung function (FEV1) were factors strongly associated with haematocrit levels independent of each other. Age showed a significant but small independent association with haematocrit. Non-manual workers had slightly higher haematocrit levels than manual workers; this difference increased considerably and became significant after adjustment for the other risk factors. Diabetics showed significantly lower levels of haematocrit than non-diabetics. In the univariate analysis, haematocrit was significantly associated with total serum protein (r = 0*18), cholesterol (r = 0.16), triglyceride (r = 0.15), diastolic blood pressure (r = 0.17) and heart rate (r = 0.14); all at p <0.0001. A weaker but significant association was seen with systolic blood pressure (r = 0.09, p <0.001). These relationships remained significant even after adjustment for age, smoking, body mass index, physical activity, alcohol intake, lung function, presence of diabetes, social class and for each of the other biological variables; the relationship with systolic blood pressure was considerably weakened. No association was seen with blood glucose and HDL-cholesterol. This study has shown significant associations between several lifestyle characteristics and the haematocrit and supports the findings of a significant relationship between the haematocrit and blood lipids and blood pressure. It emphasises the role of the haematocrit in assessing the risk of ischaemic heart disease and stroke in individuals, and the need to take haematocrit levels into account in determining the importance of other cardiovascular risk factors.

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