Volgens René Butter is het concept van de zogeheten 'mixed methods' een vruchtbare manier om het praktijkgerichte onderzoek naar een hoger plan te tillen. 'Zo kun je rijke, conceptueel geladen informatie optimaal combineren met meer geformatteerde en gestructureerde informatie'.
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Het debat rondom onderzoek lijkt een steeds prominentere rol te gaan spelen in de actuele kunstpraktijk. Inmiddels worden er ook regelmatig in Nederland conferenties en expertmeetings georganiseerd over de wijze waarop onderzoek in de kunsten kanplaatsvinden, en hoe dit ‘artistieke onderzoek’ zich verhoudt tot andere vormen van (wetenschappelijk) onderzoek. Tot nu toe leverden deze discussies echter zelden goedbeargumenteerde criteria of richtlijnen op. Het nieuwste boek van Mika Hannula (in samenwerking met Juho Suoranta en Tere Vaden) Artistic Research: Theories, Methodsand Practices (Helsinki, 2005) wil een einde maken aan dit wetenschapsfilosofische tekortdoor zich volledig te richten op methodologische vraagstukken.
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The current set of research methods on ictresearchmethods.nl contains only one research method that refers to machine learning: the “Data analytics” method in the “Lab” strategy. This does not reflect the way of working in ML projects, where Data Analytics is not a method to answer one question but the main goal of the project. For ML projects, the Data Analytics method should be divided in several smaller steps, each becoming a method of its own. In other words, we should treat the Data Analytics (or more appropriate ML engineering) process in the same way the software engineering process is treated in the framework. In the remainder of this post I will briefly discuss each of the existing research methods and how they apply to ML projects. The methods are organized by strategy. In the discussion I will give pointers to relevant tools or literature for ML projects.
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Living labs are complex multi-stakeholder collaborations that often employ a usercentred and design-driven methodology to foster innovation. Conventional management tools fall short in evaluating them. However, some methods and tools dedicated to living labs' special characteristics and goals have already been developed. Most of them are still in their testing phase. Those tools are not easily accessible and can only be found in extensive research reports, which are difficult to dissect. Therefore, this paper reviews seven evaluation methods and tools specially developed for living labs. Each section of this paper is structured in the following manner: tool’s introduction (1), who uses the tool (2), and how it should be used (3). While the first set of tools, namely “ENoLL 20 Indicators”, “SISCODE Self-assessment”, and “SCIROCCO Exchange Tool” assess a living lab as an organisation and are diving deeper into the organisational activities and the complex context, the second set of methods and tools, “FormIT” and “Living Lab Markers”, evaluate living labs’ methodologies: the process they use to come to innovations. The paper's final section presents “CheRRIes Monitoring and Evaluation Tool” and “TALIA Indicator for Benchmarking Service for Regions”, which assess the regional impact made by living labs. As every living lab is different regarding its maturity (as an organisation and in its methodology) and the scope of impact it wants to make, the most crucial decision when evaluating is to determine the focus of the assessment. This overview allows for a first orientation on worked-out methods and on possible indicators to use. It also concludes that the existing tools are quite managerial in their method and aesthetics and calls for designers and social scientists to develop more playful, engaging and (possibly) learning-oriented tools to evaluate living labs in the future. LinkedIn: https://www.linkedin.com/in/overdiek12345/ https://www.linkedin.com/in/mari-genova-17a727196/?originalSubdomain=nl
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Abstract Chapter 4: Basing ourselves on a literature review and expert interviews we create an overview of methods and tools to identify and respond to ethical questions used in healthcare, social work, police and the military. We identify six main types of methods or tools that can support professionals or organisations in dealing with ethical issues. Some of these methods are already used in CT or could be used. Some methods or tools are targeted at individual professionals or small groups, whilst others are targeted at the organisational level. The methods and tools are described in brief. Samenvatting boek: Wat is ethisch wel en wat niet geoorloofd? De aanslagen die de Europese hoofdsteden teisteren wrijven het ons in: terrorismebestrijding is noodzakelijk en is onlosmakelijk verbonden met de moderne samenleving. De inlichtingendiensten en andere organisaties die zich hiermee bezighouden, stuiten echter telkens op de vraag hoe ver zij mogen gaan. Waar liggen de grenzen? Wat is ethisch wel en wat niet geoorloofd? En vooral: hoe gaan professionals met deze soms levensgrote dilemma's om? In deze Engelstalige uitgave reflecteren wetenschappers, terrorismebestrijders en ethici op dit zeer actuele thema.
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De ICT Research Methods Pack is een kaartenset met onderzoeksmethoden voor ontwerpgericht onderzoek binnen informatica, ontwikkeld door HBO-i.De set is geschikt om te gebruiken binnen ICT opleidingen zoals de brede ICT bachelor, bedrijfskundige informatica of technische informatie. Met de set kan je je oriënteren op onderzoeksmethoden en je project plannen. De methodes die de kaartenset bevat, passen bij de verschillende onderzoeksstrategieën van de Methodenkaart Praktijkonderzoek, een internationaal erkend raamwerk voor ontwerponderzoek. Fysieke kaartenset + ondersteunende website gemaakt in opdracht van stichting HBOi (http://www.hboi.nl). Bijbehorende website is http://ictresearchmethods.nl Product kan worden besteld via: https://www.studystore.nl/p/9990002067426/ict-methodspack
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Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at triggering students’ production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students’ AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: ‘teacher talking’, ‘balanced use of methods’, ‘getting students at work’ and ‘interactive teaching’. Teachers showed more types of behavior aimed at students’ AL understanding than at production.
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Blended learning environments (BLEs) have become an indispensable part of higher education and an essential part of course delivery. Although teachers need to be active agents in facilitating students’ self-regulation and interaction, little is known to what extent such support is provided. This study investigated the use of self-regulation strategies (SRS) and interactional methods of teachers and students in BLEs. In a cross-sectional design, 171 teachers and 331 students completed a questionnaire on the use of SRS and the application of human and non-human interactional methods. Results showed that, on average, teachers and students pay little attention to SRS and do not or hardly use interactional methods. Results also showed that experienced and inexperienced teachers did not differ in their attention to SRS, although a significant difference was found between teachers with and without online teaching experience. Teachers with more online teaching experience pay more specific attention to metacognitive and management strategies. A positive relationship was also found between the extent to which teachers use both human and non-human interactional methods and the extent to which they pay attention to SRS in the online component of BLEs. Finally, there was a positive relationship between the extent to which students utilize both human and non-human interactional methods and the extent to which they apply SRS. Outcomes of this research provide insight into the design of BLEs and emphasize the importance of teachers' attention to students’ SRS and the use of interactional methods.
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Control methods are applied worldwide to reduce predation on livestock by European red foxes (Vulpes vulpes). Lethal methods can inflict suffering; however, moral debate about their use is lacking. Non-lethal methods can also inflict suffering and can unintentionally lead to death, and yet both the welfare consequences and ethical perspectives regarding their use are rarely discussed. The aim of this study was to investigate the animal welfare consequences, the level of humaneness, the ethical considerations and the moral implications of the global use of fox control methods according to Tom Regan’s animal rights view and Peter Singer’s utilitarian view. According to Regan, foxes ought not to be controlled by either lethal or potentially harmful non-lethal methods because this violates the right of foxes not to be harmed or killed. According to Singer, if an action maximises happiness or the satisfaction of preferences over unhappiness or suffering, then the action is justified. Therefore, if and only if the use of fox control methods can prevent suffering and death in livestock in a manner that outweighs comparable suffering and death in foxes is one morally obligated t
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Aim: To evaluate healthcare professionals' performance and treatment fidelity in the Cardiac Care Bridge (CCB) nurse-coordinated transitional care intervention in older cardiac patients to understand and interpret the study results. Design: A mixed-methods process evaluation based on the Medical Research Council Process Evaluation framework. Methods: Quantitative data on intervention key elements were collected from 153 logbooks of all intervention patients. Qualitative data were collected using semi-structured interviews with 19 CCB professionals (cardiac nurses, community nurses and primary care physical therapists), from June 2017 until October 2018. Qualitative data-analysis is based on thematic analysis and integrated with quantitative key element outcomes. The analysis was blinded to trial outcomes. Fidelity was defined as the level of intervention adherence. Results: The overall intervention fidelity was 67%, ranging from severely low fidelity in the consultation of in-hospital geriatric teams (17%) to maximum fidelity in the comprehensive geriatric assessment (100%). Main themes of influence in the intervention performance that emerged from the interviews are interdisciplinary collaboration, organizational preconditions, confidence in the programme, time management and patient characteristics. In addition to practical issues, the patient's frailty status and limited motivation were barriers to the intervention. Conclusion: Although involved healthcare professionals expressed their confidence in the intervention, the fidelity rate was suboptimal. This could have influenced the non-significant effect of the CCB intervention on the primary composite outcome of readmission and mortality 6 months after randomization. Feasibility of intervention key elements should be reconsidered in relation to experienced barriers and the population. Impact: In addition to insight in effectiveness, insight in intervention fidelity and performance is necessary to understand the mechanism of impact. This study demonstrates that the suboptimal fidelity was subject to a complex interplay of organizational, professionals' and patients' issues. The results support intervention redesign and inform future development of transitional care interventions in older cardiac patients.
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