Zoekresultaten

Rethinking dynamic fabric through wearing and designing

Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students

Introduction: In this study, a blended learning course, designedusing a participatory design approach and Persuasive Technology(PT), was evaluated by students and teachers. The use ofa participatory design and PT may help facilitate a blended learningcourse that motivates students and supports teachers in this relativelynew field. Method: Students received the blended course aspart of their regular curriculum. Subsequently, interviews with students(N = 10) and teachers (N = 3), as well as a survey amongstudents (N = 35) were held to evaluate the blended course. Results:Most of the PT which was implemented motivated the students toparticipate in the online course. The techniques suggestions, similarity,reduction, self-monitoring and tunneling seemed to specificallymotivate students. According to the students, their teacherssufficiently integrated the online course with the Face to FaceClasses. Teachers stated that they stimulated intrinsic motivation,supported students to complete their tasks and facilitated theblended learning process (integrating the different elements ofa blended learning course). Discussion/Conclusion: The use of PTmotivated students. Teachers played a crucial role in mergingdifferent aspects of the blended learning course. Future challengeswould be the implementation of social support online. What do you want to do ?New mail

Alternative Presents for Dynamic Fabric

In this paper we investigate how a combination of "speculative" design methods can be used to generate theoretical understandings for dynamic, colour-changing fabrics for garments. Specifically, we combine a first-person, autobiographical, research through design (RtD) approach that draws strategies from speculative design. We call this approach alternative presents, inspired by the work of James Auger, and explore it as a way to generate theoretical propositions for dynamic fabric that emphasize the lived experience over technological innovation. The contributions of this framing are twofold. Firstly, we offer a theoretical contribution to the literature on dynamic fabric. Secondly, we make a methodological contribution for how autobiographical design and RtD can be oriented speculatively to generate intermediate knowledge, with particular emphasis on social-technical aspects.

Zes ontwikkelingstaken sterke professionele identiteit

Om professionals en organisaties bewust te maken hoe een sterke professionele identiteit verworven kan worden is een conceptueel model ontwikkeld. Het bestaat uit zes ontwikkelingstaken en diverse deeltaken. Het model is toegepast op de student van het Fast Switch onderwijs. Opleiders en werkgevers kunnen ondersteunend zijn bij dit proces en hebben ieders hun eigen taken en verantwoordelijkheden.

Online identity work dynamics of Instagram micro-influencers: an extreme case approach

Background: Advanced media technologies have become an integral part of people's daily lives, providing them with new tools and environments for the formation and enactment of their identities. To date, the literature acknowledges that media technologies, such as social networking sites, are used to form and enact online identities, and that these platforms can simultaneously pose challenges to individuals' identity work. However, we know little about the precise online identity work strategies that individuals employ in response to the challenges they face over time. Objective: This paper examines the online identity work dynamics of Instagram micro-influencers, for whom social network sites enable and guide them in forming and enacting their online identities on a daily basis. The study was guided by the following research question: what are the challenges that Instagram micro-influencers perceive online and what are the online identity work strategies that they employ in response to these challenges over time? Methods: This study employs an extreme case approach to rigorously explore the lives of seven micro-influencers on Instagram. We combine in-depth data from narrative interviews, longitudinal data from online autobiographical narratives revealed through the participants' Instagram timelines, and follow-up interviews. Results: Our analysis revealed three main themes that highlight the challenges that Instagram micro-influencers face online: (1) amplified social expectations, (2) feelings of inauthenticity, and, as a result thereof, (3) psychological distress. We found that these challenges were viewed as catalysts for their online identity work processes. We identified three key online identity work strategies that the Instagram micro-influencers employed in response over time: (1) experimenting with their online identities, followed by either (2) segmenting between their online and offline identities, or (3) adding identities through online multiplicity. Conclusion: Our research provides new insights into how individuals may respond to the challenge of managing their online identities over time by engaging in different online identity work strategies. This study highlights the importance of designing online media technologies that enable individuals to cope with online challenges. We emphasize the need to design online spaces for (1) the expression of authentic identities, (2) community building, and (3) online multiplicity.

Participatory Design of Persuasive Technology in a Blended Learning Course

Whereas blended learning can deliver several benefits to students in highereducation, their achievement depends on how exactly it is designed. A participatorydesign is recommendable to try to meet the needs of all stakeholders. ThePersuasive System Design-model can be used to motivate students during theonline part of the course. In the design there has to be an optimal blend betweenthe different parts of the course. A participatory design is used to design ablended learning course of autobiographical reflection for second year socialwork students. The blended course was developed in six meetings with aworking group, including all stakeholders (students, teachers, instructional designers,educational experts and professionals). Almost all techniques of the firstthree categories of the PSD-model were used in the design of the blended course.None of the techniques of the fourth category ‘Social Support’ of the PSD-modelwere used, mostly because they touch on the personal process of autobiographicalreflection. It was considered helpful for teachers to have a protocol thatassists them in blending the different parts and this in turn could stimulatestudents to be engaged in the different parts of the blended learning course. Inthis study, we found that the participatory design approach may lead to anengaging blended learning course that encourages the use of persuasive technologywith an optimal focus on content, target group, context and ethical aspectsof the blended course. We suggest adding a new fifth category ‘Blended LearningSupport’.What do you want to do ?New mail