In this study, a data feedback program to improve teachers’ science and technology (S&T) teaching skills was designed and tested. The aim was to understand whether and how the four design principles underlying this program stimulated the intended teacher support. We examined how teachers in different phases of their career applied and experienced the employed design principles’ key aspects. Eight in-service teachers and eight pre-service teachers attended the data feedback program and kept a logbook in the meantime. Group interviews were held afterwards. Findings show that applying the four employed design principles’ key aspects did support and stimulate in- and pre-service teachers in carrying out data feedback for improving their S&T teaching. However, some key aspects were not applied and/or experienced as intended by all attending teachers. The findings provide possible implications for the development and implementation of professional development programs to support in - and pre-service teachers’ S&T teaching using data feedback.
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Consistency issues limit the sharing of horticultural data across multiple systems, resulting in challenges for users to analyze data effectively across various systems utilizing artificial intelligence technology. Introducing data governance principles can help standardize and unify data practices, making it easier for analysts to locate, comprehend, transfer and integrate data from diverse sources to enable data-driven horticulture. Implementing data governance and principles specific to horticulture can assist in standardizing the layout and format of data structures from different sources. This study aims to propose a new governance framework, Horti-IoT, based on the Data Management Body of Knowledge and several structured frameworks for the Internet of Things (IoT) governance that will lead to data-driven horticulture. This study is empirical in nature. The Dutch horticulture stakeholders are involved in this initiative, providing the data, knowledge, and experiences needed for this study. The data stream from various sources, including camera images, sap flow sensors, climate sensors and manually measured growth data. The key findings following the implementation of the Horti-IoT framework’s principles are reduced workload for data analysts, efficiency in plant monitoring, savings time in pre-processing, enhanced water resource management, reduced system administrator contacts and compliance with General Data Privacy Regulation. The new proposed Horti-IoT framework, compatible with Dutch horticulture, is presented. The data were obtained from the Lab greenhouse at the World Horti Centre in the Netherlands, in the framework of the Regionale SIA RAAK MKB call March 2022-September 2024 subsidy funds for project title ‘Gewasgroei Goed Gemeten (GeGoGe). This project is a collaboration between three educational institutions. Inholland University of Applied Science, the Hague University of Applied Science, Lentiz Vocational School, and stakeholders.
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Abstract Despite the numerous business benefits of data science, the number of data science models in production is limited. Data science model deployment presents many challenges and many organisations have little model deployment knowledge. This research studied five model deployments in a Dutch government organisation. The study revealed that as a result of model deployment a data science subprocess is added into the target business process, the model itself can be adapted, model maintenance is incorporated in the model development process and a feedback loop is established between the target business process and the model development process. These model deployment effects and the related deployment challenges are different in strategic and operational target business processes. Based on these findings, guidelines are formulated which can form a basis for future principles how to successfully deploy data science models. Organisations can use these guidelines as suggestions to solve their own model deployment challenges.
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Business decisions and business logic are important organizational assets. As transparency is becoming an increasingly important aspect for organizations, business decisions and underlying business logic, i.e., their business rules, must be implemented, in information systems, in such a way that transparency is guaranteed as much as possible. Based on previous research, in this study, we aim to identify how current design principles for business rules management add value in terms of transparency. To do so, a recently published transparency framework is decomposed into criteria, which are evaluated against the current business rules management principles. This evaluation revealed that eight out of twenty-two design principles do not add value to transparency, which should be taken into account when the goal of an organization is to increase transparency. Future research should focus on how to implement the design principles that add to transparency.
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Recent years have seen a massive growth in ethical and legal frameworks to govern data science practices. Yet one of the core questions associated with ethical and legal frameworks is the extent to which they are implemented in practice. A particularly interesting case in this context comes to public officials, for whom higher standards typically exist. We are thus trying to understand how ethical and legal frameworks influence the everyday practices on data and algorithms of public sector data professionals. The following paper looks at two cases: public sector data professionals (1) at municipalities in the Netherlands and (2) at the Netherlands Police. We compare these two cases based on an analytical research framework we develop in this article to help understanding of everyday professional practices. We conclude that there is a wide gap between legal and ethical governance rules and the everyday practices.
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Report of the project 'FAIR: geen woorden maar data' about the FAIRification of research data (in Dutch). It describes the proof of concept for implementation of the FAIR principles. The implementation is based on the resource description framework (RDF) and semantic knowledge representations using ontologies.
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From the article: Abstract Since decision management is becoming an integrated part of business process management, more and more decision management implementations are realized. Therefore, organizations search for guidance to design such solutions. Principles are often applied to guide the design of information systems in general. A particular area of interest when designing decision management solutions is compliance. In an earlier published study (Zoet & Smit, 2016) we took a general perspective on principles regarding the design of decision management solutions. In this paper, we re-address our earlier work, yet from a different perspective, the compliance perspective. Thus, we analyzed how the principles can be utilized in the design of compliant decision management solutions. Therefore, the purpose of this paper is to specify, classify, and validate compliance principles. To identify relevant compliance principles, we conducted a three round focus group and three round Delphi Study which led to the identification of eleven compliance principles. These eleven principles can be clustered into four categories: 1) surface structure principles, 2) deep structure principles, 3) organizational structure principles, and 4) physical structure principles. The identified compliance principles provide a framework to take into account when designing information systems, taking into account the risk management and compliance perspective.
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Conducting research as part of a PhD study offers students a unique opportunity to explore new methods and methodologies. Although we each based our PhD studies on a more traditional participatory action research (PAR) methodology, we also took the opportunity to experiment with a new data analysis method. Working from a critical social science paradigm (Fay, 1987) that translates into critical and collaborative research practice with an emancipatory intent, our scope of freedom as to how to process data, perform the analyses, then synthesise and report the results, became restricted. We felt that if we were to be genuine in involving practitioners in data analysis, as co-researchers, we needed to adopt approaches that allowed the expression of all ways of knowing. Using the creative arts proved to be an innovative way of working and learning, facilitating the complex interpretation of narrative data, identifying patterns, themes and connections. As in all qualitative research, in order to enhance process and outcome rigour, the (learning) strategies and methods used by researchers should be congruent with the principles characteristic of the chosen methodology. In this chapter, we want to offer you, the reader, a deeper insight into the key principles underlying this method for data analysis, before describing how we "danced" with them in each of our studies. Building on the original work of Boomer and McCormack (2010), who used the key principles of practice development, namely participation, inclusion and collaboration,i we developed a "critical and creative data analysis framework". This framework rests on the three main philosophical principles of hermeneutics,criticality, and creativity. Applying these principles to data analysis we have learned that multiple perspectives usually show more similarities than differences, which we express visually and poetically in Figure 22.1. The interface between two perspectives is not a juxtaposition but a fluid transition, where the sky meets the sea and the sea meets the sand. Each is separate and yet part of the whole, bigger picture.
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Biomimicry education is grounded in a set of natural design principles common to every known lifeform on Earth. These Life’s Principles (LPs) (cc Biomimicry 3.8), provide guidelines for emulating sustainable strategies that are field-tested over nearly four billion years of evolution. This study evaluates an exercise for teaching LPs to interdisciplinary students at three universities, Arizona State University (ASU) in Phoenix, Arizona (USA), College of Charleston (CofC) in Charleston, South Carolina (USA) and The Hague University of Applied Sciences (THUAS) in The Hague (The Netherlands) during the spring 2021 semester. Students researched examples of both biological organisms and human designs exhibiting the LPs. We gauged the effectiveness of the exercise through a common rubric and a survey to discover ways to improve instruction and student understanding. Increased student success was found to be directly linked to introducing the LPs with illustrative examples, assigning an active search for examples as part of the exercise, and utilizing direct assessment feedback loops. Requiring students to highlight the specific terms of the LP sub-principles in each example is a suggested improvement to the instructions and rubric. An iterative, face-to-face, discussion-based teaching and learning approach helps overcome minor misunderstandings. Reiterating the LPs throughout the semester with opportunities for application will highlight the potential for incorporating LPs into students’ future sustainable design process. Stevens LL, Fehler M, Bidwell D, Singhal A, Baumeister D. Building from the Bottom Up: A Closer Look into the Teaching and Learning of Life’s Principles in Biomimicry Design Thinking Courses. Biomimetics. 2022; 7(1):25. https://doi.org/10.3390/biomimetics7010025
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Students who experience high well-being are better able to developthemselvesand performwithin their educational program. Personal resources can be developed with interventions and more developed personal resources can contribute to well-being. However, it is not yet sufficiently clear what theseinterventions should look like to be effective. Therefore, this study focuses on formulating design principles for interventions aimed at developing four personal resources of honorsstudents: self-efficacy, optimism, inquiry mindedness, and self-regulation. Data were collectedviafocus groups. Data showed that design principles for interventions to develop those four personal resources differsomewhat, but also have several aspects in common: they combine group and individual activities, students are taught basic skills to help them directing their own development, they have an ongoing character and consist of recurring activities. The design principles can be used to design interventions to enhancehonors students’personal resources. Further research is needed into the design and effects of these interventions and possible generalisationof the design principles to other contexts.
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