Academic literature on the topic 'Community-focused design'
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Journal articles on the topic "Community-focused design"
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Lee, Ho Sang. "Suggestion of Community Design for the Efficiency of CPTED - Focused on Community Furniture -." KOREA SCIENCE & ART FORUM 29 (June 30, 2017): 305–18. http://dx.doi.org/10.17548/ksaf.2017.06.29.305.
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Kim Cheol-joong and Yu, Seouk-Hwan. "Small community space design to revitalize village community - Focused on the Ildong village community space,''MASIL'." Journal of Korea Intitute of Spatial Design 12, no. 5 (October 2017): 155–63. http://dx.doi.org/10.35216/kisd.2017.12.5.155.
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Groulx, Mark, Amanda Winegardner, Marie Claire Brisbois, Lee Ann Fishback, Rachelle Linde, Kristin Levy, and Annie Booth. "Place and transformative learning in climate change focused community science." FACETS 6 (January 1, 2021): 1773–94. http://dx.doi.org/10.1139/facets-2021-0003.
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Community science involves the co-creation of scientific pursuits, learning, and outcomes and is presented as a transformative practice for community engagement and environmental governance. Emphasizing critical reflection, this study adopts Mezirow’s conception of transformative learning to theorize the transformative capacity of community science. Findings from interviews with participants in a community science program reveal critical reflection, although instances acknowledging attitudes and beliefs without challenging personal assumptions were more common. Program elements most likely to prompt participants to identify beliefs, values, and assumptions include data collection and interaction in team dynamics, whereas data collection in a novel environment was most likely to prompt participants to challenge their beliefs, values, and assumptions. A review of 71 climate change focused programs further demonstrates the extent that program designs support transformative learning. Key features of the community science landscape like the broad inclusion of stated learning objectives offer a constructive starting point for deepening transformative capacity, while the dominance of contributory program designs stands as a likely roadblock. Overall, this study contributes by applying a developed field to theorize transformation in relation to community science and by highlighting where facilitators should focus program design efforts to better promote transformation toward environmental sustainability.
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Chen, Jason I., Ginnifer L. Mastarone, Santisia A. Ambrosino, Nicole Anzalone, Kathleen F. Carlson, Steven K. Dobscha, and Alan R. Teo. "Evaluation of the Safety and Design of Community Internet Resources for Veteran Suicide Prevention." Crisis 40, no. 5 (September 2019): 347–54. http://dx.doi.org/10.1027/0227-5910/a000590.
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Abstract. Background: Recent data show many veterans who die by suicide are not currently engaged in mental health care. Veterans frequently use the Internet for health information and may look online for community resources when in distress. However, little is known about their design characteristics. Aim: To evaluate the design and content of community, veteran suicide prevention websites. Method: Community websites focused on veteran suicide prevention were gathered through Internet searches using standardized search terms. Websites that met the inclusion criteria ( n = 9) were evaluated for adherence to suicide safe messaging, usability, readability, and credibility heuristics. Interrater reliability was evaluated using kappa statistics. Descriptive statistics were used to describe website features. Results: Community websites tended to provide help-seeking information, safe messaging, and community activities. However, no websites provided information on lethal means safety or references to signal credibility. Limitations: The sample was small and only included English-language websites, and focused on veteran-oriented, community websites. Conclusion: Community suicide prevention websites focused on veterans could be improved through increased readability, credibility, and provision of lethal means safety information.
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South, Jane, Daniel Button, Annie Quick, Anne-Marie Bagnall, Joanne Trigwell, Jenny Woodward, Susan Coan, and Kris Southby. "Complexity and Community Context: Learning from the Evaluation Design of a National Community Empowerment Programme." International Journal of Environmental Research and Public Health 17, no. 1 (December 21, 2019): 91. http://dx.doi.org/10.3390/ijerph17010091.
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Community empowerment interventions, which aim to build greater individual and community control over health, are shaped by the community systems in which they are implemented. Drawing on complex systems thinking in public health research, this paper discusses the evaluation approach used for a UK community empowerment programme focused on disadvantaged neighbourhoods. It explores design choices and the tension between the overall enquiry questions, which were based on a programme theory of change, and the varied dynamic socio-cultural contexts in intervention communities. The paper concludes that the complexity of community systems needs to be accounted for through in-depth case studies that incorporate community perspectives.
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Davis, Dylan. "What happens when the design process meets community engagement?" Journal of Design, Business & Society 6, no. 1 (March 1, 2020): 21–42. http://dx.doi.org/10.1386/dbs_00003_1.
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Community-engaged design is often framed as a binary opposite to commercial design. Whereas commercial design is usually characterized as a market-led paradigm focused on profits, community-engaged design is seen as a socially useful design paradigm that is concerned with addressing societal needs. This study uses qualitative data from four design project case studies to explore whether this understanding is in fact consistent with current design practices within commercial design studios. The findings of this study demonstrate that both commercial and community-engaged design practices are more similar than different. In addition, it is also suggested that it is not only the clients’ instructions and the commissions that determine the designers’ processes and practices, but the design studios’ intent, practice and values. This study has a number of practical implications for designers and design studios in how they address commercial and community-engaged design work.
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Sukkasame, Sadanu. "Collaborative Community Design Processes in Rural and Urban Settlements in Thailand." Nakhara : Journal of Environmental Design and Planning 17 (October 18, 2019): 71–80. http://dx.doi.org/10.54028/nj2019177180.
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This paper compares two contrasting processes of low-income community design in rural and urban areas in Thailand. The low-income Srabot community in the urban area is constructing a new settlement on newly purchased land. In parallel, the indigenous Banggloy community is located in the National Park as a community who were forcibly evicted from their village home to an allocated area where they constructed dwellings in the new village. Both cases were supported by housing loans and funding from the Thai Community Organizations Development Institute (CODI)1. The aim of this paper is to examine collaborative learning process based on low-income community design. Both cases employed participatory housing and planning design workshops. The urban community focused on designing the community masterplan. In contrast, the rural indigenous community concentrated on the housing design. In both projects, the occupants were encouraged to be the key actors and to decentralize the solution finding process. The outcome of workshops generated the activities and possible solutions that respect the need for the stakeholders and motivate them to continue to be active.
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Choi, Soon-Sub. "A Study on Implementation System of 'Design Charrette' for Sustainable Community Design -Focused on Sensitive Urban Infill Charrette in Canada." Journal of the Korea Academia-Industrial cooperation Society 17, no. 12 (December 31, 2016): 153–61. http://dx.doi.org/10.5762/kais.2016.17.12.153.
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Reiling, J. "Safe design of healthcare facilities." Quality in Health Care 15, suppl 1 (December 2006): i34—i40. http://dx.doi.org/10.1136/qshc.2006.019422.
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The physical environment has a significant impact on health and safety; however, hospitals have not been designed with the explicit goal of enhancing patient safety through facility design. In April 2002, St Joseph’s Community Hospital of West Bend, a member of SynergyHealth, brought together leaders in healthcare and systems engineering to develop a set of safety-driven facility design recommendations and principles that would guide the design of a new hospital facility focused on patient safety. By introducing safety-driven innovations into the facility design process, environmental designers and healthcare leaders will be able to make significant contributions to patient safety.
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강선미, 윤원경, 임은지, 김승인, and 신슬기. "A Study on through Urban Gardening for the Activation of Community - Focused on Service Design Methodology -." Journal of Digital Design 13, no. 3 (July 2013): 341–50. http://dx.doi.org/10.17280/jdd.2013.13.3.033.
Full textDissertations / Theses on the topic "Community-focused design"
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Lawrence, K. Faith. "The Web of community trust : amateur fiction online : a case study in community focused design for the Semantic Web." Thesis, University of Southampton, 2007. https://eprints.soton.ac.uk/264704/.
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This thesis describes a case study online community: online amateur authors. Taking this case study community as a base, this thesis considers how the concept of community is applied within the Semantic Web domain. Considering the community structures that can be demonstrated through the case study, this thesis makes the case for the recognition of a specific type of social network structure, one that fulfils the traditional definitions of ‘community’. We argue that this sub-type occupies an important position within social networks and our understanding of them due to the structures required for them to be so defined and that there are assumptions and inferences which can be made about nodes within this type of community group but not others. Having detailed our case study community and the type of network it represents, this thesis goes on to consider how the community could be supported beyond the mailing lists and journalling sites upon which it currently relies. Through our investigation of the community’s issues and requirements, we focus on identity and explore this concept within the context of community membership. Further we analyse the community practice of metadata annotation, in comparison to other metadata systems such as tagging, and as it related to the development of the community. We propose a number of ontological models which we argue could assist the community and, finally, consider ways in which these models could be made available to the community in keeping with current practice and level of technical knowledge as evidenced by the community.
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Sutter, Matthew K. "Design/Build in Architectural Education: studying community-focused curriculum." 2015. https://scholarworks.umass.edu/masters_theses_2/206.
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Design/Build education in architecture schools is growing in popularity across North America. I have researched the development of this movement, particularly as it has influenced educational programs. This paper begins with a review of the history of design/build at the University level. These historical precedents chart the course of several major benchmarks that have influenced design/build in the United States over the past 100 years. The second part of the study features a matrix highlighting seven current academic programs with long-term success in design/build. Then, I highlight my own design/build experiences within this format.
After determining successful design/build programming, I used this information to develop a new curriculum. To test this new system, I led the development and realization of a local design/build project involving a Five College undergraduate team. This small-scale project was chosen in January and the physical build occurred in March, 2015. Completion of this project allowed for a critical analysis of this new method. This paper compares my results with the initial definition of program successes in an attempt to determine best practices for design/build curriculum moving forward.
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"A Study on Brazilian Secondary Teachers in a Community of Practice Focused on Critical Thinking." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53691.
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abstract: The purpose of this action research was to work with Brazilian trained educators in a Community of Practice (CoP) to explore how teachers collectively define and talk about critical thinking (CT). The research also examined how past teaching experiences shaped their attitudes toward emphasizing CT in teaching. In addition, the research studied how participation in a CoP focused on CT changed classroom planning. The study is grounded in Community of Practice and Social Constructivism. As an international school, this study examined related research conducted in Jordan, Hong Kong, Taiwan, and Pakistan. This qualitative action research was 12 weeks in length with six participants who were all from Brazil and worked at a private bilingual international secondary school. Participants completed an initial interview and final interview. They also completed online journals, which were assembled weekly for 45 minutes, and maximized their efforts constructing a unit plan utilizing the Understanding by Design method. The results of the study describe the teachers’ definition of critical thinking, and also present an understanding of how the CoP shaped their attitudes. This, in turn, resulted in members’ updated classroom planning, which was due to participation in the cohort. Further issues and credibility, contextualization, and transferability as well as researcher positionality were discussed.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019
Books on the topic "Community-focused design"
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Geniets, Anne, James O'Donovan, Niall Winters, and Laura Hakimi, eds. Training for Community Health. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198866244.001.0001.
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Training and supervision have been cited as integral aspects to well-functioning community health worker (CHW) programmes. However, to date no books have focused on addressing this specific topic. This edited volume brings together a range of viewpoints from world leading practitioners and academics in CHW training, education, and supervision from different geographic regions. It explores the themes of supervision, technology support for training, participatory design, ethics and programme evaluation. The book aims to provide a comprehensive and multifaceted overview of the current state of this emerging field and to identify gaps in research and practice in this key area of global health.
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Minkler, Meredith, Alicia L. Salvatore, and Charlotte Chang. Participatory Approaches for Study Design and Analysis in Dissemination and Implementation Research. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190683214.003.0011.
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An inherently action-focused research orientation, community-based participatory research is particularly well suited to dissemination and implementation research. Prominent among the latter are enhanced dissemination and implementation of findings through the authentic engagement of community partners and other stakeholders throughout. In this discussion of community-based participatory research, and the use of the Chinatown Restaurant Worker Study to illustrate its principles in action, the authors have highlighted many of the benefits community-based participatory research can offer to research and its dissemination and implementation. Drawing on this and other community-based participatory research case studies and literature, the chapter also suggests a number of implications that community-based participatory research holds for dissemination and implementation research, and bridging the gap between research and practice.
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Bradley, Deborah. The Inclusion Conundrum and Community Children’s Choirs in Canada. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.21.
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Canada has established an international identity as a racially and culturally diverse society that prides itself on inclusion. Since the nation’s first policy of official multiculturalism was enacted in 1971, eventually culminating in the Canadian Multiculturalism Act in 1988, educational organizations, including many of Canada’s community children’s choirs, have sought to promote cultural diversity. Early attempts focused primarily on repertoire, and from today’s cultural understanding seem not only naive but trivializing, and from certain perspectives, colonizing. These initial attempts, congruent with the original goals for Canadian multiculturalism, which focused primarily on diversity of language, customs, and religion, have proven ineffective, however, in helping choirs attract diverse memberships. This chapter explores some of the reasons why the type of multiculturalism practiced in Canadian children’s community choirs has not led to the diversity of membership that many organizations desire.
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Ochoa, Rolando. Intimate Crimes. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198798460.001.0001.
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This book analyses the survival strategies that wealthy people in Mexico City have designed and implemented to protect themselves from kidnapping, with special focus on household employment relationships. This particular crime has demonstrated a particular evolution in the last twenty years that deserves analysis. Once a political crime, it became an economic crime that at first only targeted wealthy individuals and then over time began targeting working-class victims. This book presents a detailed history of the evolution of kidnapping in the period 1968 to 2009. It links this evolution to processes of democratization and liberalization which took place in Mexico since the 1980s. This is followed by an in-depth analysis of the strategies used by potential kidnapping victims to protect themselves from this crime, from the community level to the micro-individual level. Special attention is focused on the hiring process of household employees, namely drivers, as evidence suggests that most kidnappings are organized or facilitated in some way by a close collaborator of the victim. In this case, the book focuses on the hiring of drivers in the household. The hiring process is approached as a problem of trust. Signaling theory is the main framework used for solving this problem, as well as some ideas found in transaction cost economics, namely vertical integration.
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Cleaver, Laura. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802624.003.0006.
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Modern scholars are fond of likening the task of attempting to reconstruct the medieval past to trying to do a jigsaw puzzle with very few pieces. This study has focused on the more colourful pieces of medieval history. Some of the pieces fit together neatly, through the processes of copying that were central to both the development of text and medieval book production. New histories were composed with reference to and often from existing ones, and comparison of surviving volumes sometimes permits us to track the circulation of a work over time. Other pieces of the puzzle are less obviously connected, but can nevertheless be situated within a larger picture of book production and circulation in the Middle Ages. The manuscripts considered here are united both in the themes of their contents and in the complex processes involved in their manufacture, from the production of parchment to the composition of text, and from the planning of pages to the execution of their contents. Although medieval histories could be the work of individuals, who acquired parchment, composed and wrote text, and added any decoration, history books were usually created through the collaboration of authors, scribes, and artists. The decisions made about the investment of resources of time, skills, and materials in these manuscripts seem also to be linked to real or potential patrons, and thus manuscripts were planned with consideration of the experience of the intended owner. The surviving volumes vary significantly in size (both of the folios and the amount of content), and in their appearance. Some manuscripts were made for a local readership, within a monastic community. Others were probably created for historians whose primary interest was in the text, but the most extensively decorated volumes, whether narrative histories, chronicles, or cartularies, can often be linked to a desire to impress powerful patrons. At the same time, new texts were less likely to be copied in manuscripts that required a significant investment of resources, though higher-quality copies might be made once their value was recognized....
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Flynn, Maria, and Dave Mercer, eds. Oxford Handbook of Adult Nursing. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198743477.001.0001.
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The second edition of the Oxford Handbook of Adult Nursing addresses the philosophy, principles, and practice of general adult nursing, and the ways in which general adult nurses relate to people, engage critically with professional knowledge, and organize appropriate nursing care and interventions. The content provides information to help general nurses to draw on their personal and professional values, knowledge, and experience when making general practice decisions and organizing care. The handbook is designed to be a broad reference source, focused on the types of conditions that general adult nurses are most likely to come across in their everyday work, whether this is in hospital, hospice, or community locations. The handbook is arranged in four sections, each of which presents key facts related to professional nursing values, communication and interpersonal skills, nursing practice and decision-making, and leadership, management, and teamwork. Details of clinical procedures are not included, as these are expertly addressed in the Oxford Handbook of Clinical Skills in Adult Nursing. Part 1—Professional nursing values (Chapters 1–4)—outlines the values and statutory responsibilities underpinning all nursing practice, decision-making, and patient care. Part 2—Communication and interpersonal skills (Chapters 5–11)—discusses key features of empathetic communication in different nursing contexts. Part 3—Nursing practice and decision-making (Chapters 12–26)—provides key facts about health conditions in different body systems, along with potential investigations and treatment approaches. These chapters also highlight related nursing considerations, to stimulate and support thinking and decision-making in practice. Part 4—Nursing leadership, teamwork, and collectives (Chapters 27–31)—focuses on leadership, management, and teamwork, and the way nurses interact with each other, patients, and the public. Each chapter also lists useful sources of further information. The majority of these are online resources, in recognition of the way most people use information and communication technology in everyday nursing practice, education, and research. Other texts in the Oxford nursing handbook series provide a wide range of specialist texts to cover the detail of more specialized aspects of nursing practice, and reference to these are included throughout the text.
Book chapters on the topic "Community-focused design"
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Sánchez-Vázquez, Antonio, Alex Mifsud, and Chris Callaghan. "Training and Skills Development for the Circular Economy in the Current Geopolitical Context: A Bottom-Up Design Focused on Community Need and Social Enterprise." In Sustainable Design and Manufacturing, 351–60. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9205-6_34.
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Asión-Suñer, L., and I. López-Forniés. "Review of Product Design and Manufacturing Methods for Prosumers." In Lecture Notes in Mechanical Engineering, 128–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_21.
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AbstractProduct design is a process developed by specialized profiles such as designers or engineers. For this reason, most of product design and/or manufacturing methods developed are aimed at experienced professionals. However, in the current social and technological context, we observe that the number of prosumers, users who partially produce the products they consume, is increasing. These users are involved in design, manufacturing or assembly phases of the product to obtain final results that respond to specific needs and desires. Given this emerging trend, we wonder if there are methodologies focused on these users in particular, both in the academic field and in practice. This work aims to clarify this issue through a review of research papers and real cases. The results obtained differentiate between the methodologies that have been defined in the academic field and those that have not been compiled but whose repeated use has agreed its application and existence in practice. The methodologies identified are analyzed in two tables that summarize how they are applied and what their main objective is. The results and conclusions offer both the scientific community and the prosumers a series of product design and manufacturing methods focused on non-specialized profiles.
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Ruzindana, Ernest, Federica Gaspari, Erneste Ntakobangize, Chiara Ponti, Carlo Andrea Biraghi, Candan Eylül Kilsedar, Massimo Tadi, Zacharia Muindi, Peter Agenga, and Laura Mugeha. "Open Data Addressing Challenges Associated with Informal Settlements in the Global South." In Sustainable Development Goals Series, 13–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_2.
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AbstractThe United Nations estimates that 3 billion people living in urban contexts will need adequate and affordable housing by 2030. We urgently need alternative perspectives and methodologies for urban development that are environmentally sustainable and inclusive of the local community. This chapter illustrates the design and results of projects carried out by YouthMappers in Rwanda, Italy, and Kenya, focused on informal settlements in the Global South and the value of geospatial data for addressing SDG 1 No Poverty and SDG 11 Sustainable Cities and Communities.
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Hu, Yan, Guohua Bai, Jenny Lundberg, and Sara Eriksén. "A Virtual Community Design for Home-Based Chronic Disease Healthcare." In Usability- and Accessibility-Focused Requirements Engineering, 175–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45916-5_11.
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Cockfield, Samantha, David Healy, Anne Harris, Allison McIntyre, and Antonietta Cavallo. "The Development of the “Vision Zero” Approach in Victoria, Australia." In The Vision Zero Handbook, 1–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-23176-7_17-1.
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AbstractFor many decades, road safety measures in Australia focused almost exclusively on behavioral approaches. When Claes Tingvall was appointed Director of MUARC, he introduced the concept of “Vision Zero” to Australia and, with it, the “Safe System” approach. While political leaders initially regarded a vision for zero deaths as unachievable, they supported the inherent logic of the Safe System.Initially the Safe System was applied as four independent pillars. While this lack of integration had limitations, it did enable road safety measures to move beyond road user behavior to focus more on safer road infrastructure and vehicle safety.The initial Safe System approach became “Towards Zero” an approach that accepts humans are fragile, and the road system designed to protect from death or serious injury was adopted across all Australia jurisdictions between 2004 and 2018.Public education has been used to introduce and explain Towards Zero and bring greater attention to the importance of purchasing a safe vehicle. Infrastructure investment has moved from a “blackspot” approach to the Safe System approach. However, shifting community and decision-makers’ understanding of the importance of speed limits being set to match the safety standard and design of a road remains a challenge. Future opportunities involve better integration of the components of the Safe System, focusing on serious injuries and improving strategy delivery, performance reporting, management, and accountability.
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Cockfield, Samantha, David Healy, Anne Harris, Allison McIntyre, and Antonietta Cavallo. "The Development of the “Vision Zero” Approach in Victoria, Australia." In The Vision Zero Handbook, 475–506. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76505-7_17.
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AbstractFor many decades, road safety measures in Australia focused almost exclusively on behavioral approaches. When Claes Tingvall was appointed Director of MUARC, he introduced the concept of “Vision Zero” to Australia and, with it, the “Safe System” approach. While political leaders initially regarded a vision for zero deaths as unachievable, they supported the inherent logic of the Safe System.Initially the Safe System was applied as four independent pillars. While this lack of integration had limitations, it did enable road safety measures to move beyond road user behavior to focus more on safer road infrastructure and vehicle safety.The initial Safe System approach became “Towards Zero” an approach that accepts humans are fragile, and the road system designed to protect from death or serious injury was adopted across all Australia jurisdictions between 2004 and 2018.Public education has been used to introduce and explain Towards Zero and bring greater attention to the importance of purchasing a safe vehicle. Infrastructure investment has moved from a “blackspot” approach to the Safe System approach. However, shifting community and decision-makers’ understanding of the importance of speed limits being set to match the safety standard and design of a road remains a challenge. Future opportunities involve better integration of the components of the Safe System, focusing on serious injuries and improving strategy delivery, performance reporting, management, and accountability.
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Costa, Valentina. "The Maker Movement: From the Development of a Theoretical Reference Framework to the Experience of DENSA Coop. Soc." In Makers at School, Educational Robotics and Innovative Learning Environments, 133–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_18.
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AbstractThe Maker Movement, which has for years received much attention, still presents many economic, social and educational implications that are ripe for investigation. The movement’s community of practice can be defined as “a knowledge-building community” (Scardamalia and Bereiter, The Cambridge handbook of the learning sciences, pp 97–115, 2006) as cited in Martin (Martin, J Pre-Coll Eng Educ Res (J-PEER) 5(1):4, 36 2015). This apt definition, which refers to the hyper complex, connected society that engendered it, opens up new possibilities in the field of education. The main goal of this reflective paper is linked to the creation of a theoretical framework that could explain and support the movement’s background. This will lead to an analysis of three different pedagogical models (Célestin Freinet, Loris Malaguzzi, Bruno Munari) that have much in common with the Maker Movement. We focused our study on the most positive traits of makers: social inclusion, democracy and the failure-positive/collaborative approach. Considering the importance of the European Union’s Key Competences, our aim was to create a bridge between the “maker mindset” (Dougherty, Design, make, play, pp 9, 25–29, 2013) and these competences, in order to consider the possibility of introducing the movement into the national curriculum. The point of contact between the two can be the basis for promoting active citizenship, grounded, naturally, in the Key Competences. Subsequently, to test our analysis in the first part of our reflection, we look at the experience of DENSA (Developing Edutainment for New Skills and Attitudes) Coop. Soc.
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Koushede, Vibeke, and Robert Donovan. "Applying Salutogenesis in Community-Wide Mental Health Promotion." In The Handbook of Salutogenesis, 479–90. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_44.
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AbstractThis chapter highlights the relevance of mental health as a resource and risk for population health and describes mental health problems and related financial and social implications for society, which has led to an increased focus on prevention of mental health problems in health policy lately. Using the river metaphor of salutogenesis and a mental health ease–disease continuum, mental health is seen not as a stable trait but rather as a constant process, which needs to be protected and promoted. Thus, mental health promotion is foremost focused on protective factors and promoting mental health resources at different levels of society and is relevant to everyone.The authors also present and describe the ‘Act-Belong-Commit’/‘ABCs of Mental Health’ Campaign, a world-first comprehensive, population-wide, community-based mental health promotion campaign designed to promote mental health and prevent mental ill health.
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Bhatt, Jignesh G. "Building Automation Systems." In Architecture and Design, 571–603. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7314-2.ch021.
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Building Automation Systems (BAS) have started attracting focus of global research community and demonstrating rapid growth potential due to their transformation from the legacy stand-alone security systems into intelligent computerized wired or wireless communication technology based solutions. Amid rising concerns over energy and security globally, BAS demonstrates commendable outperformance with promising research and commercial opportunities. Rising energy costs, stringent energy requirements and vibrant, but abnormal-unpredictable swings in environment, etc. all have contributed immensely as driving forces for BAS developments. This chapter presents the learning outcomes from author's research work and experiences in terms of instrumentation engineer's perspective towards the focused area nicely supported by literature review as well as practical hands-on exposure. The chapter judiciously puts forth historical and modern perspectives in overall development of BAS for reader's digest.
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Burris, Jade, and Catherine Prudhoe. "Creating a Quality Online Early Childhood Program Focused on Building Community and Program Improvement." In Research Anthology on Early Childhood Development and School Transition in the Digital Era, 317–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7468-6.ch016.
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This chapter explores the intentional design, development, and continued improvement of an online graduate degree program for early childhood education (ECE) teachers and administrators. The authors will discuss the initial face-to-face design and the transition to an online program to better meet the needs of its students. The authors will also discuss the successes and challenges met throughout this process while providing an overview of the field of ECE. In the process, they will consider the unique demands of working in childcare and explain why using technology to offer online programs was an appropriate solution to the challenges experienced by early childhood professionals (ECPs). They will address why online delivery is a preferred method of professional development (PD) among ECPs. Further, this chapter will include an analysis of survey data on program quality and course satisfaction, providing practical recommendations based on what was learned from this case study.
Conference papers on the topic "Community-focused design"
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Graves, Jordan, Karen Royer, Gillian Smith, and Anne Sullivan. "Procedural Patchwork: Community-Focused Generative Design for Quilting." In C&C '21: Creativity and Cognition. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450741.3466635.
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Yunjeong Chang, Leslie Cintron, Joanne Cohoon, James Cohoon, and Luther Tychonievich. "Instructional design principles of diversity-focused professional development MOOC for community college computing faculty: Lighthouse CC." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757610.
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Forman, Gabriela, Michele Santos, Pedro Ferreira, and Andrea Bandoni. "Biomateriality Bridging Design and the Community." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001388.
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The current environmental crisis is turning designers to the development of new biodegradable materials, that are produced through clean processes: the biomaterials. They present not only alternatives to existing materials, but actually an opportunity to reflect upon new materialities that indicate different ways of consuming and living to their users. In order to be massively adopted and lead change, biomaterials need to be validated and possibly co-created with real communities. Complemented by a literature review and by two surveys, one directed to rapid prototyping facilities’ coordinators/founders, and another with a focus on citizens from Portugal, this research explores how biomaterials can connect Design and their surrounding communities. A deeper understanding of related dynamics and how the democratization of Design processes unfolds and is perceived is key to effective communication and implementation of holism-focused methodologies. Additionally, this study highlights aspects such as the role or the empowerment of the community through the search for solutions and activism.
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Gardner, Martha, and Gene Wiggs. "Design for Six Sigma: The First 10 Years." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27933.
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Six Sigma was launched at GE in 1995 by Jack Welch as a systematic way of improving the quality of delivered products and reducing cost across the entire Corporation. Soon after the first wave of Master Black Belts returned from their initial training, it was obvious that GE needed a “version” of Six Sigma adapted by a Design Engineering community that was focused on achieving specific goals of improved product performance, reliability and producibility while achieving a simultaneous reduction in the design cycle time for new products. The purpose of this paper is to share our lessons learned in adapting Six Sigma to the needs of the Design Engineering Community.
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Toh, Christine, Jonathan Cagan, Kate Fu, Dan A. McAdams, Christopher McComb, Warren Seering, Deborah Thurston, and Kristin Wood. "DTM Past, Present, and Future: Reflections on and by the Design Theory and Methodology Research Community." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-90003.
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Abstract This paper describes the results of an agenda-setting panel session that took place at the 2021 International Design Engineering Technical Conferences organized by the Design Theory and Methodology (DTM) research community. While the state of design research in engineering design has advanced tremendously in the last thirty-five years since the formation of the DTM community, reflecting on the successes and challenges faced by this community revealed several key directions and opportunities that this community is well positioned to take. Namely, panelists and audience members in the session identified five new agenda items that have the potential to further strengthen research on Design Theory and Methodology: 1) Ethics, Equity, and Justice-focused design research, 2) Design for Sustainability research programs, and 3) Research on Computational Agents as team members in the design process,4) Building new theories from research conducted on Design Theory and Methodology, and 5) Focus on inclusive excellence in the review process of new and cross-disciplinary research. These agenda items as well as reflections on the history and legacy of the Design Theory and Methodology research community on the evolution of design research more broadly are discussed in this paper. The results of the panel session provide directions for next-generation design theory and methodology research that is effective, inclusive, and impactful.
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Taylor Welty, Emile, Ann Yoachim, and Austin Hogans. "Design-Build Studio Outcomes: Researching Potential vs Practice." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.67.
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Academic design-build programs offer a method of teaching that outperforms conventional architecture pedagogy. Design build learning outcomes including those focused on complexity and collaborative problem solving offer transferable lessons that young designers can take with them into the profession. This is a baseline assumption our university’s community design center has operated under for fourteen years, an assumption based on academic writings, antidote, and personal experience. With hundreds of alumni now in practice, we used a web-based survey instrument to test these assumptions and assess the outcomes of the design-build mode of education.
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Rubin, Victor, Celina Tchida, Maria Rosario Jackson, and Theresa Hwang. "The Pedagogy of Creative Placemaking: A Field Begins to Come of Age." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.6.
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Creative placemaking has been evolving from a narrow definiti on of applying art and design ideas to community projects into a more expansive, equity-focused field of practice. As the funder consortium Art Place America describes it, “Creati ve placemaking happens when artists and arts organizations join their neighbors in shaping their community’s future, working together on place-based community outcomes. It’s not necessarily focused on making places more creative; it’s about creatively addressing challenges and opportunities…. creative placemaking at its best is locally defined and informed and about the people who live, work, and play in a place.”
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Schaefer, Shawn. "Community Engagement and Service-Learning Reciprocity." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335074.
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As part of the University of Oklahoma’s Christopher C. Gibbs College of Architecture, the Urban Design Studio prepares graduate students from diverse backgrounds in its Master of Urban Design program to practice as urban design professionals. The studio uses a reciprocal community engagement and service-learning approach that benefits cities and residents of Oklahoma and provides students with meaningful educational experiences. Four case studies of studio projects are considered here. Each case study focuses on a different type of project, including creative urban design practice, participatory action research, community-based planning, and real-life, real-time placemaking. The studio regularly collaborates with communities on urban design studies and interventions. One such project focused on the revitalization of a three-mile stretch of Route 66 running through the heart of Tulsa. Participatory action research is represented by Tulsa Photovoice, an example of how studio faculty and students collaborate with communities to discover knowledge. Working in a more traditional framework, studio students led a community-based planning process for the downtown plan of the city of Muskogee, Oklahoma, entitled a Landscape of Hope. Finally, placemaking activities like the one for the Chapman Green illustrate how students learn by making. Each case study explains how the project was initiated, what community engagement techniques were used, and how students participated. Project outcomes are also summarized.
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Hill, Rodrigo, Marcos Steagall, and David van Vliet. "Augmenting Community Narratives: An Exploration of Lens-based Image and Publication Design." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.84.
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This presentation proposal advances a pedagogical case study that focuses on innovative ways of promoting visual literacy for undergraduate students through lens-based image-making and digital technologies. The curriculum was designed to be delivered throughout an academic semester at Auckland University of Technology South Campus, Manukau City, Aotearoa New Zealand. The content is formatted for first-year students of the Diploma in Arts endorsed in Communication Design. The Diploma in Arts is appealing to students who may be seeking a shorter design qualification. In addition, the programme provides for students who have not met or have narrowly missed University Entrance (UE) criteria. The presentation focuses on the structure and contents of the pedagogical experience where lecturers and students are connected in the design studio through agency and literacy rather than just observing pedagogical prescriptions. In this active environment, the hidden curriculum that deals with the participant's cultural background and natural epistemologies is valued and validated. In creating the engagement for visual literacy, the brief requires students to consider aspects of community, taking the role of a storyteller equipped with skills to create visual content that is meaningful and actual. The course is divided into two parallel design studio approaches: one that deals with visual literacy through the photographic image and practice; and the other is concerned with aspects of the nature of the media, augmented reality and image dissemination in digital platforms. The first area focused on visual literacy through photographic practice, using the politics of photographic language and representation, employing portraiture analysis and image creation. This approach encompasses the conceptual aspects associated with photographic images and the technical aspects of lens-based image-making. The second area focused on understanding digital media, the application of tools and how to take advantage of the interactive environment to promote awareness and reflect change in the community. This part of the brief intended to create an understanding of the issues associated with online environments, providing students with skills to operate creatively and fluidly in response to the fast-paced nature of online image-sharing platforms. Within this context, techniques of digital image construction and manipulation were investigated in the light of industry applications and best practice workflows. These learning areas were underpinned by an online blog where students actively recorded their design process, tests, and contextual influences that impacted their design practice. The studio environment fostered an inclusive and participatory form of teaching and learning and employed students' smartphones as an accessible tool to produce and understand images. The project contributes to knowledge about the design studio through a framework for Visual literacy and media education, where students learn principles of photography practice and digital technologies. It contributes to reflections about the use of mobile phone technologies as a common entry way apparatus to visual literacy and imagery generator.
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Gardner, Martha, and Gene Wiggs. "Design for Six Sigma: The First 15 Years." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-95534.
Full textAbstract:
The original MAIC version of Six Sigma was launched at GE in 1995. Within a couple of years after launch it was recognized that the Engineering Design community needed methods and tools that focused on achieving performance goals, reliability, and producibility, while meeting cost targets and reducing cycle time. Design for Six Sigma was born out of this need and has evolved into a company-wide approach integrated into many engineering design processes. The initiative has continued to grow over the last 15 years. This paper is an update to a paper the authors published in 2007. Many new learnings from the subsequent 5 years are being integrated into the prior version of the paper by the authors (Ref. 1).
Reports on the topic "Community-focused design"
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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.
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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
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Thorne, Sarah, Daniel Kovacs, Joseph Gailani, and Burton Suedel. Informing the community engagement framework for natural and nature-based projects : an annotated review of leading stakeholder and community engagement practices. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45400.
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In its infrastructure development work, the US Army Corps of Engineers (USACE) engages and collaborates with numerous local, state, and national stakeholders. Projects incorporating innovative approaches, such as beneficial use (BU) of dredged materials and other natural and nature-based features (NNBF), are often not well-understood by stakeholders, including those at the community level. This often results in conflicts and project delays. By sponsoring the development of a Community Engagement Framework, the Dredging Operations and Environmental Research (DOER) program hopes to systematically improve how project teams design, conduct, and measure effective community engagement on infrastructure projects. The purpose of this focused Review was to assesses leading stakeholder and community engagement practices that reflect the state of practice of stakeholder engagement within USACE, and by other leading organizations in the US and internationally, to inform development of the Community Engagement Framework. While the resulting Framework will be particularly well-suited for community engagement on projects incorporating BU and other NNBF, it will be applicable to a broad range of USACE Civil Works’ initiatives where effective stakeholder engagement is critical to project success. The assessment showed the practice of stakeholder engagement has evolved significantly over the past 30 years, with much more focus today on ensuring that engagement processes are purposeful, meaningful, collaborative, and inclusive - reflecting stakeholders’ desire to participate in co-creating sustainable solutions that produce environmental, economic, and social benefits. This, and other key findings, are informing development of the Community Engagement Framework which is scalable and adaptable to a broad range of projects across the USACE missions.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 4: Study Design. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001251.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.
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Pretari, Alexia. Resilience in the West Bank: Impact evaluation of the ‘From Emergency Food Security to Durable Livelihoods: Building Resilience in the Occupied Palestinian Territory’ project. Oxfam GB, October 2021. http://dx.doi.org/10.21201/2021.8106.
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The ‘From Emergency Food Security to Durable Livelihoods: Building Resilience in the Occupied Palestinian Territories’ project was implemented in the West Bank, in the Occupied Palestinian Territory, between November 2015 and January 2018 by Oxfam, together with two partners: the Land Research Centre (LRC) and the Palestinian Livestock Development Centre (PLDC). The project, funded by the Belgian Cooperation, through Oxfam Italy, focused on improving protection around three key areas at community level to build resilience: supporting animal health, rehabilitating protected rangelands and strengthening community-based legal protection mechanisms. The combination of these key areas is the focus of this Effectiveness Review: the evaluation assesses the impact of this cross-sectorial approach on the resilience capacities of male and female members of Bedouin communities in the West Bank, at risk of displacement. It combines a quantitative quasi-experimental design with a questionnaire with community leaders. Find out more by reading the full report now.
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Leis, Sherry. Vegetation community monitoring trends in restored tallgrass prairie at Wilson’s Creek National Battlefield: 2008–2020. National Park Service, April 2022. http://dx.doi.org/10.36967/nrr-2293117.
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Plant community monitoring at Wilson’s Creek National Battlefield (NB) focused on the restored tallgrass prairie community. Six monitoring sites were visited four times and observations of plant species and ground cover were made. In addition to those observations, we included two environmental factors in this report—precipitation and recent fire history—to help understand the vegetation data status and trends. Precipitation data (standardized vegetation index) indicated drought conditions in 2012 and some dry periods in 2016. Although prairies are adapted to drought, we found that species richness at the site and community scales (alpha and gamma diversity) were reduced in dry years. Fire management also plays an important role in shaping the plant communities. Prescribed fire occurrence became less frequent through the monitoring period. Also, additional treatments, including herbicide and mowing, likely shaped the prairie community. Tree regeneration and nonnative plants in particular may have been affected by these techniques. The prairie plant community continues to be moderately diverse despite recent increases in tree seedlings and small saplings. Species richness varied over time and was correlated with precipitation; diversity indices (H′ and J′) were similar across monitored years. Species guilds (also known as functional groups) demonstrated differing patterns. Woody plants, long a concern at the park, were abundant and statistically similar across years. Many guilds were quite variable across the sites, but nonnative forbs declined, and nonnative grasses increased. Overstory trees and canopy cover, measured for the first time in 2020, have likely influenced the composition of one site. The composition of this site points to a shrubland-savanna community. Four of the sites tended towards shrubland rather than tallgrass prairie. The vegetation monitoring protocol experienced some changes between 2008 and 2020. A key difference was a shift from sampling twice during the field season to sampling only once in a monitoring year. An anticipated decline in species richness was observed in 2012 and 2016, but we were unable to isolate sample design as the cause. Additionally, we remedied inconsistencies in how tree regeneration was recorded by tallying seedlings and saplings in the field. Our quality assurance procedures indicated that our observer error from pseudoturnover was 20.2%, meeting our expectations. Cover class estimates agreed 73% of the time, with all disagreements within one cover class. Coordinating management actions to achieve plant community goals like structure and composition of tallgrass prairie will be critical to the survival of the prairie species at the park. Fire and nonnative plant treatments along with the reduction of woody cover including trees are needed to arrest the transition to savanna and woodland community types. Frequent prescribed fire is an integral process for this community and there is no equivalent substitute. Continued focus on management for the desired tallgrass prairie community will also provide needed habitat for imperiled pollinators such as the monarch butterfly. Best management practices for pollinators on federal lands specify that treatments (prescribed fire, mowing or haying) should not occur during the blooming season or when pollinator breeding, egg, larval or pupal stages are present.
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Zacamy, Jenna, and Jeremy Roschelle. Navigating the Tensions: How Could Equity-relevant Research Also Be Agile, Open, and Scalable? Digital Promise, August 2022. http://dx.doi.org/10.51388/20.500.12265/159.
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Digital learning platforms are beginning to become open to research. Specifically, in our work in SEERNet, developers are extending five platforms, each used in either K-12 or higher education by more than 100,000 users, to enable third-party researchers to explore, develop, and test improvements. SEERNet seeks to enable equity-relevant research aligned with the IES Standards for Excellence in Education Research (SEER) principles. It also seeks to support research that is more agile (or rapid), is more open, and scales from research to impacts on practice. We review the emerging tensions among the goal of equity-relevant research and desires for agile, open, and scalable research. We argue that designing and developing technical capabilities for agile, open, and scalable research will not be enough. Based on a series of interviews we conducted with experts in social sciences and equity-focused research, we argue that researchers will have to rethink how they plan and undertake their research. Five shifts could help. First, researchers could deliberately reframe their designs away from a comprehensive, monolithic study to smaller, agile cycles that test a smaller conjecture each time. Second, researchers could shift from designing new educational resources to determining how well-used resources could be elaborated and refined to address equity issues. Third, researchers could utilize variables that capture student experiences to investigate equity when they cannot obtain student demographic variables. Fourth, researchers could work in partnership with educators on equity problems that educators prioritize and want help in solving. Fifth, researchers could acknowledge that achieving equity is not only a technological or resource-design problem, but requires working at the classroom and systems levels too. In SEERNet, we look forward to working with the research community to find ways to address equity through research using well-used digital learning platforms, and to simultaneously conduct research that is more agile, more open, and more directly applicable at scale.
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Haider, Huma. Scalability of Transitional Justice and Reconciliation Interventions: Moving Toward Wider Socio-political Change. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2021.080.
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Literature focusing on the aftermath of conflict in the Western Balkans, notes that many people remain focused on stereotypes and prejudices between different ethnic groups stoking fear of a return to conflict. This rapid review examines evidence focussing on various interventions that seek to promote inter-group relations that are greatly elusive in the political realm in the Western Balkan. Socio-political change requires a growing critical mass that sees the merit in progressive and conciliatory ethnic politics and is capable of side-lining divisive ethno-nationalist forces. This review provides an evidence synthesis of pathways through which micro-level, civil-society-based interventions can produce ‘ripple effects’ in society and scale up to affect larger geographic areas and macro-level socio-political outcomes. These interventions help in the provision of alternative platforms for dealing with divisive nationalism in post-conflict societies. There is need to ensure that the different players participating in reconciliation activities are able to scale up and attain broader reach to ensure efficacy and hence enabling them to become ‘multiplier of peace.’ One such way is by providing tools for activism. The involvement of key people and institutions, who are respected and play an important role in the everyday life of communities and participants is an important factor in the design and success of reconciliation initiatives. These include the youth, objective media, and journalists. The transformation of conflict identities through reconciliation-related activities is theorised as leading to the creation of peace constituencies that support non-violent approaches to conflict resolution and sustainable peace The success of reconciliation interventions largely depends on whether it contributes to redefining otherwise antagonistic identities and hostile relationships within a community or society.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.